Epistemic Colonialism and the Transfer of Curriculum Knowledge across Borders

This volume uncovers the colonial epistemologies which have long dominated the transfer of curriculum knowledge 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.

This volume uncovers the colonial epistemologies that 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, this 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.

Autorentext

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.

Inhalt

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
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