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 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. 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, policymakers, 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.
