Curriculum Transmodernity : Towards a Non-Derivative Itinerant Curriculum Theory.

Format:

Book

Author/Creator:

Paraskeva, João M.

Series:

On (de)Coloniality: Curriculum Within and Beyond the West Series

On (de)Coloniality: Curriculum Within and Beyond the West Series ; v.6

Language:

English

Physical Description:

1 online resource (532 pages)

Edition:

1st ed.

Place of Publication:

Boston : BRILL, 2025.

Summary:

This volume champions a new non-derivative curriculum avenue to help educators address contemporary societal and educational challenges. It examines the power of the itinerant curriculum theory in challenging the epistemicidal nature of the field, paving the way for an education committed to social and cognitive justice.

Contents:

Intro

Advance Praise for Curriculum Transmodernity: Towards a non-Derivative Itinerant Curriculum Theory

Contents

Talking Differently about Curriculum

References

Figures and Table

Figures

Table

Notes on Contributors

1. Curriculum Transmodernity

1 'Simplifying Democracy'

2 Late Coloniality: Wrangling Reason vs Truth

3 Epistemological Civil War: Towards Another Critical Reason within the Critical

4 The Cynicism of an Abyssal Reason

5 On Coloniality: 'Running out of an Un(ending) History'

6 The Theorycide

7 Itinerant Curriculum Theory: Dare to Be and Act 'Beyond'

8 Organization of the Volume

Notes

2. Transmodernity and Interculturality

1 In Search of Self-Identity: From Eurocentrism to Developmentalist Coloniality

2 Core and Periphery: The Problem of Liberation

3 Popular Culture: Not Merely Populism

4 Modernity, the Globalization of Western Culture, Liberal Multiculturalism, and the Military Empire of the "Preventative War"

5 The Transversality of Transmodern Intercultural Dialogue: Mutual Liberation of Universal Postcolonial Cultures

5.1 Affirmation of the Denied Exteriority

5.2 Critique of Tradition with the Resources of One's Culture

5.3 Strategy of Resistance: Hermeneutic Time

5.4 Intercultural Dialogue between Critics of their Own Culture

5.5 Strategy for Trans-Modern Liberation Growth

3. Epistemic Disobedience and the Decolonial Option

1 A Brief History

2 The Epistemic Shift and the Emergence of Decolonial Thinking

3 Tawantinsuyu, Anáhuac, and the Black Caribbean: The "Greeces" and "Romes" of Decolonial Thinking.

3.1 Waman Puma Project of Decolonial Thinking

3.2 Ottobah Cugoano Political Counternarrative

4 By Way of Conclusion

4. "Other" Knowledges, "Other" Critiques.

