A decolonial curriculum knowledge, knowing, and coming-to-know / David Scott, Sandra Leaton Gray, and Rita Chawla-Duggan.

Author/creator Scott, David, 1951
Other author Gray, Sandra Leaton
Other author Chawla-Duggan, Rita
Format Electronic
Publication InfoNew York, NY : Routledge, 2026.
Descriptionpages cm
Supplemental ContentFull text available from Taylor & Francis eBooks
Subjects

SeriesStudies in curriculum theory series
Abstract "A Decolonial Curriculum advances the claim that a decolonial and transcolonial curriculum must be grounded in a substantive account of what human beings do, have done, and might yet do. It proposes twelve fundamental domains of human life - knowing, communicating, genealogising, positioning, cognising, understanding, enhancing, philosophising, acting in the world, valuing, embodying, and creating - as generative elements for curriculum design. Taken together, these domains offer a non-reductive framework that resists the false dichotomy between 'colonial' epistemologies and 'indigenous' ways of knowing and being. Rather than opposing knowledge traditions, the book argues for a pedagogy that is dialogical, embodied, and reflexive, while recognising the limits of decolonial critique alone. It therefore advances a transcolonial pedagogy oriented towards hybrid, relational, and productive epistemic formations, capable of preparing learners for materially and historically interconnected futures. It is an essential read for academics, educators, policymakers, and anyone engaged in designing, developing, and rethinking curriculum"-- Provided by publisher.
Bibliography noteIncludes bibliographical references and index.
Access restrictionAvailable only to authorized users.
Technical detailsMode of access: World Wide Web
Genre/formElectronic books.
LCCN 2026007532
ISBN9781041135722 hardback
ISBN9781041139218 paperback
ISBNebook

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