Curriculum Epistemicide

Paraskeva, João M.

doi:10.4324/9781315734781

Cited by 54 publications

(9 citation statements)

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“…If curriculum centers on Western knowledge as foundational and Indigenous knowledge as purely anecdotal, the curricular agenda will not be interrupted so as to convey the legitimacy of Indigenous knowledges in contemporary Canada. The legitimacy of non-Western knowledge is essential in the construction of a socially just curriculum –in the decolonization of Western imperialism, or what Paraskeva ( 2016 ) has termed the curriculum epistemicide . The epistemological universality of Western thought acknowledges that Indigenous thought was of historical significance but would not (could not?)…”

Section: Perceived Irrelevance Of Indigenous Knowledgementioning

confidence: 99%

Covid-19 and In(di)genuity: Lessons from Indigenous resilience, adaptation, and innovation in times of crisis

Brant-Birioukov

2021

Prospects

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In the midst of the global Covid-19 pandemic, educators are invited to pause and reconsider the legacies this crisis will leave for future generations. What lessons do we take forward in a post-Covid-19 curriculum? This article contemplates the value of Indigenous resilience, innovation, and adaptation in times of crisis—“In(di)genuity”, if you will—and considers its implications on Indigenous knowledge and the curricular discourse more broadly. Despite encouraging developments in Indigenous education since the Truth and Reconciliation Commission, a settler historical consciousness continues to pervade the modern discourse of Indigenous education, insofar as Indigenous knowledge is often perceived as outdated, irrelevant, or inferior to Western knowledge systems. This problematic misconception ignores the resilience, innovation, and adaptation that Indigenous peoples have demonstrated in the face of historical crises. This article offers an Indigenous perspective on crisis, grief, and renewal in the context of Covid-19 and advocates for the renewal of the Canadian curricular landscape.

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Section: Perceived Irrelevance Of Indigenous Knowledgementioning

confidence: 99%

Covid-19 and In(di)genuity: Lessons from Indigenous resilience, adaptation, and innovation in times of crisis

Brant-Birioukov

2021

Prospects

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“…However, scholars such as Zeleza (2009) assert that the concept of 'constructivism' , attributed to Vygotsky (1978), does not consider that 'learner participation' and 'co-construction' are traditionally rooted in African values and pedagogical approaches. Moreover, Paraskeva (2016) perceives this lack of recognition as evidence that Western civilisation's fundamental beliefs are based on African experiences and traditions and have been appropriated and redefined by Western philosophy. Dominguez (2019), for example, enquires whether designing a teacher education curriculum considers questions of privileged knowledge, ways of being, and 'what' is valued as 'success' .…”

Section: Historical Overview Of Curriculum Changes In South Africamentioning

confidence: 99%

Locating indigenous knowledge in a teacher education curriculum: A case of teaching isiXhosa to non-mother-tongue speakers

Mdzanga¹

2021

Knowledge Beyond Colour Lines: Towards Repurposing Knowledge Generation in South African Higher Education

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“…Pinar (2003) (Reynolds & Webber, 2004, examples of expansion are provided in a book edited by Joao Paraskeva and Shirley Steinberg (2016) along with caveats about accepting a canonization of curriculum sources, since it could perpetuate another version of colonized knowledge. Paraskeva (2011Paraskeva ( , 2016 continues to provide provocative work on curriculum theory and epistemicide.…”

Section: Speaker 5: Postmodern and Global Anti-imperialistmentioning

confidence: 99%

Perspectives on evaluation from curricular contexts

Schubert

2018

EPAA

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Educational issues in nations throughout the world center on teacher and student evaluation, leading to much consternation. The root of debate stretches to curriculum questions that directly address matters of worth or value. Examining evaluation of education at any level through curricular lenses increases its complexity. First, complexity is approached by focusing on three broad categories that can be framed as questions: What are value considerations in foundations of curriculum? What is worthwhile for subsequent generations? How should we evaluate extant impacts of curricular venues? Second, perspectives on the complexity of evaluation based in curriculum studies are advanced through responses from five orientations to curriculum: Intellectual Traditionalist, Social Behaviorist, Experientialist, Critical Reconstructionist, and Postmodern Global Anti-Imperialist. Each offers a perspective worth considering by those who wish to improve curriculum and its evaluation. Education Policy Analysis Archives Vol. 26 No. 47 SPECIAL ISSUE 2Keywords: evaluation; curriculum; intellectual traditionalists, social behaviorists, experientialists, critical reconstructionists, postmodernists, anti-imperialists Perspectivas sobre la evaluación desde contextos curriculares Resumen: En todas las naciones del mundo los principales temas a discusión se centran en la evaluación de maestros y estudiantes, causando mucha consternación. La raíz del debate alcanza cuestiones curriculares que convocan directamente temas de valoración; examinar la evaluación educativa de cualquier nivel a través de lentes curriculares incrementa la complejidad. En primer término, la complejidad se trata centrándonos en tres grandes categorías que pueden formularse como preguntas: ¿Cuáles son las consideraciones valorativas en los fundamentos del curriculum? ¿Qué es valioso para las próximas generaciones? ¿Cómo podemos evaluar los impactos de los procesos y espacios curriculares? En segundo, las perspectivas sobre la complejidad de la evaluación basada en estudios curriculares se analizan mediante respuestas que ofrecen cinco orientaciones curriculares: la intelectual tradicionalista, la conductista social, la experiencialista, la reconstruccionista crítica y la posmoderna global. Cada una ofrece una perspectiva que merece ser considerada por quienes desean mejorar el curriculum y su evaluación. Palabras-clave: evaluación; curriculum; intelectual tradicionalista; conductista social; experiencialista; reconstruccionista crítica; posmodernista; antiimperialista

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Curriculum Epistemicide

Cited by 54 publications

References 0 publications

Covid-19 and In(di)genuity: Lessons from Indigenous resilience, adaptation, and innovation in times of crisis

Covid-19 and In(di)genuity: Lessons from Indigenous resilience, adaptation, and innovation in times of crisis

Locating indigenous knowledge in a teacher education curriculum: A case of teaching isiXhosa to non-mother-tongue speakers

Perspectives on evaluation from curricular contexts

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