Itinerant Curriculum Theory
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This edited volume provides a compendium of recent work on critical curricularpedagogical praxes via itinerant curriculum theory (ICT). Overall, this volume advances ICT as a transnational-local way of doing critical curricular-pedagogical praxes, up-from-below, within bioregions. For those interested in doing critical pedagogy from an historicized, transnational, yet local perspective, this book is indispensable.

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Produktbeschreibung
This edited volume provides a compendium of recent work on critical curricularpedagogical praxes via itinerant curriculum theory (ICT). Overall, this volume advances ICT as a transnational-local way of doing critical curricular-pedagogical praxes, up-from-below, within bioregions. For those interested in doing critical pedagogy from an historicized, transnational, yet local perspective, this book is indispensable.
Autorenporträt
James C. Jupp is Professor and Chair of the Department of Teaching and Learning at the University of Texas Rio Grande Valley. His decolonial work on ICT is deeply indebted to the people and bioregion of the Rio Grande Valley along with his colleagues over the years. Itinerant curriculum theory (ICT) attempts to create an itinerant path to address the problem of coloniality-globalization. ...This is crucial because it allows one to critique the complex processes of axiomatization of specific codes within the capitalist society from slavery in the 1400s to the current slavery constructions as de-/re-/coded flows of an economy and culture pumped by an epidemic of overproduction within the colonial matrix of power. Excerpt from chapter 10 by João M. Paraskeva, author of Conflicts in Curriculum Theory, Curriculum Epistemicide: Towards an Itinerant Curriculum, and Curriculum and the Generation of Utopia. I find it illuminating to consider itinerant curriculum theory (ICT) as advanced in this new volume... I see this as an embodied theory that we need to imagine, pursue, and live-continuously evolving, never ending curricula which we should all seek to be and share. I see it as a shape-shifting theory that lives within us and is recreated in each situation encountered, striving to do and be what is worthwhile and just. Excerpt from afterward by William H. Schubert, Professor Emeritus of Curriculum Studies, University of Illinois at Chicago and co-editor with Ming Fang He of the Oxford Encyclopedia of Curriculum Studies and author of Love, Justice, and Education: John Dewey and the Utopians.
Rezensionen
I find it illuminating to consider itinerant curriculum theory (ICT) as advanced in this new volume... I conjure up the image of a peripatetic philosopher (Socrates, Confucius, or Lao-tse) or religious prophet (Buddha, Jesus, Muhammed) as an embodied exemplar for ICT. Put another way, ICT reminds me of Dewey's (1934) common faith-a continuously growing faith in humanity and its capacity to form and reform participatory democracy and philosophical imagination, attending to consequences, re-envisioning and moving onward, seeking growth. I see this as an embodied theory that we need to imagine, pursue, and live-continuously evolving, never ending curricula which we should all seek to be and share. I see it as a shape-shifting theory that lives within us and is recreated in each situation encountered, striving to do and be what is worthwhile and just. Excerpt from afterward by William H. Schubert, Professor Emeritus of Curriculum Studies, University of Illinois at Chicago and co-editor with Ming Fang He of the Oxford Encyclopedia of Curriculum Studies and author of Love, Justice, and Education: John Dewey and the Utopians. Dr. Schubert is elected fellow to the International Academy of Education and recipient of the Lifetime Achievement Award in Curriculum Studies from American Educational Research Association in 2004.