The Coloniality of Curriculum: Critiques, Critical Perspectives, and Creative Strategies

• In Event: Marriott Roundtable Session 30

Session Type: Roundtable Session

Abstract

Curriculum scholars in this session engage with questions of coloniality and curriculum including colonial modes of knowing, relating, and gazing, how continuing colonialism produces difference through curriculum, and ways that curriculum might unsettle, oppose and work towards healing the enduring violence of colonialism. The first two papers are critically attentive to enduring settler colonial formations, highlighting and critiquing how coloniality is ritually reproduced in curricula and classrooms in ways that perpetuate the colonial gaze, legitimate the settler state, extend and expand antibrownness, and marginalize non-white ways of knowing and being. Papers three and four suggest strategies, based on ethnographic analyses, centering counter stories and non-white ways of curriculum making that unsettle the continuing colonialism of curriculum.

Sub Unit

• Division B - Curriculum Studies / Division B - Section 3: Methodologies, Cosmologies, and Philosophies (The Shaping of Curriculum)

Chair

• Diana Michelle Barrero, University of Toronto

Papers

• The Radical Challenge of Historical Justice for Disciplinary-Based History Curriculum in Settler Colonial Contexts - Matilda Keynes, University of Technology, Sydney

• A Little Strange Looking Picture in These Antibrownness Times - Ligia L. López López, The University of Melbourne

• Expanding From the Margins: Decentering Narratives in Curriculum Studies Through Critical Self-Reflections - Tommy Ender, Rhode Island College

• Designing Their Own Curriculum: How Youth Co-Constructed a Dance Team That Opposed Traditional Student-School Relationships - Veena Vasudevan, University of Pittsburgh

Discussant

• Rubén Gaztambide-Fernández, OISE/University of Toronto