Joao M. Paraskeva
Curriculum Epistemicide. Towards an Itinerant Curriculum Theory
Curriculum Epistemicide. Towards an Itinerant Curriculum Theory - Around the world, curriculum – hard sciences, social sciences and the humanities – has been dominated and legitimated by prevailing Western Eurocentric Anglophone discourses and practices. Drawing from and within a complex range of epistemological perspectives from the Middle East, Africa, Southern Europe, and Latin America, this volume presents a critical analysis of what the author, influenced by the work of Sousa Santos, coins curriculum epistemicides, a form of Western imperialism used to suppress and eliminate the creation of rival, alternative knowledges in developing countries. This exertion of power denies an education that allows for diverse epistemologies, disciplines, theories, concepts, and experiences. The author outlines the struggle for social justice within the field of curriculum, as well as a basis for introducing an Itinerant Curriculum Theory, highlighting the potential of this new approach for future pedagogical and political praxis.
Joao M. Paraskeva
Curriculum: Decanonizing the Field
Curriculum: Decanonizing the Field is a fresh and innovative collection that is concerned with the totalitarian Western Eurocentric cult that has dominated the field of curriculum studies. Contributors to this volume challenge dominant and counter-dominant curriculum positions of the Western Eurocentric epistemic platform. At a time when the field laudably claims internationalization as a must, arguments presented in this volume prove that this «internationalization» is nothing more than the new Western expansionism, one that dominates all other cultures, economies and knowledges. Curriculum: Decanonizing the Field is a clarion call against curriculum epistemicides, proposing the use of Itinerant Curriculum Theory (ICT), which opens up the canon of knowledge; challenges and destroys the coloniality of power, knowledge and being; and transforms the very idea and practice of power. The volume is essential reading for anyone involved in one of the most important battles for curriculum relevance - the fact that there is no social justice without cognitive justice.
Joao M. Paraskeva
The Global Financial Crisis and Educational Restructuring
The Global Financial Crisis and Educational Restructuring - The worldwide integration and globalization of finance, an aspect of «financialization», coincided with the rise of market-oriented neoliberalism promoting free trade and privatization strategies. New Internet-based technologies have reinforced financial market integration, creating a fragile, globally integrated financial ecosystem that poses new systemic risks and contagion effects characterized by excessive borrowing and ballooning debt, massive asset bubbles, a huge shadow banking system, and financial innovation leading to collateralized debt obligation and securitization. Public education has been at the core of neoliberal privatization strategies and financialization with the trillion-dollar blowout of student loans. Education, once considered a national and global public good tied to the creation of knowledge and the basis of a just and democratic society, has undergone a profound transformation and financial restructuring. This collection of essays by a range of international experts addresses the root causes of this massive change, analyzing the growth of finance capitalism and financialization, as well as the financialization of education and its consequences. The book is a valuable resource for classes in educational reform, education policy, higher education, and educational finance.
Joao M. Paraskeva
Transformative Researches and Educators for Democracy
The 2012 Critical Transformative Educational Leadership and Policy Annual Conference hosted by the University of Massachusetts Dartmouth met head-on with issues of neoliberalism, educational democracy, cultural politics, public education, and seeing teachers and administrators as critical transformational leaders. This book is a collection of the highlights of that conference that addresses these arenas of debate, from the presentations of Deborah Meier, Ken Saltman, Clyde Barrow, and Joao Rosa, among others, to the works of emerging academics and intellectuals in the field of education. The book to serve as an antidote to such ill-informed thinking before it becomes a part of the cultural commonsense, much the way the manufactured realties of high stakes testing, standardization, and police-guarded schools have become normative. "It is urgent to learn to accurately read reality in a world in which language and discourse are being resignified to confuse people and turn reality into a board game, a world which large corporations and global financial powers play the role of the old mythological gods, creators of dogmas and flamboyant realities that they want us to submit and worship. This volume is an outcome of an important political critical transformative pedagogical project that challenges the lethal consequences of the impact of neoliberal policies in education. We need to welcome Paraskeva and LaVallee's contribution since it offers a crucial tool to help us articulate accurately a critical diagnosis as well as solutions for a more just and democratic public education that cultivates humanity." - Jurjo Torres Santomé, University of Corunha, Spain "This new collection Transformative Researchers and Educators for Democracy: Dartmouth Dialogues is one of the most impressive outcomes of a critical transformative program at the University of Massachusetts Dartmouth. João