This volume uncovers the colonial epistemologies that have long dominated the transfer of curriculum knowledge within and across nation-states and demonstrates how a historical approach to uncovering epistemological colonialism can inform an alternative, relational mode of knowledge transfer and negotiation within curriculum studies research and praxis.

World leaders in the field of curriculum studies adopt a historical lens to map the negotiation, transfer, and confrontation of varied forms of cultural knowledge in curriculum studies and schooling. In doing so, they uniquely contextualize contemporary epistemes as historically embedded and politically produced and contest the unilateral logics of reason and thought which continue to dominate modern curriculum studies. Contesting the doxa of comparative reason, the politics of knowledge and identity, the making of twenty-first century educational subjects, and multiculturalism, this volume offers a relational onto-epistemic network as an alternative means to dissect and overcome epistemological colonialism.

This text will benefit researchers, academics, and educators with an interest in curriculum studies as well as the study of international and comparative education. Those interested in post-colonial discourses and the philosophy of education will also benefit from the volume.

part II|66 pages

Comparative Reason and Curriculum Studies

chapter 202|24 pages

Making the Scientific Self

A Location-Less Logic with Locations

chapter 3|22 pages

Itinerant Curriculum Theory

The “Heterotopian” Logic. Challenging Curriculum Involution and Occidentosis

chapter 4|18 pages

Modernity, Colonialism, and Translation

Historicizing China's “Science” Making through Western Discourses/Epistemes

part III|50 pages

Curriculum as Alchemies of Making Subjects and Knowledge

chapter 865|16 pages

Technology of Self as Curriculum Knowledge

The Making of Confucian Subjects and its Revisitation in Modern Korean Education

chapter 6|15 pages

When Numbers Dictate Common Sense

Transnational's Aspirations of a Global Curriculum

chapter 7|17 pages

Curriculum History as History of the Present

Between the Alchemy of Knowledge and the Fabrication of Subjects

part IV|60 pages

Curriculum Theory, and the Politics of Knowledge and Identity

chapter 1368|21 pages

Making Finnish Kinds of People

Curriculum Knowledge as an Amalgam of Science, Politics, and Secular Lutheranism in the Finnish Variant of Egalitarian Nordic Welfare Society

chapter 9|17 pages

Epistemicide in Curriculum Studies?

The Erasure of the Feminine and Beauty/Imagination/Emotion/Body/Intuition/Aesthetics/Artmaking