ABSTRACT
In this chapter I explore some theoretical and practical possibilities for building new transnational and transcultural solidarities in postcolonial curriculum inquiry. I argue that building such solidarities requires rethinking the ways in which we perform and represent curriculum inquiry, so that curriculum work within a global knowledge economy does not merely assimilate national (local) curriculum discourses-practices into an imperial (global) archive. I suggest that this work might require the formation of new (and more inclusive) transnational scholarly communities and constituencies, and of strategies to improve modes of intercultural communication that facilitate transnational knowledge work. I situate part of my discussion of these arguments and issues in the practicalities of establishing Transnational Curriculum Inquiry (TCI), an electronic open-access journal that is both a site for transnational scholarly conversations and a site for inquiry into the ways that publishing procedures facilitate and/or constrain inclusive knowledge work and postcolonialist curriculum inquiry.
