Curriculum in postcolonial contexts
Hickling-Hudson, Anne R. (2010) Curriculum in postcolonial contexts. In Baker, Eva, Peterson, Penelope, & McGaw, Barry (Eds.) International Encyclopaedia of Education, 3rd Edition. Elsevier.
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This entry uses postcolonial perspectives to interrogate relations of power in the curriculum that are deeply influenced by the aftermath of European colonialism. The insights gained help to analyze continuing inequity in material, cultural, ideological and social aspects of the curriculum. This is a starting point for working out strategies of change and identifying the complexities and contestations which accompany change. The entry provides an introduction to key aspects of postcolonial theory, examines various aspects of the curriculum which are problematized by postcolonial perspectives, and explores ways in which curriculum decolonization is advocated in terms of social equity, race, cultural and gender identity, language and knowledge paradigms.
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|Item Type:||Book Chapter|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education
Past > Schools > School of Cultural & Language Studies in Education
|Copyright Owner:||Copyright 2010 Elsevier|
|Deposited On:||13 May 2010 23:08|
|Last Modified:||12 Oct 2015 16:26|
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