João M. Paraskeva
Conflicts in Curriculum Theory: Challenging Hegemonic Epistemologies
This is an extended edition of the hardcover volume Conflicts in Curriculum Theory: Challenging Hegemonic Epistemologies, with a new Introduction and a new Afterword from Antonia Darder. In this volume, Paraskeva insightfully reinforces his claim for an Itinerant Curriculum Theory. As he argues “ICT confronts and throws the subject to a permanent unstable question of ‘what is to think?’ Moreover, ICT pushes one to think in the light of the future as well as to question how can ‘we’ actually claim to really know the things that ‘we’ claim to know, if ‘we’ are not ready specifically to think the unthinkable, but to go beyond the unthinkable and mastering its infinitude. ICT is to be (or not to be) radically unthinkable. ICT is a metamorphosis between what is thought and non-thought and un-thought, but fundamentally about the temerity of the colonization of the non/un/thought within the thought. ICT attempts to understand to domesticate how big is infinite, the infinite of thought and action. If one challenges infinity, ‘than it is chaos because one is in chaos’; that means that the question or questions (whatever they are) are inaccurately deterritorialized and fundamentally sedentary. The focus is to grasp that ICT implies an understanding of chaos as domestic, as public, as a punctum within the pure luxury of immanence. In such multitude of turfs, ICT needs to be understood as poesis. It plays in the plane of immanence. Being immanence ‘a life’, ICT is ‘a life’. A life paced by a poesis or a revolution? ‘Yes please’, in a full Žižekian way. ICT is a poesis that itinerantly throws the subject against the infinite of representation to grasp the omnitude of the real(ity) and the rational(ity), thus mastering the transcendent. Being more poesis than just theory (and not because it is less theory), its itinerant position epitomizes a transcendent nomadography which is not transcendental”.
João M. Paraskeva
Globalisms and Power: Iberian Educational and Curriculum Policies
Globalisms and Power: Iberian Educational and Curriculum Policies features an impressive cast of Iberian curriculum theorists and philosophers. The appearance of this edited volume is an important event in the educational community not only in Europe but on this side of the Atlantic. For it inaugurates a vitally urgent debate over the organization of knowledge and the future of education in a context in which the very structural processes of our institutions of learning are becoming more and more compromised everyday by programs of marketization and neoliberal globalization. Nothing but the most unrelenting intellectual engagement in critique; nothing but the most Adorno-like commitment to going against the grain; nothing but the most unceasingly ardent mobilization of intellectual will can get educators beyond what our great colleague, Henry Giroux, calls “this state of siege.” João M. Paraskeva & Jurjo Torres Santomé and the contributors to this marvelously insightful anthology help us to think of ways to get beyond siege mentality. The arrival of this book from our Iberian colleagues is timely and should be read by all educators alarmed enough by the status quo of what has become enterprise education that they would be willing to work for insurgent action and change.
Cameron McCarthy University of Illinois, Urbana-Champaign
Paraskeva and Torres Santomé's edited collection 'Globalisms and Power: Iberian Educational and Curriculum Policies', is an insightful and timely critique of the diverse and destructive ways in which neoliberalism has penetrated the heart of education policy and practice.
Susan L. Robertson, University of Bristol, UK
João M. Paraskeva
Conflicts in Curriculum Theory
This book challenges educators to be agents of change, to take history into their own hands, and to make social justice central to the educational endeavor. As a scholar immersed in a language of possibility, Paraskeva unabashedly embraces a pedagogy of hope championed by Paulo Freire where men and women of the world become conscious of their capacity as agents of history who can intervene in the world so as to make it less discriminatory and more humane.
Joao J. Rosa and Ricardo D. Rosa
Pedagogy in the Age of Media Control
Supported by critical theoretical frameworks, the text is a purposeful engagement with bodies of knowledge rooted in popular culture, yet, routinely excluded from "common sense" visions of curriculum. Aimed at teachers as well as teacher-educators, Pedagogy in the Age of Media Control examines areas such as Disney, African American Stand-up Comedy, Intersections of Film/disability and Race as well as Video Games. Going beyond an engagement with theory, through the use of these alternative curricular epistemologies the authors provide sample lesson plans that clearly illustrate the possibilities of a more critical yet permeable outlook on curriculum, with the ultimate aim of fragmenting the mythical dichotomy between the world of academics and the lived reality of youth.
Joao Menelau Paraskeva
This is a stimulating and original collection of chapters produced by an impressive group of international scholars. It provides a vital critical perspective that will strengthen our understanding of what the very important Bologna project means for Universities in Europe and beyond - Roger Dale, University of Bristol, UK. This book is an imperative read. It presents a powerful set of challenging and straightforward analyses of the current neo-Rightist attack on Higher Education and the Public Sphere in the European Union by The Bologna Process. In an era of Public Education characterized by a flood of magical neoliberal solutions, this volume exposes the real political aims behind the illusions created by the Bologna Process. Sans euphemisms, Joao Paraskeva and his colleagues have insightfully unveiled how these current technocratic instruments, while assuming unique, neutral, and scientific solutions, have hijacked this debate. Jurjo Torres Santome - University of Corunha, Spain. All too often EU's higher education policies are left untouched by the critical eye as if the totalizing machine of the EU was handed over from above as a generous gift from the politico-administrative elite to the ordinary people walking in the markets of educational vanity. Fortunately, authors of this volume have the courage to see through the many illusions installed in the apparently all-European, "harmonizing", educative apparatus. - Juha Suoranta, Professor of Adult Education, University of Tampere, Finland. Creating access to Higher Education is not easy. It is even harder to create an accord where more than 20 EU Countries come together to change their paradigm, to change their approach, and to create a common fabric of higher education in the European Union. The contributors of this volume have reached out to critically analyze this accord and to help us better understand the lethal costs associated with it, in terms of the labor, identity, and academic freedom. Sheila Macrine - Montclair University, USA. Joao Menalau Paraskeva begins his new book with a clear assessment of the pedagogical proposals of what he terms the neo radical centrist globalization forces: these proposals are dismantling public Higher Education in the European Union. His collaborators provide complementary data and reflections along the same lines, public universities in the European Union are at the threshold of becoming organizations chained to the market undermining any other social and pedagogical function. For some this diagnostic of universities turned into subservient educational institutions, more oriented to for-profit ventures and the commodification of knowledge, may seem an exaggeration. It is early to assess to what extents all the claims made in this book are going to be fully developed with the dangerous implications noted in it, but there is no doubt that its warnings are serious, well-researched and presented in a thorough manner. Paraskeva is a sensible scholar and is offering a sensible book about the marketization of the European public university that educators around the world should take seriously - Gustavo E. Fischman Arizona State University