Towards a Just Curriculum Theory
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Towards a Just Curriculum Theory : The Epistemicide

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Description

Towards a Just Curriculum Theory: The Epistemicide responds to a need for `alternative ways of thinking about alternatively' about education and curriculum. It challenges the functionalism of both dominant and specific counter-dominant education and curriculum perspectives and in so doing suggests an Itinerant Curriculum Theory (ICT) as a new path for the field. The volume brings challenges critical educators to decolonize and to deterritorialize, providing scholars and educators a more nuanced analysis. By offering strategies to achieve a just curriculum theory, and by positioning curriculum theory to establish social and cognitive justice, this book aims to educate a more just and democratic society. With contributions from leading scholars across the field education, this volume argues that to deny the existence of any epistemological form beyond the Western mode can be a form of social fascism, which leads to an uncritical reading of history. Together, the essays offer and encourage a more deliberative, democratic engagement that seeks to contextualize and bring to life diverse epistemologies, value-sets, disciplines, theories, concepts, and experiences in education and beyond.
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Product details

  • Hardback | 258 pages
  • 152 x 229 x 19.05mm | 788g
  • Paradigm
  • London, United Kingdom
  • English
  • 1 Halftones, black and white; 1 Tables, black and white; 1 Illustrations, black and white
  • 1612058590
  • 9781612058597

Table of contents

Contents





Preface


Can Civilization Survive Capitalism?


Noam Chomsky


Chapter 1


The struggle towards a non-functionalist critical river


Joao M. Paraskeva


Chapter 2


Imperialist Desires in English Only Language Policy


Donaldo Macedo


Chapter 3


Africana Philosophy


Paget Henry


Chapter 4


Decolonizing Western Universalisms


Decolonial Pluri-versalism From Aime Cesaire to the Zapatistas


Ramon Grosfoguel


Chapter 5


Against Coloniality: On the Meaning and Significance of the Decolonial Turn


Nelson Maldonado-Torres


Chapter 6


Educational Reforms Hostile to the Arts and Humanities


Neoliberalism and Citizenship


Jurjo Torres Santome


Chapter 7


Education, Knowledge and the Righting of Wrongs


Vanessa de Oliveira Andreotti


Chapter 8


Toni Morrison and the Discourse of the Other: Against the Hypocrisy of Completeness


Cameron McCarthy, Rushika Patel, Brenda Nyandiko Sanya


Conclusion


Curriculum as a Scandal


Joao M. Paraskeva
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About Joao M. Paraskeva

Joao M. Paraskeva is Professor of Education Leadership and Policy Studies at University of Massachusetts Dartmouth, MA, USA.
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