UID:
edocfu_9958353201502883
Umfang:
1 online resource
ISBN:
9781442686267
Inhalt:
Curriculum as Cultural Practice aims to revitalize current discourses of curriculum research and reform from a postcolonial perspective.
Anmerkung:
Frontmatter --
,
Contents --
,
Acknowledgments --
,
Introduction --
,
Part 1: Rereading the Disciplines Postcolonially --
,
1. Ideology and Politics in English-Language Education in Trinidad and Tobago: The Colonial Experience and a Postcolonial Critique --
,
2. To STEAL or to TELL: Teaching English in the Global Era --
,
3. High School Postcolonial: As the Students Ran Ahead with the Theory --
,
4. Engaged Differences: School Reading Practices, Postcolonial Literature, and Their Discontents --
,
5. A Kinder Mathematics for Nunavut --
,
Part 2: Indigenous Knowledges as Postcolonial/ Anticolonial Resistance --
,
6. Is We Who Haffi Ride Di Staam: Critical Knowledge / Multiple Knowings - Possibilities, Challenges, and Resistance in Curriculum/Cultural Contexts --
,
7. Critical Ontology and Indigenous Ways of Being: Forging a Postcolonial Curriculum --
,
8. Reappropriating Traditions in the Postcolonial Curricular Imagination --
,
9. Cross-Cultural Science Teaching: Rekindling Traditions for Aboriginal Students --
,
Part 3: Globalization and the Educational Response --
,
10. Postcolonialism and Globalization: Thoughts towards a New Hermeneutic Pedagogy --
,
11. The Impact of Globalization on Curriculum Development in Postcolonial Societies --
,
Part 4: Reimagining Nation and National Identity in the Curriculum --
,
12. Singular Nation, Plural Possibilities: Reimagining Curriculum as Third Space --
,
13. Learning Whose Nation? --
,
Contributors
Sprache:
Englisch
DOI:
10.3138/9781442686267
URL:
https://doi.org/10.3138/9781442686267
