About the Book
This book advances new ways of thinking about emergence and impact of Itinerant Curriculum Theory (ICT). Written by authors based in Algeria, Brazil, Chile, China, Estonia, South Korea, Spain and the USA, the chapters examine the opportunities and challenges paved by ICT in the struggle to open up and decolonize curriculum policies. The contributors show how ICT can help us to pave a new way to think about and to do curriculum theory and announce ICT as a declaration of epistemological liberation, one that helps to resist Eurocentric dominance. The chapters cover topics including, ecologies of the Global South, education discourse in South Korea, China’s Curriculum Reform, and the history of colonialism in the Middle East.
Building on the work of Antonia Darder, Boaventura de Sousa Santos and others, this book posits that the future of the field is the struggle against curriculum epistemicides and this is ultimately a struggle for social justice. The book includes a Foreword by the leading curriculum historian William Schubert, Professor Emeritus of Curriculum and Instruction at the University of Illinois at Chicago, USA.
Table of Contents:
Series Editor’s Foreword
Acknowledgements
1. On the Importance of Paraskeva’s Itinerant Curriculum Theory: A Foreword, William Schubert (University of Illinois at Chicago, USA)
2. Itinerant Curriculum Theory! A Declaration of Epistemological Independence, João M. Paraskeva (University of Strathclyde, UK)
3. Decolonial-Hispanophone Curriculum: A Preliminary Sketch and an Invitation, James C. Jupp (University of Texas Rio Grande Valley, USA), Micaela González Delgado (National Autonomous University of Mexico, Mexico), Freyca Calderón Berumen (Pennsylvania State University, USA) and Caroline Hesse (University of Texas Rio Grande Valley, USA)
4. Decolonizing the English Curriculum in Argentina by Itinerating the Curriculum Landscape with Minds, Bodies and Emotions, Graciela Baum (Universidad Nacional de La Plata, Argentina)
5. Returning to the Cultural Foundations of China’s Curriculum Reform: ICT and Confucian “Wind” Education, Weili Zhao (Chinese University of Hong Kong, China)
6. Itinerant Curriculum Theory in the Chilean Context of Curriculum Control and Standardization: Toward a Constituent Curriculum, José Félix Angulo Rasco (Catholic University of Valparaiso, Chile)
7. Itinerant Curriculum Theory in the Turkish Context, Fatma Mizikaci (Ankara University, Turkey)
8. Leaving the United States in Fear and Tears: Young Chun Kim’s Lonely but Brave Scholarship as a Critical Text of Decolonizing Curriculum Studies, Jung-Hoon Jung (Chonnam National University, South Korea)
9. Possible Utopia for Cognitive Justice: Towards an Itinerant Curriculum Theory as a Deterritorialized Critical Pedagogy, Rosa Vázquez Recio (University of Cadiz, Spain)
10. ICT and Curriculum as an Everyday Creation: A Doable Possibility of the Emancipation of Curriculum Theory, Inês Barbosa Oliveira (State University of Rio de Janeiro, Brazil)
11. Decolonizing International Relations Theory: Towards an Itinerant Curriculum Theory to Challenge the Endless (Hi)story of Coloniality, Mekia Nedjar (Oran 2 Mohamed Ben Ahmed University, Algeria)
12. Moving the Abyssal Lines: Contemporary Disputes within Brazilian Curriculum Field, Maria Luiza Süssekind (Federal University Rio de Janeiro, Brazil)
13. Itinerant Curriculum Theory and Decolonization: Alternate Planes of Projection for the Global South, Africa, South Africa and Beyond, Shervani. K. Pillay (Nelson Mandela University, South Africa)
14. Decolonizing Thai-Centric Curriculum is Yet Enough?: Transgressing Beyond ‘Currere’ to Itinerant Curriculum Theory, Omsin Jatuporn (Chiang Mai University, Thailand)
15. Curriculum in the Viral Age: Itinerant Curriculum Theory as a Just Path, Todd Price (National Louis University, USA)
16. Itinerant Curriculum Theory: Contributions to the Study of ‘Education in Rights’ in the Context of the Brazilian Public Defender’s Office, Arion Godoy and Maria Cecilia L. Leite (Federal University of Pelotas, Brazi)
About the Author :
João M. Paraskeva is Professor and Founding Chair of the Department of Educational Leadership at the University of Massachusetts Dartmouth, USA. He is Vice President of the American Association for the Advancement of Curriculum Studies and author of Curriculum Epistimicides (2016).
Review :
Professor Paraskeva is one of the world’s leading educational and curriculum theorists. This book shows all the signs of a classic work. I am pleased to support this book, as I believe it will stand at the cutting edge of the curriculum field and will also be very influential among Freireans and those educators interested in critical theory and pedagogy. This book is sorely needed today, especially given the attacks on critical studies by authoritarian and populist groups. This book represents a prime theoretical weapon in the fight for democracy.
Itinerant Curriculum Theory challenges the prevalent Western-focused knowledge systems and is an indispensable addition to critical curriculum studies. It is valuable for teacher educators, policymakers, and researchers worldwide aiming to establish more inclusive and just education systems.
The authors of this timely volume provide critical perspectives on the Western epistemology that pervades curriculum theorizing. Expanding upon João M. Paraskeva’s conceptualization of itinerant curriculum theory, the chapters challenge the Anglophone curricular canon in a declaration of epistemological emancipation. A formidable, internationally appealing contribution to the internationalization of the field.
