A Decolonial Curriculum Knowledge Knowing And Coming-To-Know

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 12 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 policy-makers and anyone engaged in designing developing and rethinking curriculum. |A Decolonial Curriculum Knowledge Knowing and Coming-to-Know