Conflicts in Curriculum Theory: Challenging Hegemonic Epistemologies

Overview

This book challenges educators to be agents of change, to take history into their own hands, and to make social justice central to the educational endeavor. As a scholar immersed in a language of possibility, Paraskeva unabashedly embraces a pedagogy of hope championed by Paulo Freire where men and women of the world become conscious of their capacity as agents of history who can intervene in the world so as to make it less discriminatory and more humane.

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Conflicts in Curriculum Theory: Challenging Hegemonic Epistemologies

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Overview

This book challenges educators to be agents of change, to take history into their own hands, and to make social justice central to the educational endeavor. As a scholar immersed in a language of possibility, Paraskeva unabashedly embraces a pedagogy of hope championed by Paulo Freire where men and women of the world become conscious of their capacity as agents of history who can intervene in the world so as to make it less discriminatory and more humane.

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Editorial Reviews

From the Publisher
"In Conflicts in Curriculum Theory, Joäo M. Paraskeva has written an extraordinarily important and timely book. The principal arguments of this volume are rigorously formulated and thoughtfully presented. It is a necessary and trenchant intervention in an age full of sound and fury in the curriculum field and elsewhere in contemporary society. Using the spatial referent of the river as a central organizing metaphor, Paraskeva expertly navigates the boisterous tributaries of the curriculum field cautioning us against neoliberal self-satisfaction, disciplinary tribalism, and dogmatism that he notes undermine meaningful communicative action and purposive orientation towards truly transformative change. This is a tour de force of a book filled with glittering forays and powerful, expansive, pragmatic, and prescriptive insight. Parakeva's is a sharp, incisive, and distinctive voice. Conflicts in Curriculum Theory is rich, provocative and eminently readable." -Cameron McCarthy, Professor of Education Policy, Organization, and Leadership, University of Illinois at Urbana-Champaign

"A powerful challenge to the underlying epistemological forces of schooling, which have well-sustained a hidden curriculum of cultural invasion and made a mockery of indigenous knowledge. In light of this travesty, Paraskeva's timely volume calls for an uncompromising reassertion of history, culture, and politics into our understanding, formation, and practice of what constitutes a decolonizing curriculum - -one boldly committed to social justice and the unlimited democratic possibilities inherent in our humanity." -Antonia Darder, Professor of Education Policy, Organization, and Leadership, University of Illinois at Urbana-Champaign

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Product Details

  • ISBN-13: 9780230112759
  • Publisher: Palgrave Macmillan
  • Publication date: 7/5/2011
  • Series: Education, Politics and Public Life
  • Edition description: New Edition
  • Pages: 270
  • Product dimensions: 5.60 (w) x 8.40 (h) x 0.80 (d)

Meet the Author

João M. Paraskeva is an Associate Professor in the Center for Policy Analysis and Policy Studies at the School of Education, Public Policy, and Civic Engagement at the University of Massachusetts, Dartmouth.

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Table of Contents

The Nature of Conflict
• The Struggle over Knowledge Control
• A Simplistic Tool for a Lethal Phenomenon
• The Emergence of Ralph Tyler
• The Prosser Resolution
• The Struggle for Curriculum Relevance
• The Emergence and Vitality of a Specific Critical Curriculum River
• Challenging Epistemicides: Toward an Itinerant Curriculum Theory

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