Decolonizing the Curriculum for Global Perspectives
Abstract
In this article Binaya Subedi explores the multiple ways the idea of “global” is theorized within the school curriculum and suggests the utility of approaching the idea of global perspectives through decolonizing frameworks. In particular, she explores the deficit, accommodation, and decolonization approaches as offering three ways that the notion of global has been or can be infused within the school curriculum. Subedi traces the politics each of these approaches may advocate and the kinds of knowledge that may be included or silenced when proposing the utility of learning about global formations. The article proposes that scholars utilize decolonizing lenses to scrutinize how the idea of global perspectives has been articulated within writings on globalizing and internationalizing the curriculum.
Number of times cited: 5
- Stephanie Curley, Jeong-eun Rhee, Binaya Subedi and Sharon Subreenduth, Activism as/in/for Global Citizenship: Putting Un-Learning to Work Towards Educating the Future, The Palgrave Handbook of Global Citizenship and Education, 10.1057/978-1-137-59733-5_37, (589-606), (2018).
- Michalinos Zembylas, The quest for cognitive justice: towards a pluriversal human rights education, Globalisation, Societies and Education, 15, 4, (397), (2017).
- Melissa Reshma Jogie, Too pale and stale: prescribed texts used for teaching culturally diverse students in Australia and England, Oxford Review of Education, 41, 3, (287), (2015).
- Jeong-eun Rhee and Binaya Subedi, Colonizing and Decolonizing Projects of Re/Covering Spirituality, Educational Studies, 50, 4, (339), (2014).
- Nomisha Kurian and Kevin Kester, Southern voices in peace education: interrogating race, marginalisation and cultural violence in the field, Journal of Peace Education, 10.1080/17400201.2018.1546677, (1-28), (2018).
