This book urgently confronts systems of privilege and oppression within education, and combines concepts including bifocality, currere, and conscientização to highlight the role of dialogical and autobiographical reflection in dismantling neoliberal and colonial logics at the level of theory, policy, and practice.
This book urgently confronts systems of privilege and oppression within education, and combines concepts including bifocality, currere, and conscientização to highlight the role of dialogical and autobiographical reflection in dismantling neoliberal and colonial logics at the level of theory, policy, and practice.
Allan Michel Jales Coutinho has earned his Bachelor of Arts in International Development in Education from Green Mountain College, USA, and Nagoya University, Japan. He is also a graduate from the International Education Policy Program at the Harvard Graduate School of Education. Allan has engaged in pivotal scholarly work in the field of Curriculum Studies in Canada, at the University of Toronto and at the University of British Columbia.
Inhaltsangabe
1. Introduction 2. Engaging in the complicated conversation of curriculum work in a post-reconceptualist era 3. A short autobiographical account about conscientização: Critically bifocalizing 'self' and 'work' to learn to become 4. Reconceptualizing the concept of 'informed dialogue' in policy circles: Embracing curriculum 'as lived' 5. Valorizing the autobiographical con(text) in curriculum work to learn to become 6. Conclusion
1. Introduction 2. Engaging in the complicated conversation of curriculum work in a post-reconceptualist era 3. A short autobiographical account about conscientização: Critically bifocalizing 'self' and 'work' to learn to become 4. Reconceptualizing the concept of 'informed dialogue' in policy circles: Embracing curriculum 'as lived' 5. Valorizing the autobiographical con(text) in curriculum work to learn to become 6. Conclusion
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