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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.
List of contents
Contents
Preface
Can Civilization Survive Capitalism?
Noam Chomsky
Chapter 1
The struggle towards a non-functionalist critical river
João 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
João M. Paraskeva
About the author
João M. Paraskeva is Professor of Education Leadership and Policy Studies at University of Massachusetts Dartmouth, MA, USA.
Summary
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.
