Connected global intellectual history and the decolonisation of the curriculum

Bibliographic Data

ID12732767
AuthorsJohn Mcclure (0000-0003-4284-4458, corresponding author)
Year2020
Volume19
Issue1
Publication date2020-11-28
Open AccessYes
TypeARTICLE
VenueHistory Compass (JOURNAL)
Journal identifiersISSN: 1478-0542 • E-ISSN: 1478-0542
PublisherWiley (PUBLISHER • GB)
DOI10.1111/hic3.12645
OpenAlexW3107635884
LanguageEN
Citations received3
References cited18

Connected global intellectual history can contribute to the process of decolonising the curricula by decentring Europe and resituating it as part of an interconnected world. From this perspective, Europe is displaced from being imagined as the source of knowledge and the Western tradition is unbound. This article shows how cultural and intellectual phenomena of the Renaissance, the Enlightenment and the tradition of universal history, which have been seen as emanating from Europe, were produced by global processes. The concepts produced by these intellectual and cultural movement cannot be confined to the European units of context but rather had global lives. This article shows how looking at the connections of global intellectual history in general, and the influence of the Americas in particular, can contribute to the decolonisation of the curriculum

Archaeology · Art · Art history · Context (archaeology · Curriculum · Decolonization · Enlightenment · Epistemology · Intellectual history · Pedagogy · Perspective (graphical · Political science · Politics · Process (computing · Sociology · The Renaissance · Visual arts · World history · Computer Science · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Global Educational Policies and Reforms · History · Law · Philosophy

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