A Decolonial Curriculum: Knowledge, Knowing, and Coming-to-Know (Studies in Curriculum Theory Series)

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.

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 is Associate Professor of Education at University of Bath, UK.