M. Paraskeva and Thad LaVallee provide their readers with a careful selection of chapters that explore the idea of critical and transformative leadership for a democratic conception of education, focusing on a range of related themes in understanding the dimensions of cultural and organizational change. A crucial volume focusing on aspects of the critique of neoliberal globalization in education and a needed book that insightfully combines critique and robust analysis with a utopian and positive agenda for critical transformation." - Michael A. Peters, University of Waikato (NZ) and University of Illinois (Urbana-Champaign, USA) "This edited volume is the result of an amazing critical transformative program in educational leadership and policy studies chaired by João M. Paraskeva. Paraskeva and LaVallee produced an important contribution to a timely topic that provides clear evidences that the free market model of education it is not a hope for good public education. This book is not only important to US educators but it is really crucial for educators all over the world. What is analyzed in this book is taking place in Europe, Asia, Latin America, Africa and the Middle East." - Alvaro Moreira Hypolito, University Federal de Pelotas, Brasil
Ricardo D. Rosa
Capitalism's Educational Catastrophe
Neoliberal capitalism has paved the way to educational catastrophe. It has also opened paths for politically productive and transformative forms of localized resistance(s). This book examines the perilous catastrophe before us, and the possibility that we can reclaim our rights as citizens and redefine democracy as a process for global good rather than a euphemism for our collective enslavement to global markets, which annihilate our souls. The authors analyze the «crisis» in U.S. urban education through visceral narratives of social control while resisting the tendency to make the United States the epicenter of educational «reform» analysis. They explore neoliberal capitalism and processes of racialization as interdependent. The neoliberalization of education is having disproportionate negative implications for communities of color. More profoundly, neoliberal ideology is reworking processes of racialization and the way race is inscribed in discourse and bodies. The book is optimistic in sharing what might be done to inspire the mass withdrawal of consent not only to regressive regimes of high-stakes standardized testing, but to the entire edifice of neoliberal imperialism.
Kenneth J. Saltman
The Politics of Education
The Politics of Education provides an introduction to both the political dimensions of schooling and the politics of recent educational reform debates. The book offers both undergraduates and starting graduate students in education an understanding of numerous dimensions of the contested field of education, addressing questions of political economy and class, cultural politics, race, gender, globalization, neoliberalism, and biopolitics. Discussions work through contemporary reform debates that include some of the most widely discussed reform topics such as school privatization, standardized testing, common core curriculum, discipline, and technology. The book covers contemporary educational debates and seriously considers views across the political spectrum from the vantage point of critical education, emphasizing schooling for broader social equality and justice.
Kenneth J. Saltman
Capitalizing on Disaster
Breaking new ground in studies of business involvement in schooling, Capitalizing on Disaster dissects the most powerful educational reforms and highlights their relationship to the rise of powerful think tanks and business groups. Over the past several decades, there has been a strong movement to privatize public schooling through business ventures. At the beginning of the millennium, this privatization project looked moribund as both the Edison Schools and Knowledge Universe foundered. Nonetheless, privatization is back. The new face of educational privatization replaces public schooling with EMOs, vouchers, and charter schools at an alarming rate. In both disaster and nondisaster areas, officials designate schools as failed in order to justify replacement with new, unproven models. Saltman examines how privatization policies such as No Child Left Behind are designed to deregulate schools, favoring business while undermining public oversight. Examining current policies in New Orleans, Chicago, and Iraq, Capitalizing on Disaster shows how the struggle for public schooling is essential to the struggle for a truly democratic society.
Kenneth J. Saltman
The Failure of Corporate School Reform
Corporate school reforms, especially privatization, union busting, and high-stakes testing have been hailed as the last best hope for public education. Yet, as Kenneth Saltman powerfully argues in this new book, corporate school reforms have decisively failed to deliver on what their proponents have promised for two decades: higher test scores and lower costs. As Saltman illustrates, the failures of corporate school reform are far greater and more destructive than they seem. Left unchecked, corporate school reform fails to challenge and in fact worsens the most pressing problems facing public schooling, including radical funding inequalities, racial segregation, and anti-intellectualism. But it is not too late for change. Against both corporate school reformers and its liberal critics, this book argues for the expansion of democratic pedagogies and a new common school movement that will lead to broader social renewal.
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