Curriculum as Cultural Practice
Postcolonial Imaginations

Curriculum as Cultural Practice aims to revitalize current discourses of curriculum research and reform from a postcolonial perspective.

Initiatives that deconstruct and challenge the dominance of Western cultural knowledge in curriculum are gaining momentum, and though some of the most potent challenges come from the field of postcolonial theory, the implications of these challenges for theorizing curriculum have not been fully explored. Curriculum as Cultural Practice aims to revitalize current discourses of curriculum research and reform from a postcolonial perspective.Yatta Kanu brings together an impressive list of scholars to interrogate the dominance of Western European knowledge, cultural production, representation, and dissemination in education, and to promote critical, democratic, and ethical practices in curriculum design. Contributors examine current curriculum from a variety of different perspectives including subalternity, indigenous knowledges and spirituality, critical ontology, biolinguistic diversity, postnationalism, transnationalism, globalization, and the West African concept of Sankofa. Each of these unique perspectives frame the postcolonial condition and reflect changing educational relations, practices, and institutional arrangements.

Acknowledgments Introduction YATTA KANUPart 1: Rereading the Disciplines Postcolonially
Ideology and Politics in English-Language Education in Trinidad and Tobago:

The Colonial Experience and a Postcolonial Critique

NORREL A. LONDON
To STEAL or to TELL: Teaching English in the Global Era

SEONAIGH MACPHERSON
High School Postcolonial: As the Students Ran Ahead with the Theory

JOHN WILLINSKY
Engaged Differences: School Reading Practices, Postcolonial Literature,

and Their Discontents

INGRID JOHNSTON
A Kinder Mathematics for Nunavut


RALPH T. MASONPart
2: Indigenous Knowledges as Postcolonial/Anticolonial Resistance
Is
We Who Haffi Ride Di Staam:
Critical Knowledge / Multiple

Knowings --
Possibilities, Challenges,
and Resistance in Curriculum/Cultural

Contexts

GEORGE J. SEFA DEI and STANLEY DOYLE-WOOD
Critical Ontology and Indigenous Ways of Being: Forging a Postcolonial

Curriculum

JOE
L. KINCHELOE
Reappropriating Traditions in the Postcolonial Curricular Imagination

YATTA
KANU
Cross-Cultural Science Teaching: Rekindling Traditions for Aboriginal Students

GLEN
S. AIKENHEADPart
3: Globalization and the Educational Response
Postcolonialism and Globalization: Thoughts towards a New Hermeneutic Pedagogy

DAVID
SMITH
The Impact of Globalization on Curriculum Development in Postcolonial Societies

M.
KAZIM BACCHUSPart
4: Reimagining Nation and National Identity in the Curriculum
Singular Nation, Plural Possibilities: Reimagining Curriculum as Third

Space

GEORGE

RICHARDSON
Learning Whose Nation?

KARA MCDONALDContributors