Name: Epistemic Colonialism and the Transfer of Curriculum Knowledge Across Borders: Applying a Historical Lens to Contest Unilateral Logics (Studies in Curriculum Theory Series) (en Inglés)
Price: 46950.00 CLP
Availability: InStock
Author: Weili Zhao (Editor) Thomas S. Popkewitz (Editor) Tero Autio (Editor)
ISBN: 9781032198576

portada Epistemic Colonialism and the Transfer of Curriculum Knowledge Across Borders: Applying a Historical Lens to Contest Unilateral Logics (Studies in Curriculum Theory Series) (en Inglés)

Formato

Libro Físico

Editorial

Routledge

Autor

Weili Zhao (Editor) Thomas S. Popkewitz (Editor) Tero Autio (Editor)

Idioma

Inglés

N° páginas

276

Encuadernación

Tapa Blanda

ISBN13

9781032198576

N° edición

Epistemic Colonialism and the Transfer of Curriculum Knowledge Across Borders: Applying a Historical Lens to Contest Unilateral Logics (Studies in Curriculum Theory Series) (en Inglés)

Weili Zhao (Editor) Thomas S. Popkewitz (Editor) Tero Autio (Editor) (Autor) · Routledge · Tapa Blanda

Libro Nuevo

$ 46.950

$ 78.250

Ahorras: $ 31.300

40% descuento

Envío normal

Origen: Estados Unidos (Costos de importación incluídos en el precio)

Se enviará desde nuestra bodega entre el Lunes 10 de Junio y el Lunes 24 de Junio.

Lo recibirás en cualquier lugar de Chile entre 1 y 3 días hábiles luego del envío.

Reseña del libro "Epistemic Colonialism and the Transfer of Curriculum Knowledge Across Borders: Applying a Historical Lens to Contest Unilateral Logics (Studies in Curriculum Theory Series) (en Inglés)"

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.