A Decolonial Curriculum
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, u...
में बचाया:
| मुख्य लेखकों: | , , |
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| स्वरूप: | Online |
| भाषा: | अंग्रेज़ी |
| प्रकाशित: |
Taylor & Francis
2026
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| विषय: | |
| ऑनलाइन पहुंच: | ONIX_20260529T115621_9781040577240_7 |
| टैग: |
कोई टैग नहीं, इस रिकॉर्ड को टैग करने वाले पहले व्यक्ति बनें!
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| _version_ | 1869515058409635840 |
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| author | Scott, David Leaton Gray, Sandra Chawla-Duggan, Rita |
| author_browse | Chawla-Duggan, Rita Leaton Gray, Sandra Scott, David |
| author_facet | Scott, David Leaton Gray, Sandra Chawla-Duggan, Rita |
| author_sort | Scott, David |
| collection | Directory of Open Access Books |
| description | 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. |
| format | Online |
| id | doab-20.500.12854ir-177038 |
| institution | Directory of Open Access Books |
| language | eng |
| publishDate | 2026 |
| publishDateRange | 2026 |
| publishDateSort | 2026 |
| publisher | Taylor & Francis |
| publisherStr | Taylor & Francis |
| record_format | ojs |
| spelling | doab-20.500.12854ir-1770382026-06-04T06:20:30Z A Decolonial Curriculum Scott, David Leaton Gray, Sandra Chawla-Duggan, Rita Transcolonial pedagogy Epistemic pluralism Educational philosophy Reflexive learning Hybrid knowledge systems Curriculum theory Dialogical curriculum design thema EDItEUR::J Society and Social Sciences::JN Education::JNU Teaching of a specific subject thema EDItEUR::J Society and Social Sciences::JN Education::JNA Philosophy and theory of education thema EDItEUR::J Society and Social Sciences::JH Sociology and anthropology::JHB Sociology thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy thema EDItEUR::N History and Archaeology::NH History::NHT History: specific events and topics::NHTQ Colonialism and imperialism thema EDItEUR::J Society and Social Sciences::JB Society and culture: general::JBS Social groups, communities and identities::JBSL Ethnic studies thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDG Curriculum planning and development thema EDItEUR::Q Philosophy and Religion::QD Philosophy::QDT Topics in philosophy::QDTK Philosophy: epistemology and theory of knowledge 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. 2026-05-30T05:17:02Z 2026-05-30T05:17:02Z 2026-05-29T11:30:34Z 2026 book ONIX_20260529T115621_9781040577240_7 https://library.oapen.org/handle/20.500.12657/113835 9781040577240 9781040626160 9781003672227 https://directory.doabooks.org/handle/20.500.12854/177038 eng Studies in Curriculum Theory Series open access image/jpeg image/jpeg Attribution-NonCommercial-NoDerivatives 4.0 International Attribution-NonCommercial-NoDerivatives 4.0 International https://library.oapen.org/bitstream/20.500.12657/113835/1/9781040577240.pdf https://library.oapen.org/bitstream/20.500.12657/113835/1/9781040577240.pdf Taylor & Francis Routledge 10.4324/9781003672227 10.4324/9781003672227 fa69b019-f4ee-4979-8d42-c6b6c476b5f0 University College London ea797600-57ed-4e38-80ac-6526d339aad0 9781040577240 9781040626160 9781003672227 Routledge 238 Oxford [...] open access |
| spellingShingle | Transcolonial pedagogy Epistemic pluralism Educational philosophy Reflexive learning Hybrid knowledge systems Curriculum theory Dialogical curriculum design thema EDItEUR::J Society and Social Sciences::JN Education::JNU Teaching of a specific subject thema EDItEUR::J Society and Social Sciences::JN Education::JNA Philosophy and theory of education thema EDItEUR::J Society and Social Sciences::JH Sociology and anthropology::JHB Sociology thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy thema EDItEUR::N History and Archaeology::NH History::NHT History: specific events and topics::NHTQ Colonialism and imperialism thema EDItEUR::J Society and Social Sciences::JB Society and culture: general::JBS Social groups, communities and identities::JBSL Ethnic studies thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDG Curriculum planning and development thema EDItEUR::Q Philosophy and Religion::QD Philosophy::QDT Topics in philosophy::QDTK Philosophy: epistemology and theory of knowledge Scott, David Leaton Gray, Sandra Chawla-Duggan, Rita A Decolonial Curriculum |
| title | A Decolonial Curriculum |
| title_full | A Decolonial Curriculum |
| title_fullStr | A Decolonial Curriculum |
| title_full_unstemmed | A Decolonial Curriculum |
| title_short | A Decolonial Curriculum |
| title_sort | decolonial curriculum |
| topic | Transcolonial pedagogy Epistemic pluralism Educational philosophy Reflexive learning Hybrid knowledge systems Curriculum theory Dialogical curriculum design thema EDItEUR::J Society and Social Sciences::JN Education::JNU Teaching of a specific subject thema EDItEUR::J Society and Social Sciences::JN Education::JNA Philosophy and theory of education thema EDItEUR::J Society and Social Sciences::JH Sociology and anthropology::JHB Sociology thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy thema EDItEUR::N History and Archaeology::NH History::NHT History: specific events and topics::NHTQ Colonialism and imperialism thema EDItEUR::J Society and Social Sciences::JB Society and culture: general::JBS Social groups, communities and identities::JBSL Ethnic studies thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDG Curriculum planning and development thema EDItEUR::Q Philosophy and Religion::QD Philosophy::QDT Topics in philosophy::QDTK Philosophy: epistemology and theory of knowledge |
| topic_facet | Transcolonial pedagogy Epistemic pluralism Educational philosophy Reflexive learning Hybrid knowledge systems Curriculum theory Dialogical curriculum design thema EDItEUR::J Society and Social Sciences::JN Education::JNU Teaching of a specific subject thema EDItEUR::J Society and Social Sciences::JN Education::JNA Philosophy and theory of education thema EDItEUR::J Society and Social Sciences::JH Sociology and anthropology::JHB Sociology thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy thema EDItEUR::N History and Archaeology::NH History::NHT History: specific events and topics::NHTQ Colonialism and imperialism thema EDItEUR::J Society and Social Sciences::JB Society and culture: general::JBS Social groups, communities and identities::JBSL Ethnic studies thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDG Curriculum planning and development thema EDItEUR::Q Philosophy and Religion::QD Philosophy::QDT Topics in philosophy::QDTK Philosophy: epistemology and theory of knowledge |
| url | ONIX_20260529T115621_9781040577240_7 |
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