9781041135722 - a decolonial curriculum: knowledge, knowing, and coming-to-know (studies in curriculum theory series) de scott, david; leaton gray, sandra; chawla-duggan, rita (14 resultados)
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Condición: New. 2026. 1st Edition. hardcover. . . . . .
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Condición: New. David Scott is Emeritus Professor of Curriculum, Pedagogy and Assessment at University College London, UK.Sandra Leaton Gray is Professor of Education Futures at University College London, UK.Rita Chawla-Duggan.
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Librería: Biblios, frankfurt am main, HESSE, AlemaniaBiblios
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Condición: New. 2026. 1st Edition. hardcover. . . . . . Books ship from the US and Ireland.
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Hardcover. Condición: Brand New. 250 pages. 9.00x6.00x9.24 inches. In Stock.
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Buch. Condición: Neu. Neuware - A Decolonial Curriculum advances the claim that a decolonial and transcolonial curriculum must be grounded in a substantive account of what human beings do, have done and might yet do.It proposes 12 fundamental domains of human life - knowing, communicating, genealogising, positioning, cognising,…understanding, enhancing, philosophising, acting in the world, valuing, embodying and creating - as generative elements for curriculum design. Taken together, these domains offer a non-reductive framework that resists the false dichotomy between 'colonial' epistemologies and 'indigenous' ways of knowing and being. Rather than opposing knowledge traditions, the book argues for a pedagogy that is dialogical, embodied and reflexive, while recognising the limits of decolonial critique alone. It therefore advances a transcolonial pedagogy oriented towards hybrid, relational and productive epistemic formations, capable of preparing learners for materially and historically interconnected futures.It is an essential read for academics, educators, policy-makers and anyone engaged in designing, developing and rethinking curriculum.
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Hardcover. Condición: new. Hardcover. A Decolonial Curriculum advances the claim that a decolonial and transcolonial curriculum must be grounded in a substantive account of what human beings do, have done and might yet do.It proposes 12 fundamental domains of human life - knowing, communicating, genealogising, positioning, cogni…sing, understanding, enhancing, philosophising, acting in the world, valuing, embodying and creating - as generative elements for curriculum design. Taken together, these domains offer a non-reductive framework that resists the false dichotomy between colonial epistemologies and indigenous ways of knowing and being. Rather than opposing knowledge traditions, the book argues for a pedagogy that is dialogical, embodied and reflexive, while recognising the limits of decolonial critique alone. It therefore advances a transcolonial pedagogy oriented towards hybrid, relational and productive epistemic formations, capable of preparing learners for materially and historically interconnected futures.It is an essential read for academics, educators, policy-makers and anyone engaged in designing, developing and rethinking curriculum. This book proposes twelve fundamental domains of human life - knowing, communicating, genealogising, positioning, cognising, understanding, enhancing, philosophising, acting in the world, valuing, embodying, and creating - as generative elements for curriculum design. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.
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Hardcover. Condición: new. Hardcover. A Decolonial Curriculum advances the claim that a decolonial and transcolonial curriculum must be grounded in a substantive account of what human beings do, have done and might yet do.It proposes 12 fundamental domains of human life - knowing, communicating, genealogising, positioning, cogni…sing, understanding, enhancing, philosophising, acting in the world, valuing, embodying and creating - as generative elements for curriculum design. Taken together, these domains offer a non-reductive framework that resists the false dichotomy between colonial epistemologies and indigenous ways of knowing and being. Rather than opposing knowledge traditions, the book argues for a pedagogy that is dialogical, embodied and reflexive, while recognising the limits of decolonial critique alone. It therefore advances a transcolonial pedagogy oriented towards hybrid, relational and productive epistemic formations, capable of preparing learners for materially and historically interconnected futures.It is an essential read for academics, educators, policy-makers and anyone engaged in designing, developing and rethinking curriculum. This book proposes twelve fundamental domains of human life - knowing, communicating, genealogising, positioning, cognising, understanding, enhancing, philosophising, acting in the world, valuing, embodying, and creating - as generative elements for curriculum design. This item is printed on demand. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.
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Librería: CitiRetail, Stevenage, Reino UnidoCitiRetail
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EUR 259,93
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Hardcover. Condición: new. Hardcover. A Decolonial Curriculum advances the claim that a decolonial and transcolonial curriculum must be grounded in a substantive account of what human beings do, have done and might yet do.It proposes 12 fundamental domains of human life - knowing, communicating, genealogising, positioning, cogni…sing, understanding, enhancing, philosophising, acting in the world, valuing, embodying and creating - as generative elements for curriculum design. Taken together, these domains offer a non-reductive framework that resists the false dichotomy between colonial epistemologies and indigenous ways of knowing and being. Rather than opposing knowledge traditions, the book argues for a pedagogy that is dialogical, embodied and reflexive, while recognising the limits of decolonial critique alone. It therefore advances a transcolonial pedagogy oriented towards hybrid, relational and productive epistemic formations, capable of preparing learners for materially and historically interconnected futures.It is an essential read for academics, educators, policy-makers and anyone engaged in designing, developing and rethinking curriculum. This book proposes twelve fundamental domains of human life - knowing, communicating, genealogising, positioning, cognising, understanding, enhancing, philosophising, acting in the world, valuing, embodying, and creating - as generative elements for curriculum design. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.
