Itinerant curriculum theory from the Global South: a new grammar curriculum from México Profundo/Gran México. It's too early to tell, or it's already too late.

Autor/inn/en	Fregoso Bailón, Raul Olmo; Jupp, James C.; Garza, Raul
Titel	Itinerant curriculum theory from the Global South: a new grammar curriculum from México Profundo/Gran México. It's too early to tell, or it's already too late.
Quelle	In: Journal of curriculum studies, 58 (2026) 1, S. 53-69Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Karte 1; Literaturangaben S. 65-69
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2024.2436360
Schlagwörter	Bildungswesen; Curriculum; Grammatik; Globaler Süden
Abstract	Itinerant Curriculum Theory (hereafter ICT) is a territorialized, critical, pedagogical grammar in situ that conjugates local-transnational networks, praxeologizing. We emphasize ICT as a grammar of critical curricular-pedagogical praxes because the contours are fluid, integrated, intertwined, articulated and indeed conjugated, not separate essentializing framework 'categories'. Precisely and emphatically, ICT is a grammar of critical curricular-pedagogical praxes because it is not another framework to be superordinated. Rather, ICT carries in its DNA identificational, relational, non-dominant, contextualized, linguistic and critical curricular-pedagogical praxes only brought into being through its actualizing. After emphasizing its emergence from specific (1) praxeological traditions, we briefly render ICT's fluid-integrated-intertwined-articulated-and-conjugated grammar via a gloss of its (2) decolonial, (3) analectical, (4) political-ethical and (5) local-transnational linguistic contours. We end with an underdetermined rendering of our work in Llano Grande, Aztlán, México Profundo/Gran México.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2026/3