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Moncrieffe, Marlon Lee.

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Decolonising curriculum knowledge = international perspectives and interdisciplinary approaches /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Decolonising curriculum knowledge/ edited by Marlon Lee Moncrieffe.
Reminder of title:	international perspectives and interdisciplinary approaches /
other author:	Moncrieffe, Marlon Lee.
Published:	Cham :Springer International Publishing : : 2022.,
Description:	xvi, 203 p. :ill., digital ;24 cm.
[NT 15003449]:	1. Why Decolonising Curriculum Knowledge? -- 2. Decolonising participatory methods with children and young people in international research collaborations: Reflections from a participatory arts-based project with Afrocolombian and indigenous young people in Colombia -- 3. Decolonising curriculum knowledge using arts-based approaches for teaching and learning civic education with young people in Nepal -- 4. Creating and curating: three voices from Namibia, Australia and the UK on decolonising the literary related doctorate -- 5. Decolonising World Bank influence on curriculum reforms in Mauritius -- 6. Decolonising the "Thai-ness" Discourse in Education -- 7. Coloniality and National exceptionalism in Norwegian citizenship education: Engaging the ontological baseline -- 8. Decolonising Early Childhood Curricula: A Canadian Perspective -- 9. Developing a Reframed Curriculum for the UK: Who were the Ancient Britons? -- 10. Decolonising the Curriculum in Hybrid Spaces: Muslim schooling in Russia -- 11. Decolonising education through bottom-up participatory activities in Poland -- 12. Universe, Pluriverse and a Blue Ocean: reflective analogies and philosophical considerations decolonising education - a view from the Netherlands.
Contained By:	Springer Nature eBook
Subject:	Education - Curricula -
Online resource:	https://doi.org/10.1007/978-3-031-13623-8
ISBN:	9783031136238

Decolonising curriculum knowledge = international perspectives and interdisciplinary approaches /
Decolonising curriculum knowledgeinternational perspectives and interdisciplinary approaches /[electronic resource] :edited by Marlon Lee Moncrieffe. - Cham :Springer International Publishing :2022. - xvi, 203 p. :ill., digital ;24 cm.

1. Why Decolonising Curriculum Knowledge? -- 2. Decolonising participatory methods with children and young people in international research collaborations: Reflections from a participatory arts-based project with Afrocolombian and indigenous young people in Colombia -- 3. Decolonising curriculum knowledge using arts-based approaches for teaching and learning civic education with young people in Nepal -- 4. Creating and curating: three voices from Namibia, Australia and the UK on decolonising the literary related doctorate -- 5. Decolonising World Bank influence on curriculum reforms in Mauritius -- 6. Decolonising the "Thai-ness" Discourse in Education -- 7. Coloniality and National exceptionalism in Norwegian citizenship education: Engaging the ontological baseline -- 8. Decolonising Early Childhood Curricula: A Canadian Perspective -- 9. Developing a Reframed Curriculum for the UK: Who were the Ancient Britons? -- 10. Decolonising the Curriculum in Hybrid Spaces: Muslim schooling in Russia -- 11. Decolonising education through bottom-up participatory activities in Poland -- 12. Universe, Pluriverse and a Blue Ocean: reflective analogies and philosophical considerations decolonising education - a view from the Netherlands.

This book offers a unique blend of writing from a broad range of international perspectives, showing interdisciplinary research approaches to decolonising curriculum knowledge. With a focus on the intellectual, emotional, economic, and political reversal of colonial injustices, the decolonial research and writing in this book challenge dominant viewpoints and assumptions of curriculum knowledge by amplifying and disseminating the knowledge and perspectives of peoples that curriculum knowledge has historically silenced and marginalized. The chapters in this book allow the reader to learn from the historical, social, political, cultural, and educational contexts of the UK, Nepal, South Africa, Namibia, Australia, Colombia, Canada, Thailand, Mauritius, Poland, Russia, Norway, and the Netherlands. This internationality provides the reader with a multitude of research themes and critical analytical perspectives for seeing how epistemic power permeates as cultural imperialism in education policies and practices across the world. Marlon Lee Moncrieffe is an award-winning author, interdisciplinary academic researcher and a leader in the field of research and study on decolonising curriculum knowledge.

ISBN: 9783031136238

Standard No.: 10.1007/978-3-031-13623-8doiSubjects--Topical Terms:

530015
Education
--Curricula

LC Class. No.: LB2806.15

Dewey Class. No.: 325.3

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520 $a This book offers a unique blend of writing from a broad range of international perspectives, showing interdisciplinary research approaches to decolonising curriculum knowledge. With a focus on the intellectual, emotional, economic, and political reversal of colonial injustices, the decolonial research and writing in this book challenge dominant viewpoints and assumptions of curriculum knowledge by amplifying and disseminating the knowledge and perspectives of peoples that curriculum knowledge has historically silenced and marginalized. The chapters in this book allow the reader to learn from the historical, social, political, cultural, and educational contexts of the UK, Nepal, South Africa, Namibia, Australia, Colombia, Canada, Thailand, Mauritius, Poland, Russia, Norway, and the Netherlands. This internationality provides the reader with a multitude of research themes and critical analytical perspectives for seeing how epistemic power permeates as cultural imperialism in education policies and practices across the world. Marlon Lee Moncrieffe is an award-winning author, interdisciplinary academic researcher and a leader in the field of research and study on decolonising curriculum knowledge.
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