Challenging the Dominant Knowledge Systems through Critical Curriculum Studies Education

Challenging the Dominant Knowledge Systems through Critical Curriculum Studies Education

Peter Kofi Dabie, Miami University, USA

Abstract

There are already dominant ideas that influence our education, policies, and practice. These dominant societal knowledge systems still produce inequalities in our education and society. Using Postcolonial Theory, the study focused on colonial rule's impact on colonized societies, cultures, and identities and explored how colonialism's effects continue to shape the world in contemporary times. This study sought to critique the dominant knowledge narratives perpetuating social injustice. It has amplified the voices and experiences of those often silenced or marginalized by the dominant knowledge narratives. The study has also identified how the dominant knowledge system has produced inequality and marginalization and suggested more inclusive, equitable, and socially just knowledge through a curriculum studies approach.

Keywords

Dominant knowledge, critical curriculum, inequality, marginalization, colonialism, rote learning

Full Text : https://www.ijcionline.com/paper/14/14225ijci08.pdf
Abstract URL: https://www.ijcionline.com/abstract/14225ijci08
Volume URL : https://www.ijcionline.com/volume/v14n2

#inequality #colonialism #education #elearning #highereducation

Видео Challenging the Dominant Knowledge Systems through Critical Curriculum Studies Education канала Cybernetics & Informatics (IJCI)