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Curriculum theory and expansion of geographical and epistemological spaces of curriculum studies

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Abstract

Over the past two decades, efforts have been made to enrich curriculum studies internationally. Among the field’s new theories which have emerged in recent years is itinerant curriculum theory (ICT), proposed and developed by João Paraskeva. Its aim is to free curriculum from the dominance of Western discourses and make room for diverse international epistemologies. The purpose of this article is to explain and analyse ICT. After explaining the meaning of this theory and its three basic components – global cognitive justice, the “river” and “the South”, and concerns about the type and application of language –, the author goes on to analyse these basic components. In his analysis, he considers (1) ICT’s view of the Western and non-Western worlds; (2) ICT’s perception of the meaning and territory of what is referred to as “the South”; (3) ICT and advancements of curriculum studies at national and international levels; and (4) ICT, internationalisation and increasing participation of countries in the generation and sharing of curriculum knowledge. The article concludes with a summary of the advantages of ICT, complemented by some suggestions how it could be further strengthened.

Résumé

Théorie du curriculum et expansion des espaces géographiques et épistémologiques des études curriculaires – Au cours des deux dernières décennies, des efforts ont été accomplis pour enrichir les études curriculaires au niveau international. Parmi les nouvelles théories de ce domaine qui sont apparues ces dernières années figure la « théorie du curriculum itinérant » (itinerant curriculum theory ; ICT), proposée et développée par João Paraskeva. Elle a pour objectif de libérer le curriculum de la domination des discours occidentaux et de faire place à diverses épistémologies internationales. Cet article vise à expliquer et analyser l’ICT. Après avoir expliqué le sens de cette théorie et ses trois composantes de base – la justice cognitive globale, le « fleuve » et le « Sud », et les préoccupations relatives au type et à l’application de la langue –, l’auteur poursuit l’analyse de ces composantes de base. Dans son analyse, il considère (1) le point de vue de l’ITC sur les mondes occidental et non occidental ; (2) la perception par l’ICT de la signification et du territoire de ce qui est communément désigné par « le Sud » ; (3) l’ITC et les progrès des études curriculaires aux niveaux national et international ; et (4) l’ICT, l’internationalisation et la participation croissante des pays à la création et au partage des connaissances curriculaires. L’article se termine par un résumé des avantages de l’ICT, complété par quelques suggestions sur la manière de la renforcer.

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Notes

  1. Indeed, some components of Paraskeva’s ICT are inherently related to lifelong learning. In particular, the justice component is relevant here with its two aspects of cognitive and social. Many authors have referred to justice in lifelong learning (Verdier 2018; Guo 2010; Torres 2013; Boyadjieva and Ilieva-Trichkova 2018; Crowther 2013). Another is Sue Jackson, who argues that “questions of lifelong learning and social justice have been at the heart of policies and practices of learning, located within discourses of learner/workers in a globalized knowledge economy” (Jackson 2011, p. 431). According to Jackson (ibid.), the challenges of engaging with lifelong learning and social justice become more important because globalisation leads to learning systems and structures that are socially, culturally and ethnically diverse. In this regard, Srabani Maitra and Shibao Guo (2019) highlight the vital role of cognitive justice in lifelong learning activities in its emphasis on “the diversity of knowledge and the equality of knowers” (ibid., p. 16). Inspired by Santos’ ideas, they acknowledge that “we also believe that cognitive justice will never be successful if it is based on the idea of equitable distribution of knowledge. Rather, it should be based on a ‘broader context of dialogue with other knowledges’” (Santos 2014, p. 189, cited in Maitra and Guo 2019, p. 16). Indeed, attention to justice and equality is inherent in lifelong learning, in particular in the first of Hans Schuetze’s three models of lifelong learning, which are (1) the emancipatory or social justice model, (2) a mixed state-market model, and (3) a human capital model (Schuetze 2009). The first model emphasises the equality of opportunities and life chances through education in an egalitarian society.

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Sharifian, F. Curriculum theory and expansion of geographical and epistemological spaces of curriculum studies. Int Rev Educ 68, 467–488 (2022). https://doi.org/10.1007/s11159-022-09964-8

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