Epistemic Colonialism and the Transfer of Curriculum Knowledge across Borders
Applying a Historical Lens to Contest Unilateral Logics
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This volume uncovers the colonial epistemologies which have long dominated the transfer of curriculum knowledge within and across nation states, and demonstrates how a historical approach to uncovering epistemological colonialism can inform an alternative, relational mode of knowledge transfer and negotiation within curriculum studies research and praxis.
World-leaders in the field of curriculum studies adopt a historical lens to map the negotiation, transfer, and confrontation of varied forms of cultural knowledge in curriculum studies and schooling. In doing so, they uniquely contextualize contemporary epistemes as historically embedded and politically produced, and contest the unilateral logics of reason and thought which continue to dominate modern curriculum studies. Contesting the doxa of comparative reason, the politics of knowledge and identity, the making of twenty-first century educational subjects, and multiculturalism, the volume offers a relational onto-epistemic network as an alternative means to dissect and overcome epistemological colonialism.
This text will benefit researchers, academics, and educators with an interest in curriculum studies as well as the study of international and comparative education. Those interested in post-colonial discourses and the philosophy of education will also benefit from the volume.
Table of Contents
PART I Introduction
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
6: When Numbers Dictate Common Sense: Transnational’s Aspirations of a Global Curriculum
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
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
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
Weili Zhao is Professor in the Department of Curriculum and Instruction at the Hangzhou Normal University, China.
Thomas S. Popkewitz is Professor in the Department of Curriculum and Instruction at the University of Wisconsin-Madison, USA.
Tero Autio is Professor of Curriculum Studies and Teacher Education at the University of Tampere, Finland.