Decolonizing the curriculum
Philosophical perspectives—an introduction
Bibliographic Data
| ID | 11952236 |
|---|---|
| Authors | Andrea R English (0000-0002-1351-0507, University of Edinburgh, corresponding author), Ruth Heilbronn (0000-0002-7075-2887, Institute of Education, University College London, 20 Bedford Way, London, WC1H 0AL, United Kingdom) |
| Year | 2024 |
| Volume | 58 |
| Issue | 2-3 |
| Pages | 155-165 |
| Publication date | 2024-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Philosophy of Education (JOURNAL) |
| Journal identifiers | ISSN: 0309-8249 • E-ISSN: 1467-9752 |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1093/jopedu/qhae043 |
| OpenAlex | W4399280686 |
| Language | EN |
| Citations received | 2 |
| References cited | 6 |
This Special Issue is focused on supporting the transformation of education called for in the decolonizing the curriculum movement by advancing discourse on the diverse philosophical ideas, concepts, and theories that can undergird practical efforts to decolonize curricula across education sectors. The special issue brings together voices from a range of backgrounds, who draw from a variety of theoretical positions within and beyond philosophies of education. The authors offer diverse forms of scholarly contributions, including philosophical articles, practice-focused reflections, and a reflection on ‘education’ in the public sphere. In this introduction, we consider the relevance of educational-philosophical thinking to the pressing issue of decolonizing the curriculum. The volume is divided into two parts, with the first covering issues of university and postcompulsory education, and the second discussing issues related to schools. We discuss three interconnected themes that permeate both sections: (i) whose knowledge and whose narratives are embodied in curricula? (ii) who is the curriculum for? Who is the learner? What does it mean to be human? (iii) what implications does decolonizing the curriculum have for pedagogy? With these themes, we indicate some of the ways that the articles contribute to a critical extension of the meaning of education itself
Curriculum · Epistemology · Higher education · Pedagogy · Philosophy of education · Political science · Sociology · Adult and Continuing Education Topics · Global Education and Multiculturalism · Global Educational Policies and Reforms · Philosophy
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |