Decolonizing the Curriculum for Global Perspectives

Abstract

In this article Binaya Subedi explores the multiple ways the idea of ''global'' is theorized within the school curriculum and suggests the utility of approaching the idea of global perspectives through decolonizing frameworks. In particular, she explores the deficit, accommodation, and decolonization approaches as offering three ways that the notion of global has been or can be infused within the school curriculum. Subedi traces the politics each of these approaches may advocate and the kinds of knowledge that may be included or silenced when proposing the utility of learning about global formations. The article proposes that scholars utilize decolonizing lenses to scrutinize how the idea of global perspectives has been articulated within writings on globalizing and internationalizing the curriculum.

Too pale and stale: prescribed texts used for teaching culturally diverse students in Australia and England

“…Aims in both curricula are for students to read texts, learn and extract meanings about their identity and those of cultural others. Although culture is transmitted through texts, there is concern that well-known texts will mostly reinscribe past and dominant narratives of global knowledge (Subedi, 2013), rather than engage students in contemporary discussions of how culture has changed. The sections of the English curriculum examined in this paper show that a higher percentage of texts currently listed as prescribed texts are recycled and dated (80% of texts in Australia and 75% of texts in England) and there is reluctance from curriculum boards to increase the number of new or contemporary texts on the prescribed reading list.…”

“…This Too pale and stale 303 argument is built on other academic publications in this area (Johnston, 2003;Johnston & Mangat, 2012;Kanu, 2006;Subedi, 2013;Tikly, 1999). Cumulatively, their work argues for a post-colonial approach to be applied to education since, 'post-colonial theory provides a necessary basis for developing a less Eurocentric and more comprehensive account of the effects of globalisation on education' (Tikly, 1999, p. 609).…”

“…Foundational research conducted in the United States argues against this proposed method of placing the curriculum first and text second, Applebee claims, 'if we build curricula in which texts are related in meaningful ways, learning becomes cumulative and reinforcing' (Applebee, 1994, p. 50). Like Applebee, other academics who conduct wider research into curriculum and multicultural education policies, shed light on a range of issues related to teaching culturally diverse learners, one of which is text selection (Brauer & Clark, 2008;Cai & Ebscohost, 2002;Dimitriadis & McCarthy, 2001;Dong, 2005;Friese et al, 2008;Gay, 2013;Hickling-Hudson, 2010;Johnston & Mangat, 2012;Lindblom, 2005;Mohammadzadeh, 2009;Sadana, 2009;Subedi, 2013;Thomas, 2012;Tikly, 1999). Based on existing research there are seemingly more benefits for having a wider range of culturally diverse and contemporary texts on the curriculum, since learning aims are apparently easier to achieve if students are motivated to read and engage with prescribed texts.…”

O Processo De Internacionalização Na Formação Continuada: O Programa De Desenvolvimento Profissional Para Professores - PDPP

“…De acordo com Spring (2014) Subedi (2013) afirma também que esse padrão de déficit representa certas sociedades inteiras como deficientes de valores culturais "melhores, fazendo assim uma distinção entre uma boa e uma má cultura, entre uma prática cultural civilizada e outra não civilizada" (SUBEDI, 2013, p. 624). Além disso, o autor afirma que esse padrão silencia as questões acerca dos privilégios e do poder acumulados pelas nações do Norte através dos tempos, "enfocando ao invés a validade de determinadas 'verdades' e 'realidades' que moldaram a história (ocidental) e as condições atuais do mundo.…”

“…O inglês no Brasil, que se encontra no círculo mais amplo, tem como característica a subordinação aos falantes nativos e aos países do círculo central, mantendo a relação colonial com a metrópole, e assim apresentando uma qualidade reativa, periférica em contraposição à pró-atividade, característica basilar e 'pura' do inglês do círculo central. Subedi (2013) Nesse sentido, podemos também citar Santos (2007), quando denomina de "cosmopolitismo subalterno" esse regresso simbólico da lógica colonial e o contramovimento daqueles "que entendem as suas experiências de vida como ocorrendo do outro lado da linha [abissal] e se rebelam contra isso" (p. 6). Além disso, em relação aos métodos de ensino, no Brasil as práticas em torno da língua inglesa estão submetidas às "teorias, métodos e práticas construídas pela academia e pelos autores de livros didáticos sediados nos países centrais [...] A própria concepção de 'método' e da necessidade de um ou vários métodos para o ensino-aprendizagem é um construto colonial do ocidente, raramente problematizado" (JORDÃO e MARTÍNEZ, 2015, p.62).…”