Decolonising Curriculum Knowledge

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.

“This edited collection provides a fresh and much needed critique of Eurocentric influences and colonial legacies in curriculum making in the Global South. It urges us to reconsider the geopolitics of knowledge within educational institutions in the Global South as well as in the Global North.” -- Robert Aman, Associate Professor of Education, Linköping University, Sweden.

“Marlon Lee Moncrieffe's volume is groundbreaking in its scope and approach to decolonising curriculum knowledge. A stellar team of researchers have been assembled to articulate and exemplify the complex yet pertinent issues methodology and approaches. The range of issues tackled from arts-based approaches to teaching and learning, participatory methods, decolonising World Bank influence to engagement with ontological questions is innovative, refreshing and highly educative in the direction of learning to unlearn in order to relearn. This is a most welcomed volume as it expands the frontiers of decolonising the curriculum.”-- Sabelo J. Ndlovu-Gatsheni, Professor/Chair of Epistemologies of the Global South, Vice-Dean of Research in the Africa Multiple Cluster of Excellence, University of Bayreuth, Germany.

“What I love about this book is that each chapter challenges us to a different way of understanding and discussing concepts e.g. participatory research methods, the engagement with voices of those with lived experiences, the maintenance of coloniality through curriculum and unquestioning teacher practice. Those engaged in decolonial studies will enjoy the critical discussions and research approaches used by authors to decolonise their work from different country perspectives. Those new to decolonising the curriculum will enjoy being led through different ways of questioning, interpreting and knowing. The authors have taken great care to write in an accessible way which for me is part of decolonising the Academy. An enlightening read for all educators.” -- Rowena Arshad, Professor Emerita/Chair in Multicultural and Anti-Racist Education, Associate of the Centre for Education for Racial Equality in Scotland (CERES), University of Edinburgh, UK.

“This is a much-needed collection of essays. Rooted in a thorough knowledge and understanding of key decolonial thinkers, from Fanon to Freire to Mignolo, this book highlights the need to embrace both epistemological plurality and an understanding of contextual specificity if we are to decolonise the classroom experience of young people globally. Crucially, this collection highlights the need to move beyond warm words and rhetoric, in order to genuinely, and practically, rethink pedagogical practice, thereby addressing the complex intersectional issues that perpetuate the global legacies of colonialism.” -- Paul Cooke, Professor/Centenary Chair of World Cinemas, School of Languages, Cultures and Societies, University of Leeds, UK. Director of Changing the Story: Building Civil Society with and for Young People.

 “This book provides international perspectives and examples of research attempts to decolonise knowledge and curriculum. Authors in this volume perceive 'colonisation' as a continuous project which is not limited to territorial control in the past but also Western epistemological dominance that permeates throughout the globe not exclusive to formerly colonised countries. Brilliant work!” --Thithimadee Arphattananon, Associate Professor, Research Institute for Languages and Cultures of Asia, Mahidol University, Thailand.

“Decolonising Curriculum Knowledge: International Perspectives & Interdisciplinary Approaches is a timely collection of work which speaks to the importance of decolonising as an action within international contexts. Authors in the volume use various methodologies to outline intentional strategies and approaches to disrupt colonial logic and policies embedded within institutions, and more importantly question normalized ideologies that often go unquestioned. A must read for everyone passionate about equity and social justice to work in solidarity and allyship to challenge injustice and on-going colonial practices in all its forms in our current times!”--Ardavan Eizadirad, Assistant Professor, Wilfrid Laurier University, Canada.

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.