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