Teaching and Learning Faculty Publications and Presentations
Document Type
Article
Publication Date
8-11-2020
Abstract
In our essay, we advance a preliminary sketch of decolonial-Hispanophone curriculum and extend an invitation for a South-South dialogue between students, teachers, or activist educators from distinct intellectual traditions of the geo-regions called “the Americas.” After sharing provisional definitions, we plant the problem of doing curricular-pedagogical work within a historical trajectory emphasizing historical colonies and present-day coloniality. Planted in this way, we provide a preliminary sketch of decolonial-Hispanophone curriculum as one dimension of a transnational, contextual, and relational decolonial project. From this sketch, we theorize three historicized concepts: (a) the historicity of decolonial thought, (b) mestizx conceptualization, and (c) communality/pluriversality. We conclude the essay with an invitation for transnational South-South dialogue. Keywords: coloniality, decolonial curriculum, decolonial pedagogy, itinerant curriculum theory.
Recommended Citation
Jupp, J. C., Delgado, M. G., Berumen, F. C., & Hesse, C. (2020). Decolonial-hispanophone curriculum: A preliminary sketch and invitation to a South-South dialogue. TCI (Transnational Curriculum Inquiry), 17(1), 72-94. https://doi.org/10.14288/tci.v17i1.193661
Publication Title
TCI (Transnational Curriculum Inquiry)
DOI
https://doi.org/10.14288/tci.v17i1.193661
Comments
Copyright for articles published in this journal is retained by the authors, with first publication rights granted to TCI. By virtue of their appearance in this open access journal, articles are free to be used, with proper attribution, in educational and other non-commercial settings.