Curriculum as Cultural Practice: Postcolonial Imaginations

Edited by Yatta Kanu

© 2006

Initiatives that deconstruct and challenge the dominance of Western cultural knowledge in curriculum are gaining momentum, and though some of the most potent challenges come from the field of postcolonial theory, the implications of these challenges for theorizing curriculum have not been fully explored. Curriculum as Cultural Practice aims to revitalize current discourses of curriculum research and reform from a postcolonial perspective.

Yatta Kanu brings together an impressive list of scholars to interrogate the dominance of Western European knowledge, cultural production, representation, and dissemination in education, and to promote critical, democratic, and ethical practices in curriculum design. Contributors examine current curriculum from a variety of different perspectives including subalternity, indigenous knowledges and spirituality, critical ontology, biolinguistic diversity, postnationalism, transnationalism, globalization, and the West African concept of Sankofa. Each of these unique perspectives frame the postcolonial condition and reflect changing educational relations, practices, and institutional arrangements.

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Product Details

  • World Rights
  • Page Count: 348 pages
  • Dimensions: 6.0in x 0.9in x 9.0in
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SKU# SP002275

  • PUBLISHED APR 2009
    From: $37.95
    ISBN 9781442610279
  • PUBLISHED APR 2009
    From: $102.00

Quick Overview

Curriculum as Cultural Practice aims to revitalize current discourses of curriculum research and reform from a postcolonial perspective.

Curriculum as Cultural Practice: Postcolonial Imaginations

Edited by Yatta Kanu

© 2006

Initiatives that deconstruct and challenge the dominance of Western cultural knowledge in curriculum are gaining momentum, and though some of the most potent challenges come from the field of postcolonial theory, the implications of these challenges for theorizing curriculum have not been fully explored. Curriculum as Cultural Practice aims to revitalize current discourses of curriculum research and reform from a postcolonial perspective.

Yatta Kanu brings together an impressive list of scholars to interrogate the dominance of Western European knowledge, cultural production, representation, and dissemination in education, and to promote critical, democratic, and ethical practices in curriculum design. Contributors examine current curriculum from a variety of different perspectives including subalternity, indigenous knowledges and spirituality, critical ontology, biolinguistic diversity, postnationalism, transnationalism, globalization, and the West African concept of Sankofa. Each of these unique perspectives frame the postcolonial condition and reflect changing educational relations, practices, and institutional arrangements.

Continue Reading Read Less

Product Details

  • World Rights
  • Page Count: 348 pages
  • Dimensions: 6.0in x 0.9in x 9.0in
  • Author Information

    Yatta Kanu is a professor in the Faculty of Education at the University of Manitoba.

  • Table of contents

    Acknowledgments

    Introduction
    YATTA KANU

    Part 1: Rereading the Disciplines Postcolonially

    1. Ideology and Politics in English-Language Education in Trinidad and Tobago: The Colonial Experience and a Postcolonial Critique
      NORREL A. LONDON
    2. To STEAL or to TELL: Teaching English in the Global Era
      SEONAIGH MACPHERSON
    3. High School Postcolonial: As the Students Ran Ahead with the Theory
      JOHN WILLINSKY
    4. Engaged Differences: School Reading Practices, Postcolonial Literature, and Their Discontents
      INGRID JOHNSTON
    5. A Kinder Mathematics for Nunavut
      RALPH T. MASON

    Part 2: Indigenous Knowledges as Postcolonial/Anticolonial Resistance

    1. Is We Who Haffi Ride Di Staam: Critical Knowledge / Multiple Knowings – Possibilities, Challenges, and Resistance in Curriculum/Cultural Contexts
      GEORGE J. SEFA DEI and STANLEY DOYLE-WOOD
    2. Critical Ontology and Indigenous Ways of Being: Forging a Postcolonial Curriculum
      JOE L. KINCHELOE
    3. Reappropriating Traditions in the Postcolonial Curricular Imagination
      YATTA KANU
    4. Cross-Cultural Science Teaching: Rekindling Traditions for Aboriginal Students
      GLEN S. AIKENHEAD

    Part 3: Globalization and the Educational Response

    1. Postcolonialism and Globalization: Thoughts towards a New Hermeneutic Pedagogy
      DAVID SMITH
    2. The Impact of Globalization on Curriculum Development in Postcolonial Societies
      M. KAZIM BACCHUS

    Part 4: Reimagining Nation and National Identity in the Curriculum

    1. Singular Nation, Plural Possibilities: Reimagining Curriculum as Third Space
      GEORGE RICHARDSON
    2. Learning Whose Nation?
      KARA MCDONALD

    Contributors

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