Decolonizing Transnational Education: Rethinking Curriculum Beyond Western Dominance Toward Multiplex Identities and Representations

Session Type: Symposium

Abstract

This session takes up complicated conversations on transnational curriculum studies focused on dismantling colonial legacies in curriculum, pedagogy, and educational research. Specifically, the four papers draw on work that the five presenters have done in diverse educational contexts in Brazil, China, Mexico, South Korea, and the United States. In each paper, the authors synthesize theory, practice, and self-reflexive analyses of their respective experiences and positionalities as transnational educators and researchers to consider both possibilities and challenges for continuing the work of decolonizing curriculum towards dismantling western dominance and asserting multiplex, context-specific identities and representations.

Sub Unit

• Division B - Curriculum Studies / Division B - Section 6: De/Colonization and Transformative Curriculum Studies

Chair

• Nina Asher, University of Minnesota

Papers

• Curricular interstices between Korea and the U.S.: Autobiographical inquiry into decolonizing transnational curriculum studies - Dugyum Kim, University of Minnesota

• Exploring Mestizaje-Mesticagem in Education Contexts Comparing Mexico and Brazil - Olga Natasha Hernandez Villar, University of Minnesota; Washington Galvao, University of Minnesota

• Decolonizing world history education in Mni Sota: Practitioner reflections on a land-based world history curriculum - Daniel Bergerson, University of Minnesota

• “Why neoliberal? Why cruel?”: Decolonizing Western narratives of rural Chinese students through Southern epistemologies - Weijian Wang, University of Minnesota

Discussant

• Robert J. Helfenbein, Mercer University