Critical perspectives on the denial of caste in educational debate. Towards a non-derivative Dalit curriculum reason. First published.

Sonst. Personen	Paraskeva, João M. (Hrsg.)
Titel	Critical perspectives on the denial of caste in educational debate. Towards a non-derivative Dalit curriculum reason. First published.
Quelle	New York, NY: Routledge (2023), xvi, 323 S. PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Reihe	Routledge studies in education, neoliberalism, and Marxism
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	978-0-367-72510-5; 978-0-367-72511-2; 978-1-000-88236-0; 978-1-000-88239-1; 978-1-003-15506-5
DOI	10.4324/9781003155065
Schlagwörter	Bildungspolitik; Curriculum; Geschlecht; Diskriminierung; Kaste; Aufsatzsammlung; Indien
Abstract	This volume represents the first exploration of caste in the field of curriculum studies, challenging the ongoing silence around the issue of caste in education and curriculum theory. Presenting comprehensive critical examination of caste as a category of domination and oppression in the colonial power matrix, chapters confront Eurocentric educational epistemologies which deny the existence and influence of caste. The book examines the impact of such silence in educational policy, praxis, and curriculum, and draws from leading scholars to illustrate the fluidity of power and oppression in the caste system. By challenging historical, cultural, and institutional origins of caste, and foregrounding perspectives from outside Western epistemological frameworks, the book pioneers a critical approach to integrating caste in educational debate to interrupt social and cognitive injustices. In so doing so, the volume advocates for an alternative non-derivative curriculum reason, through an itinerant curriculum theory as a path toward the emergence of a critical Dalit educational theory. As such, it makes a vital contribution for scholars and researchers looking to refine and enhance their knowledge of curriculum studies by highlighting the importance of theorizing caste in the role of education.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2024/1