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  1. Epistemic colonialism and the transfer of curriculum knowledge across borders
    applying a historical lens to contest unilateral logics
    Contributor: Zhao, Weili (HerausgeberIn, VerfasserIn einer Einleitung, VerfasserIn); Popkewitz, Thomas S. (HerausgeberIn, VerfasserIn einer Einleitung, VerfasserIn); Autio, Tero (HerausgeberIn, VerfasserIn einer Einleitung, VerfasserIn)
    Published: 2022
    Publisher:  Routledge, New York

    PART 1. Introduction -- PART 2. Comparative Reason and Curriculum Studies -- PART 3. Curriculum as Alchemies of Making Subjects and Knowledge -- PART 4. Curriculum Theory, and the Politics of Knowledge and Identity -- PART 5. Multiculturalism as... more

    Location:
    Bibliotheks-und Informationssystem der Carl von Ossietzky Universität Oldenburg (BIS)
    Signature:
    phi 718 DL 0550
    Inter-library loan:
    Unlimited inter-library loan, copies and loan
    Location:
    Bibliotheks-und Informationssystem der Carl von Ossietzky Universität Oldenburg (BIS)
    Signature:
    phi 718 DL 0550
    Inter-library loan:
    No inter-library loan

     

    PART 1. Introduction -- PART 2. Comparative Reason and Curriculum Studies -- PART 3. Curriculum as Alchemies of Making Subjects and Knowledge -- PART 4. Curriculum Theory, and the Politics of Knowledge and Identity -- PART 5. Multiculturalism as Curriculum Project and its Global Variations. "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. 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"--

     
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    Source: Union catalogues
    Contributor: Zhao, Weili (HerausgeberIn, VerfasserIn einer Einleitung, VerfasserIn); Popkewitz, Thomas S. (HerausgeberIn, VerfasserIn einer Einleitung, VerfasserIn); Autio, Tero (HerausgeberIn, VerfasserIn einer Einleitung, VerfasserIn)
    Language: English
    Media type: Book
    Format: Print
    ISBN: 9780367339487; 9781032198576
    Series: Studies in curriculum theory series
    Subjects: Education; Curriculum planning
    Scope: xii, 261 Seiten
    Notes:

    Literaturangaben