Seungho Moon

The Flows of Transnationalism

Questioning Identities and Reimagining Curriculum

• Gebundenes Buch

Produktbeschreibung

This reflexive, transcultural dialogue scholarship integrates autobiography alongside an in-depth, critical analysis of Eastern and Western philosophy. Moon revisits his cultural heritage providing rich narratives that debunk a universalized, Eurocentric approach to truth in the contemporary curriculum and social discourse. As an exploration of multiple versions of knowing and identities, The Flows of Transnationalism allows readers to extend and invent their own approaches to examining the fluidity of identities. Moon promotes diverse perspectives within curriculum studies by disrupting the self-other and cultural sameness-difference dichotomy. Amid the urgent need of developing anti-racist pedagogy, this book provides an innovative way to studying identities in a transnational context. This thought-provoking book on transculturalism, cultural identities, and curriculum is intended to benefit educators, university faculty, and interested members of the public. It is written for those who have the desire to learn and apply diverse approaches for engaging with cultural identities through lived experience and its sociopolitical interpretation.

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Produktdetails

• Verlag: Routledge
• Seitenzahl: 282
• Erscheinungstermin: 30. Dezember 2021
• Englisch
• Abmessung: 235mm x 157mm x 20mm
• Gewicht: 565g
• ISBN-13: 9780367643232
• ISBN-10: 0367643235
• Artikelnr.: 62571248

Autorenporträt

Seungho Moon is a Professor of Curriculum Studies at Loyola University Chicago.

Inhaltsangabe

1
Navigating Identities: Narratives in Transnational Spaces; Section I: Identities and Complexities of Being: Questioning "Koreanness"; 2
Cultural Translation: Exploring the Edge of Cultural Identity in Transnational Spaces; 3
Disciplinary Construction of "Koreanness": Living in the Panopticons; 4
Collective Memory, Nationalistic Curriculum, and Subjectivity; Section II: Korea's Intellectual Heritage, Epistemologies, and Identity Constructions; 5
Seodang (Village Schools): A Pilgrimage toward Knowledge/Action and "We
Ness" in the Community; 6
Dasanhak: (Dasan Studies): Revisiting Human Nature, Knowledge, and Justice; 7
Donghak (Eastern Learning): Self/Other, Spirituality, and Social Transformation; Section III: Aspects of Transcultural Conversations and Representations; 8
Muwi (non
action) Philosophy: Rethinking "Actions" in School Reform; 9
Non
Violencing: Imagining Non
Violence Pedagogy with Laozi and Deleuze; 10
(Im)possible Identity: Autoethnographic (Re)Presentations; 11
Complicated Narratives of Identities: Creating Open Spaces in Transcultural Conversations;