1 The Geopolitics of Critical Thought in the Frame of Modernity/Coloniality

2 Decolonialization, Decoloniality and "Other" Thinking

3 Enunciations and Elucidations: The Pedagogy and Praxis of Decolonial Interventions

4 Final Reflections

5. Shifting the Geography of Reason in an Age of Disciplinary Decadence

6. Decolonizing Post-Colonial Studies and Paradigms of Political Economy

1 Epistemological Critique

2 Coloniality of Power as the Power Matrix of the Modern/Colonial World

3 From Global Colonialism to Global Coloniality

4 Post-Coloniality and World-Systems: A Call for a Dialogue

5 Decolonial Thinking

6 Transmodernity as an Utopian Decolonial Project

7 Anti-Systemic Struggles Today

8 Towards a "Radical Universal Decolonial Anti-Systemic Diversality" Project

Note

7. Enrique Dussel's Liberation Thought in the Decolonial Turn

1 Habermas and the Unfinished Project of Modernity

2 Philosophical Interventions in the Unfinished Project of Decolonization

3 Sources for the Decolonization of the Self

8. Teaching for the End of the World (As We Know It)

1 Demythologizing Modernity

2 The Colonizing Logic of Modernity

3 On Challenging Modernity

4 Decolonizing Curriculum Studies

5 A Decolonizing Ethical Stance

6 The Subaltern Voice

7 A Vision for "For the End of the World (As We Know It)"

9. Pedagogies of Conflict

1 The Wider Context: Trapped between the Tectonic Plates of History

2 Normalizing Fascism

3 Russia's Invasion of Ukraine

4 The Cult of Vladimir Putin and Donald Trump

5 The Russian Ruling Class Today

6 Multipolar Dreaming

7 The Divided Left

8 The U.S. Culture Wars

9 We Want Out!

10 Let's Avoid European Civilizational/Colonial Triumphalism.

11 Diplomacy for Decoloniality

12 What Can Educators Do?

13 Critical Pedagogy as Decolonizing Counter-Narratology: Towards an Itinerant Curriculum Theory

10. Beyond Curricular Monumentalism

1 Monumentalism, Knowledge and Teaching

1.1 Knowledge and Capture

1.2 Beyond the Teacher as Paragon

2 Against Racism's "Addle-Brained" Reason

3 Fear, Law, and Whiteness

4 Curriculum as (Re)connection

5 Conclusion

11. Itinerant Curriculum and Cultural Contact in the Transmodernity of the World-Worlds

12. Arrebato's Arc of Meaning

1 Local-Transnational Traditions, Geographies of Self

1.1 LG, Azt, GM

1.2 Geographies of Self

2 ICT and a Broad Array of Criticalities

3 Plática as Method

3.1 Plática Sources

3.2 Our Context

3.3 Participants

3.4 Data Gathering

3.5 Interpretation

4 Arrebato's Arc of Meaning

4.1 Emotionality

4.2 Recognition of Injustices

4.3 Communality

4.4 Triangular Interactions

5 Returning to Our Questions

5.1 What Are the Contours of Chicana Preservice Educators' Conscientização?

5.2 How Do Chicana Preservice Educators Work through Criticalities?

5.3 How Might Our Work Be Translatable to Other Communities?

13. Pedagogic (De)Coloniality and the (Im)Possibility of a Transmodern Curriculum of English

1 Update of Argentina's Political Context

2 A Glimpse at the Argentinian University

2.1 Public and Free

2.2 Historical and Situated Overview

3 Initial Teacher Education

4 English and French Professorships at UNLP

4.1 English Professorship and ITE

4.1.1 Globalist

4.1.2 Critical

4.1.3 Decolonial

5 (In)conclusive Remarks

14. Transmodernity, Transhumanism, Posthumanism, and Artificial Intelligence.

1 Modernity as the Prelude to Transmodernity

2 Transmodernity: From Pastiche to the Decolonial Turn

2.1 Transhumanism: The New Technologization of Thought and the World?

3 Excursus: AI in the Transhumanist Era

3.1 A Brief Summary of the Path Taken by AI

4 The Pending Reflection: The Value of the Human as Life And AI

5 Posthumanism and the Reconsideration of the Human

6 Critical Posthumanism and the Suma Quamaña and Ubuntu

6.1 Suma Q'amaña and Ubuntu

15. Decolonizing Early Childhood Education and Care in Serbia

1 Instead of an Introduction - A Shining Light in the Struggle for Democracy1

2 Deteritorializing in and for Education

2.1 Deterritorialization

2.2 Deterritorializing Key Pedagogical Concepts

2.3 Deterritorializing Institutionalized Practices of Education

3 The Curriculum Reform in Early Childhood Education and Care in Serbia and the Legacy of Praxis Philosophy

3.1 The Conceptual Foundations of the National ECEC Curriculum Framework "Years of Ascent"

3.2 Chronology of Curriculum Reform and Support Measures for Curriculum Implementation

4 Itinerancy of One Reform

4.1 There and Back Again

4.2 What Have Those Who Wander Lost?

5 Instead of a Conclusion - R. E. F. R. A. M. E

16. Recovering Critical Education

1 Traditional Critical Theory between School Teaching and Problem Teaching

2 Controversial Topics and Controversies about Controversy

3 Identity Politics, Coloniality, Decolonial Options

4 Analysis and Conclusion

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17. A Pluriversal Itinerary of Epistemic Rupture

Index.

Notes:

Description based on publisher supplied metadata and other sources.

ISBN:

90-04-75016-9

OCLC:

1592690583