ITINERANT CURRICULUM THEORY: TOWARDS A JUST PEDAGOGY | Zendy

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ITINERANT CURRICULUM THEORY: TOWARDS A JUST PEDAGOGY

Author(s) -

Elizabeth Janson

Publication year - 2019

Publication title -

revista teias

Language(s) - English

Resource type - Journals

eISSN - 1982-0305

pISSN - 1518-5370

DOI - 10.12957/teias.2019.47462

Subject(s) - curriculum , information and communications technology , pedagogy , sociology , empowerment , standardization , curriculum theory , curriculum development , political science , law

In this article, I examine how Joao Paraskeva’s Curriculum Epistemologies deepens his previous work on Itinerant Curriculum Theory (ICT) and discuss how this can be seen within the US public education classroom. I analyze (a) how the intricacies of ICT allow educators to fight for a just pedagogy by creating spaces of empowerment for youth and decolonizing the Curriculum; (b) how the standardization of US curriculum can be seen as an anti-ICT which helps teachers theorize spaces for ICT. This analysis of ICT reflects the need to struggle for social and cognitive justice through a just pedagogy of hope.

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