Itinerant Curriculum Theory: A Declaration of Epistemological Independence (Bloomsbury Critical Education)

Half Title
Series Page
Title Page
Copyright Page
Contents
Table
Contributors
Series Editor’s Foreword
Acknowledgements
Chapter 1: On the Importance of Paraskeva’s Itinerant Curriculum Theory
Chapter 2: Against Epistemic Suicide!: Itinerant Curriculum Theory: A Declaration of Epistemological Independence
Chapter 3: Decolonial-Hispanophone Curriculum: A Preliminary Sketch and Invitation to a South-South Dialogue
Chapter 4: Decolonizing the English Curriculum in Argentina by Itinerating the Curriculum Landscape with Minds, Bodies and Emotions
Chapter 5: Returning to the Cultural Foundations of China’s Curriculum Reform: ICT and Confucian ‘Wind’ Education
Chapter 6: The Itinerant Curriculum Theory in the Chilean Context of Curriculum Control and Standardization: Toward a Constituent – Itinerant – Curriculum
Chapter 7: Itinerant Curriculum Theory in the Turkish Context
Chapter 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
Chapter 9: A Possible Utopia for Cognitive Justice: Towards an Itinerant Curriculum Theory as a Deterritorialized Critical Pedagogy
Chapter 10: ICT and Curriculum as Everyday Creation: A Doable Possibility of the Emancipation of Curriculum Theory
Chapter 11: Decolonizing International Relations Theory: Towards an Itinerant Curriculum Theory to challenge the Endless (Hi)story of Coloniality
Chapter 12: Moving the Abyssal Lines: Contemporary Disputes within Brazilian Curriculum Field
Chapter 13: Itinerant Curriculum Theory and Decolonization: Alternate Planes of Projection for the Global South, Africa, South Africa and Beyond
Chapter 14: Decolonizing Thai-Centric Curriculum Is Yet Enough?: Transgressing Beyond ‘Currere’ to Itinerant Curriculum Theory
Chapter 15: Curriculum in the Viral Age: Itinerant Curriculum Theory as a Just Path
Chapter 16: Itinerant Curriculum Theory: Contributions to the Study of ‘Education in Rights’ in the Context of the Brazilian Public Defender’s Office
Index