Curriculum as Cultural Practice: Postcolonial Imaginations

Curriculum as Cultural Practice: Postcolonial Imaginations

Weight 0.00 lbs
Edited by Yatta Kanu
University of Toronto Press, Scholarly Publishing Division © 2006
World Rights
348 Pages
Paper
ISBN 9781442610279
Published Apr 2009
$29.95
Cloth
ISBN 9780802090782
Published Nov 2006
$74.00
Browse Inside
Request an Exam Copy
Description
Author
Contents

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.

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

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