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Unsettling the Coloniality of Knowledge: Curricula as Inscriptions of Westernized Order
Fri, April 12, 3:05 to 4:35pm, Pennsylvania Convention Center, Floor: Level 100, Room 117Session Type: Symposium
Abstract
This symposium aims to highlight the "coloniality of power and knowledge" within its issues of inequity and exclusions in curricula, which continues to influence global educational systems. Presenters explore how pedagogical approaches in Kenya, Korea, and China are shaped by Western-centric knowledge in representing difference, inadvertently perpetuating colonial relations. Drawing on post-colonial perspectives, the symposium explores the impact of epistemic colonization on educational discourses on moral education, multicultural education, English teaching, and digital curriculum. By challenging the traveling of Westernized reason, the presenters contribute to promoting alternatives for epistemological diversity and social justice in education.
Sub Unit
Chair
Papers
The Western Gaze: Colonial and Neocolonial Effects on Kenyan Pedagogical Reform - Meredith Whye, University of Wisconsin - Madison
Westernized Racial Order in Korea: The Formation of Hospitality and Performativity in Moral Education - Younsun Choi, University of Wisconsin - Madison
Challenging Postcolonial Racialization in South Korean Multicultural Education - Ji Hyun Hwang, University of Wisconsin - Madison
Invisibly Epistemological Colonization in Early China’s English Language Teaching: Grammar Practice as an Abyssal Thinking - Chushan Wu, University of Wisconsin - Madison; Xiaocui Hong, Zhejiang University
Rethinking China’s Digital Curriculum: With and Beyond a Modernity-Coloniality Perspective - Min Lin, Beijing Normal University