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AutorenFregoso Bailón, Raúl Olmo; De Lissovoy, Noah
TitelAgainst Coloniality: Toward an Epistemically Insurgent Curriculum
QuelleIn: Policy Futures in Education, 17 (2019) 3, S.355-369 (15 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1478-2103
DOI10.1177/1478210318819206
SchlagwörterForeign Policy; Epistemology; Curriculum; Western Civilization; Non Western Civilization; Literature; History; Global Approach
AbstractThis study interrogates the colonial and Western epistemology underlying mainstream curricula and proposes a decolonial approach that can build an "epistemically insurgent curriculum" that takes into account non-Western epistemologies. We begin with an analysis of coloniality in Western culture and knowledge systems, including in education. Then, building on the epistemological challenge proposed within decolonial literary works by Pablo Neruda, Eduardo Galeano, and Josías López Gómez, we describe how history and literature curricula can foreground non-dominant saberes (ways of knowing) that call into question the monopoly on understanding claimed by Western modes of reason, and how they can participate in the ethical and analectical project of attending to the being and agency of those who have been marginalized. This approach can help teachers and students to participate in building a sophisticated global border thinking and can provide them with new conceptual tools to make sense of their own realities. (As Provided).
AnmerkungenSAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2019/3/09
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