ABSTRACT
Itinerant Curriculum Theory (ICT) is meant to guide us in transforming our labor into a living praxis of global cognitive justice. This entails curriculum driven by emancipatory epistemologies of difference and resounding otherness that provide us the space in which to imagine and transform the rigid, disembodied, fractured, and reductive ideologies that plague our teaching and our lives. ICT promises a sense of respect for epistemological diversity. ICT respects three fundamental pillars: learning that the South exists, learning to go to the South, and learning from and with the South. ICT helps greatly to understand that to decolonize implies to grasp “what in the human condition can be changed through political process”. However, any utopian ideal though is barbed wire by the fact that one “can only speak of what transcends the present only in the language of the present and thus risking cancelling out our imaginings in the very act of articulating them”.
