Advertisement

Reviving the Spirit by Making the Case for Decolonial Curricula

  • Kimberly L. ToddEmail author
  • Valerie Robert
Chapter

Abstract

This chapter explores the need for decolonial curricula to disrupt the hegemonic and colonial narratives of state curricula. It examines how hegemonic Western knowledge systems were birthed by Cartesian separations, and how these have seeped into Western education, enabling schooling to become a tool for colonial violence. It underlines a need for anti-colonial, decolonial and Indigenous frameworks in curricula, to disrupt the state colonial narratives. This chapter subsequently presents examples of what decolonial curricula can look like. These new decolonial curricula are designed to work in conjunction with state curricula as building blocks in the average classroom and to resolve Cartesian separations. The hope embedded in such blueprints of decolonial curricula is to foster pervasive love, consent, reciprocity and intent throughout the learning process for students and teachers alike in a bid to honour the diversity inherent in humanity.

Keywords

Curricula Decolonial Cartesian separation Education 

References

  1. Alexander, M. J. (2005). Pedagogies of Crossing: Meditations on Feminism, Sexual Politics, Memory, and the Sacred. Durham, NC: Duke University Press.CrossRefGoogle Scholar
  2. Chamoiseau, P. (1997). School Days (L. Coverdale, Trans.). Lincoln, NE: University of Nebraska Press (Original work published 1994).Google Scholar
  3. Grosfoguel, R. (2007). The Epistemic Decolonial Turn: Beyond Political-Economy Paradigms. Cultural Studies, 21(2–3), 211–223.CrossRefGoogle Scholar
  4. Grosfoguel, R. (2011). Decolonizing Post-Colonial Studies and Paradigms of Political Economy: Transmodernity, Decolonial Thinking, and Global Coloniality. Transmodernity: Journal of Peripheral Cultural Production of the Luso-Hispanic World, 1(1).Google Scholar
  5. Lorde, A. (2007). Sister Outsider: Essays and Speeches. Berkeley, CA: Crossing Press.Google Scholar
  6. Maldonado-Torres, N. (2011). Thinking Through the Decolonial Turn: Post-Continental Interventions in Theory, Philosophy, and Critique—An Introduction. Transmodernity: Journal of Peripheral Cultural Production of the Luso-Hispanic World, 1(2), 1–15.Google Scholar
  7. Mignolo, W. D. (2011). The Darker Side of Western Modernity: Global Futures, Decolonial Options. Durham, NC: Duke University Press.CrossRefGoogle Scholar
  8. Orr, D. W. (2004). Earth in Mind: on Education, Environment, and the Human Prospect (10th Anniversary ed.) (pp. xi–15). Washington: Island Press.Google Scholar
  9. Shahjahan, R. A. (2014). Being ‘Lazy’ and Slowing Down: Toward Decolonizing Time, Our Body, and Pedagogy. Educational Philosophy and Theory, 47(5), 488–501.  https://doi.org/10.1080/00131857.2014.880645.CrossRefGoogle Scholar
  10. Smith, L. T. (2012). Decolonizing Methodologies: Research and Indigenous Peoples. Dunedin: University of Otago Press.Google Scholar
  11. Truth and Reconciliation Commission of Canada (TRCC). (2012). Canada, Aboriginal Peoples and Residential Schools: They Came for the Children (Catalogue No. IR4-4/2012E-PDF), pp. 1–54. Retrieved from http://www.myrobust.com/websites/trcinstitution/File/2039_T&R_eng_web[1].pdf.
  12. Vargas, A. M. (2017). Arts Education Funding. Journal of Women in Educational Leadership, 212.  https://doi.org/10.13014/K21Z42K0.
  13. Wane, N. N. (2007). Practicing of African Spirituality: Insights from Zulu-Latifa, an African Woman Healer. In N. Massaquoi & N. Wane (Eds.), Theorizing Empowerment: Black Canadian Feminist Thought (pp. 47–54). Toronto: Inanna Publishers.Google Scholar
  14. Watson, R. A. (2016). Cartesianism. In Encyclopaedia Britannica Online. Retrieved from https://www.britannica.com/topic/Cartesianism.

Copyright information

© The Author(s) 2018

Authors and Affiliations

  1. 1.Ontario Institute for Studies in EducationUniversity of TorontoTorontoCanada
  2. 2.Ontario College of Teachers (OCT)TorontoCanada

Personalised recommendations