Itinerant Curriculum Theory

A Declaration of Epistemological Independence

João M. Paraskeva

• Publisher: Bloomsbury Academic
• Year: 2024
• Print ISBN:
  9781350292987
• eBook ISBN:
  9781350292994
• Edition: 1
• Topic: Education
• Subtopic: Education Theory & Practice

This book advances new ways of thinking about emergence and impact of Itinerant Curriculum Theory (ICT). Written by authors based in Algeria, Brazil, Chile, China, Estonia, South Korea, Spain and the USA, the chapters examine the opportunities and challenges paved by ICT in the struggle to open up and decolonize curriculum policies. The contributors show how ICT can help us to pave a new way to think about and to do curriculum theory and announce ICT as a declaration of epistemological liberation, one that helps to resist Eurocentric dominance. The chapters cover topics including, ecologies of the Global South, education discourse in South Korea, China's Curriculum Reform, and the history of colonialism in the Middle East.

Building on the work of Antonia Darder, Boaventura de Sousa Santos and others, this book posits that the future of the field is the struggle against curriculum epistemicides and this is ultimately a struggle for social justice. The book includes a Foreword by the leading curriculum historian William Schubert, Professor Emeritus of Curriculum and Instruction at the University of Illinois at Chicago, USA.

Table of contents

• Half Title
• Series Page
• Title Page
• Copyright Page
• Contents
• Table
• Contributors
• Series Editor’s Foreword
• Acknowledgements
• Chapter 1: On the Importance of Paraskeva’s Itinerant Curriculum Theory
• Chapter 2: Against Epistemic Suicide!: Itinerant Curriculum Theory: A Declaration of Epistemological Independence
• Chapter 3: Decolonial-Hispanophone Curriculum: A Preliminary Sketch and Invitation to a South-South Dialogue
• Chapter 4: Decolonizing the English Curriculum in Argentina by Itinerating the Curriculum Landscape with Minds, Bodies and Emo ions
• Chapter 5: Returning to the Cultural Foundations of China’s Curriculum Reform: ICT and Confucian ‘Wind’ Education
• Chapter 6: The Itinerant Curriculum Theory in the Chilean Context of Curriculum Control and Standardization: Toward a Constituent – Itinerant – Curriculum
• Chapter 7: Itinerant Curriculum Theory in the Turkish Context
• Chapter 8: Leaving the United States in Fear and Tears: Young Chun Kim’s Lonely but Brave Scholarship as a Critical Text of Decolonizing Curriculum Studies
• Chapter 9: A Possible Utopia for Cognitive Justice: Towards an Itinerant Curriculum Theory as a Deterritorialized Critical Pedagogy
• Chapter 10: ICT and Curriculum as Everyday Creation: A Doable Possibility of the Emancipation of Curriculum Theory
• Chapter 11: Decolonizing International Relations Theory: Towards an Itinerant Curriculum Theory to challenge the Endless (Hi)story of Coloniality
• Chapter 12: Moving the Abyssal Lines: Contemporary Disputes within Brazilian Curriculum Field
• Chapter 13: Itinerant Curriculum Theory and Decolonization: Alternate Planes of Projection for the Global South, Africa, South Africa and Beyond
• Chapter 14: Decolonizing Thai-Centric Curriculum Is Yet Enough?: Transgressing Beyond ‘Currere’ to Itinerant Curriculum Theory
• Chapter 15: Curriculum in the Viral Age: Itinerant Curriculum Theory as a Just Path
• Chapter 16: Itinerant Curriculum Theory: Contributions to the Study of ‘Education in Rights’ in the Context of the Brazilian Public Defender’s Office
• Index