Initiatives that deconstruct and challenge the dominance of Western cultural knowledge in curriculum are gaining momentum, and though some of the most potent challenges come from the field of postcolonial theory, the implications of these challenges for theorizing curriculum have not been fully explored.Curriculum as Cultural Practiceaims to revitalize current discourses of curriculum research and reform from a postcolonial perspective.

Yatta Kanu brings together an impressive list of scholars to interrogate the dominance of Western European knowledge, cultural production, representation, and dissemination in education, and to promote critical, democratic, and ethical practices in curriculum design. Contributors examine current curriculum from a variety of different perspectives including subalternity, indigenous knowledges and spirituality, critical ontology, biolinguistic diversity, postnationalism, transnationalism, globalization, and the West African concept of Sankofa. Each of these unique perspectives frame the postcolonial condition and reflect changing educational relations, practices, and institutional arrangements.

Curriculum as Cultural Practiceaims to revitalize current discourses of curriculum research and reform from a postcolonial perspective.

Acknowledgments

Introduction
YATTA KANU

Part 1: Rereading the Disciplines Postcolonially

Ideology and Politics in English-Language Education in Trinidad and Tobago: The Colonial Experience and a Postcolonial Critique
NORREL A. LONDONTo STEAL or to TELL: Teaching English in the Global Era
SEONAIGH MACPHERSONHigh School Postcolonial: As the Students Ran Ahead with the Theory
JOHN WILLINSKYEngaged Differences: School Reading Practices, Postcolonial Literature, and Their Discontents
INGRID JOHNSTONA Kinder Mathematics for Nunavut
RALPH T. MASON

Part 2: Indigenous Knowledges as Postcolonial/Anticolonial Resistance

Is We Who Haffi Ride Di Staam: Critical Knowledge / Multiple Knowings - Possibilities, Challenges, and Resistance in Curriculum/Cultural Contexts
GEORGE J. SEFA DEI and STANLEY DOYLE-WOODCritical Ontology and Indigenous Ways of Being: Forging a Postcolonial Curriculum
JOE L. KINCHELOEReappropriating Traditions in the Postcolonial Curricular Imagination
YATTA KANUCross-Cultural Science Teaching: Rekindling Traditions for Aboriginal Students
GLEN S. AIKENHEAD

Part 3: Globalization and the Educational Response

Postcolonialism and Globalization: Thoughts towards a New Hermeneutic Pedagogy
DAVID SMITHThe Impact of Globalization on Curriculum Development in Postcolonial Societies
M. KAZIM BACCHUS

Part 4: Reimagining Nation and National Identity in the Curriculum

Singular Nation, Plural Possibilities: Reimagining Curriculum as Third Space
GEORGE RICHARDSONLearning Whose Nation?
KARA MCDONALD

Contributors