Description
Book SynopsisAutomatization and systematic exclusion are beyond common sense within U.S. public schools. The failure to address social problems spills over to schools where youth who refuse to conform to the broken system are labelled as deviant and legitimately excluded. Students who conform are made real by the system and allowed back into society to keep manufacturing the same inequalities. This is the Pinocchio Effect. It involves the legitimization of hegemonic knowledge and the oppression of bodies, mind, and spiritualities. The book analyzes the impact of colonialities within U.S. public education by examining the learning experiences that influence teachers’ and students’ spiritualties, affecting the construction and oppression of their identities. Consequently, the author examines how educators can decolonize the classroom, which functions as a political arena as well as a critical space of praxis in order to reveal how realities and knowledges are made nonexistent—an epistemic blindness and privilege.
Trade Review“The Pinocchio Effect takes decolonial work squarely into the next step of empirical qualitative research by focusing on situated feminist decoloniality both in her lived experience as a teacher and the classroom. All this comes together in her critical and decolonial autoethnography, showing how crucial it is the Itinerant Curriculum Theory (ICT) in the classroom, as a decolonial turn. It is impossible to overstate the importance of Janson’s thinking documented in her first book, as she starts to answer the questions: What does decolonial teaching in public schools mean, look like, feel like? What does feeling, doing, and thinking decolonial teaching and learning look like?” – James Jupp University of Texas Rio Grande Valley "Janson's study is an awesome composition of erudite, touching, moving, humorous, playful, artistic, tragic, in sum a heroic tribute to the teacher and teaching profession in our neoliberal times. The Pinocchio Effect redefines, intensifies and creatively mingles the borders of an internationalization of curriculum studies beyond geographical maps toward a novel intellectual itinerant curriculum theory cartography by introducing the elements of Curriculum of the South at the heart of neoliberal education and curriculum practices, in the United States.” - Tero Autio, Tallinn University, Estonia
Table of ContentsSeries Introduction On (De)Coloniality: Curriculum Within and Beyond the West Acknowledgements List of Figures 1 Colonial Heart and Silenced Spiritualities 2 Need for Decolonial Autoethnography in Education 3 Colonialism, Colonialities, and Imperialism within and beyond U.S. Education 4 Canary in the Mind: Colonialities, Biopolitics, and Body-Politics 5 The Pinocchio Effect: Biopolitics and Coloniality 6 Colonialities and Spiritualities: Voices, Silences, and Experiences in the Classroom 7 Decolonial Manifesto for Public Education References Index
