Description:
Around the world, curriculum - hard sciences, social sciences and the humanities - has been dominated and legitimated by prevailing Anglophone discourses and practices. This volume presents a critical analysis of what the author coins curriculum epistemicides, a form of Western imperialism used to suppress and eliminate the creation of rival, alternative knowledges in developing countries. It offers a range of epistemological perspectives on curriculum theory from the Middle East, Africa, Southern Europe, and Latin America, and introduces the basis of an Itinerant Curriculum Theory.