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Connected global intellectual history and the decolonisation of the curriculum
Author(s) -
McClure Julia
Publication year - 2021
Publication title -
history compass
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.121
H-Index - 1
ISSN - 1478-0542
DOI - 10.1111/hic3.12645
Subject(s) - enlightenment , intellectual history , curriculum , context (archaeology) , world history , decolonization , perspective (graphical) , the renaissance , process (computing) , sociology , epistemology , history , political science , pedagogy , visual arts , law , computer science , art , archaeology , art history , philosophy , politics , operating system
Abstract Connected global intellectual history can contribute to the process of decolonising the curricula by decentring Europe and resituating it as part of an interconnected world. From this perspective, Europe is displaced from being imagined as the source of knowledge and the Western tradition is unbound. This article shows how cultural and intellectual phenomena of the Renaissance, the Enlightenment and the tradition of universal history, which have been seen as emanating from Europe, were produced by global processes. The concepts produced by these intellectual and cultural movement cannot be confined to the European units of context but rather had global lives. This article shows how looking at the connections of global intellectual history in general, and the influence of the Americas in particular, can contribute to the decolonisation of the curriculum.