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The relentless bombing of cities, dismantling of democracies, projection of hate as kindness, and masquerading lies as truth are emerging realities of the 21st century. In reconsidering curriculum epistemicide, this edited collection converges on the erasure of unique ways of knowing. However, differences arise as we examine the definition of curriculum epistemicide, and who gets to define it. The chapters in this book are uniquely braided in the ever-expanding encounter with various theories and perspectives, enabling readers to perceive an issue from different standpoints, providing a deeper understanding of what curriculum theory is and which knowledge is of most worth.
Sommario
Dedication - Acknowledgments - Contents - Prelude: Complicated Conversations on Curriculum Epistemicide: Apertures and Lingerings - Chapter 1 Introduction to the Sweep of Epistemicide - Chapter 2 Currere as a Curriculum of Flowability - Chapter 3 Standardized Violence Curriculum and the Turpitude of "Average Ability" -Chapter 4 What Knowledge is of Most Worth? Reflections on Israel, Gaza, Epistemicide, Truth, and the Banality of Evil - Chapter 5 The Landless Movement and Erasure of Indigenous Knowledge in Brazil: The Struggle for Reclamation - Chapter 6 Learning Otherwise: A Trauma(tizing) Curriculum - Chapter 7 Toward an Understanding of Psychic Speech: Unaware "Lack," Interpellation, and Transcendence - Chapter 8 Understanding a Curriculum of (Un)Becoming an Immigrant-Canadian Citizen - Chapter 9 Epistemicide Is Not Forgone: A/R/Tography as Liberation - Chapter 10 Plantifa, Positionalities, and Counter-Narratives: Currere Gardening Curriculum Against Epistemicide - Chapter 11 Above and Beyond the "Curriculum of Poverty" or the "Poverty of Curriculum": Itinerant Curriculum Theory and the Inevitable "Transcritique" in the Struggle Against the Epistemicide - Chapter 12 Clickbait Curriculum Theory - Postlude - Contributors
