LEADER 05226nam 2200805 450 001 9910456554403321 005 20200520144314.0 010 $a1-4426-1027-1 010 $a1-281-99192-9 010 $a9786611991920 010 $a1-4426-8626-X 010 $a1-4426-7369-9 024 7 $a10.3138/9781442686267 035 $a(CKB)2430000000002006 035 $a(EBL)3255251 035 $a(OCoLC)923071274 035 $a(SSID)ssj0000775751 035 $a(PQKBManifestationID)12378862 035 $a(PQKBTitleCode)TC0000775751 035 $a(PQKBWorkID)10735413 035 $a(PQKB)11165607 035 $a(SSID)ssj0000293318 035 $a(PQKBManifestationID)11242851 035 $a(PQKBTitleCode)TC0000293318 035 $a(PQKBWorkID)10274023 035 $a(PQKB)11552154 035 $a(MiAaPQ)EBC4634599 035 $a(CaBNvSL)thg00601100 035 $a(MiAaPQ)EBC3255251 035 $a(MiAaPQ)EBC4672455 035 $a(DE-B1597)464105 035 $a(OCoLC)1013948630 035 $a(OCoLC)944177023 035 $a(DE-B1597)9781442686267 035 $a(Au-PeEL)EBL4672455 035 $a(CaPaEBR)ebr11258122 035 $a(CaONFJC)MIL199192 035 $a(OCoLC)423365854 035 $a(EXLCZ)992430000000002006 100 $a20160923h20062006 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aCurriculum as cultural practice $epostcolonial imaginations /$fedited by Yatta Kanu 210 1$aToronto, [Ontario] ;$aBuffalo, [New York] ;$aLondon, [England] :$cUniversity of Toronto Press,$d2006. 210 4$dİ2006 215 $a1 online resource (335 p.) 300 $aDescription based upon print version of record. 311 $a0-8020-9078-8 320 $aIncludes bibliographical references. 327 $tFrontmatter --$tContents --$tAcknowledgments --$tIntroduction /$rKanu, Yatta --$tPart 1: Rereading the Disciplines Postcolonially --$t1. Ideology and Politics in English-Language Education in Trinidad and Tobago: The Colonial Experience and a Postcolonial Critique /$rLondon, Norrel A. --$t2. To STEAL or to TELL: Teaching English in the Global Era /$rMacpherson, Seonaigh --$t3. High School Postcolonial: As the Students Ran Ahead with the Theory /$rWillinsky, John --$t4. Engaged Differences: School Reading Practices, Postcolonial Literature, and Their Discontents /$rJohnston, Ingrid --$t5. A Kinder Mathematics for Nunavut /$rMason, Ralph T. --$tPart 2: Indigenous Knowledges as Postcolonial/ Anticolonial Resistance --$t6. Is We Who Haffi Ride Di Staam: Critical Knowledge / Multiple Knowings - Possibilities, Challenges, and Resistance in Curriculum/Cultural Contexts /$rSefa Dei, George J. / Doyle-Wood, Stanley --$t7. Critical Ontology and Indigenous Ways of Being: Forging a Postcolonial Curriculum /$rKincheloe, Joe L. --$t8. Reappropriating Traditions in the Postcolonial Curricular Imagination /$rKanu, Yatta --$t9. Cross-Cultural Science Teaching: Rekindling Traditions for Aboriginal Students /$rAikenhead, Glen S. --$tPart 3: Globalization and the Educational Response --$t10. Postcolonialism and Globalization: Thoughts towards a New Hermeneutic Pedagogy /$rSmith, David --$t11. The Impact of Globalization on Curriculum Development in Postcolonial Societies /$rBacchus, M. Kazim --$tPart 4: Reimagining Nation and National Identity in the Curriculum --$t12. Singular Nation, Plural Possibilities: Reimagining Curriculum as Third Space /$rRichardson, George --$t13. Learning Whose Nation? /$rMcDonald, Kara --$tContributors 330 $aInitiatives that deconstruct and challenge the dominance of Western cultural knowledge in curriculum are gaining momentum, and though some of the most potent challenges come from the field of postcolonial theory, the implications of these challenges for theorizing curriculum have not been fully explored. Curriculum as Cultural Practice aims to revitalize current discourses of curriculum research and reform from a postcolonial perspective.Yatta Kanu brings together an impressive list of scholars to interrogate the dominance of Western European knowledge, cultural production, representation, and dissemination in education, and to promote critical, democratic, and ethical practices in curriculum design. Contributors examine current curriculum from a variety of different perspectives including subalternity, indigenous knowledges and spirituality, critical ontology, biolinguistic diversity, postnationalism, transnationalism, globalization, and the West African concept of Sankofa. Each of these unique perspectives frame the postcolonial condition and reflect changing educational relations, practices, and institutional arrangements. 606 $aCritical pedagogy 606 $aPostcolonialism 606 $aCurriculum change 608 $aElectronic books. 615 0$aCritical pedagogy. 615 0$aPostcolonialism. 615 0$aCurriculum change. 676 $a370.11/5 702 $aKanu$b Yatta 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910456554403321 996 $aCurriculum as cultural practice$92476890 997 $aUNINA