ABSTRACT
Curriculum by paving the way for one totalitarian reading of the world based on a Western Eurocentric epistemological platform is a double scandal—the way people know it, the way it has been developed, and the way it has been examined, debated, and theorized. As B. Smith argues, "knowledge of the problem of knowledge is the scandal of philosophy". This being the case, curriculum is a scandal. In Conflicts Curriculum Theory, the author engaged in an exegesis of the history of the US curriculum field and presented Itinerant Curriculum Theory as a future for the field. He explicitly claimed in Conflicts Curriculum Theory that one should fight any forms of indigenoustude. In claiming a commitment of the radical co-presence, the itinerant curriculum theory is fully engaged in such ecology of knowledges, and the challenge of an itinerant curriculum theorist is to un-puzzle the nexus of physical—metaphysical.
