Problematizing "Epistemicide" in Transnational Curriculum Knowledge Production: China's "Suyang" Curriculum Reform as an Example

Autor/in	Zhao, Weili
Titel	Problematizing "Epistemicide" in Transnational Curriculum Knowledge Production: China's "Suyang" Curriculum Reform as an Example
Quelle	In: Curriculum Inquiry, 50 (2020) 2, S.105-125 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhao, Weili)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0362-6784
DOI	10.1080/03626784.2020.1736521
Schlagwörter	Educational Change; Curriculum Development; Epistemology; Foreign Countries; Western Civilization; Asian Culture; Cultural Differences; Guidelines; Discourse Analysis; Language Usage; Holistic Approach; Case Studies; Foreign Policy; Nationalism; Global Approach; Competence; High School Students; Confucianism; Human Body; Cognitive Processes; China + Suchen Sie Ihr Suchwort? Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Erkenntnistheorie; Ausland; Kultureller Unterschied; Richtlinien; Diskursanalyse; Sprachgebrauch; Holistischer Ansatz; Case study; Fallstudie; Case Study; Außenpolitik; Nationalismus; Globales Denken; Kompetenz; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Konfuzianismus; Menschlicher Körper; Cognitive process; Kognitiver Prozess
Abstract	Epistemicide happens when globalizing West-centric discourses and practices dominate non-Western societies, suppressing and killing the latter's cultural systems of knowledge production. Though scholars worldwide are starting to recognize this fact, China is still forcefully transplanting Western policies and practices in the name of "going global," and of catching up with, and even surpassing, the West. One example is China's ongoing suyang curriculum reform. This reform is largely modelled upon the OECD's and USA's competencies-skills frameworks, but the Chinese state claims that the "suyang" curriculum reform is more than a replica of the latter. Using the "suyang" example, this paper dissects epistemicide in China's curriculum knowledge production. Specifically, it analyses the inclusion of some spectres of the modernity-coloniality episteme in the "suyang" curriculum, including the signifier-signified meaning-making logic, the treatment of language as a representational system, the instrumentalization of language and culture as objects of knowledge, and a mind-body epistemological division. These epistemic spectres, I argue, have thwarted Chinese academics' and policymakers' efforts to re-invoke the cultural "suyang" discourses as anything but a linguistic trope. Recognizing this as a trope, however, helps to re-articulate the eclipsed "suyang" episteme which is related to holistic Chinese "body-thinking". This is a first step in countering the so-called darker side of the modernity-coloniality infused in Western knowledge, power, and being (mode of existence). As a decolonial gesture towards "cognitive justice," this case study aligns itself with Paraskeva's Itinerary Curriculum Theory (ICT). In addition, it provides an ontological language lens for China and other countries to (re)produce transnational curriculum knowledge beyond the enslavement of both relativist nationalism and Western modernity-coloniality. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01