1st Edition
Epistemic Colonialism and the Transfer of Curriculum Knowledge across Borders Applying a Historical Lens to Contest Unilateral Logics
1: Historicizing Curriculum Knowledge Translation and Onto-Epistemic Coloniality
Weili Zhao, Thomas S. Popkewitz, and Tero Autio
PART II Comparative Reason and Curriculum Studies
2: Making the Scientific Self: A Location-Less Logic with Locations
Thomas S. Popkewitz
3: Itinerant Curriculum Theory: The "Heterotopian" Logic. Challenging Curriculum Involution, and Occidentosis
João M. Paraskeva
4: Modernity, Colonialism, and Translation: Historicizing China’s "Science" Making through Western Discourses/Epistemes
Weili Zhao and Yundan Zheng
PART III Curriculum as Alchemies of Making Subjects and Knowledge
5: Technology of Self as Curriculum Knowledge: The Making of Confucian Subjects and Its Revisitation in Modern Korean Education
Ji-Hye Kim
6: When Numbers Dictate Common Sense: Transnational’s Aspirations of a Global Curriculum
Melissa Andrade-Molina
7: Curriculum History as History of the Present: Between the Alchemy of Knowledge and the Fabrication of Subjects
Marcia Serra Ferreira
PART IV Curriculum Theory, and the Politics of Knowledge and Identity
8: Making Finnish Kinds of People: Curriculum Knowledge as an Amalgam of Science, Politics, and Secular Lutheranism in the Finnish Variant of Egalitarian Nordic Welfare Society
Tero Autio
9: Epistemicide in Curriculum Studies?: The Erasure of the Feminine and Beauty/Imagination/Emotion/Body/Intuition/Aesthetics/Artmaking
Donald S. Blumenfeld-Jones
10: Weaving Threads that Gesture beyond Modern-Colonial Desires for Mastery, Progress, and Universality
Vanessa Andreotti
PART V Multiculturalism as Curriculum Project and its Global Variations
11: Hybridization, Classification, and Transformations of Multiculturalism and Multicultural Education
Jie Qi, Jiyoung Seo-Cense, and Shengping Zhang
12: Assembling Saudi Al-nahda through Saudi Women
Jehan Abduljabbar and Jamie A. Kowalczyk
13: Historicizing an Epistemic Struggle between Anglo-Eurocentrism and an Indigenous Analytic within the Australian Curriculum
Stephen Kelly
Biography
Weili Zhao is Professor of Curriculum Studies in the Jing Hengyi School of Edication at the Hangzhou Normal University, China.
Thomas S. Popkewitz is Professor in the Department of Curriculum and Instruction at the University of Wisconsin-Madison, United States.
Tero Autio is Professor at the University of Tampere, Finland.
