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This book challenges educators to be agents of change, to take history into their own hands, and to make social justice central to the educational endeavor. Paraskeva embraces a pedagogy of hope championed by Paulo Freire where people become conscious of their capacity to intervene in the world to make it less discriminatory and more humane.

Around the world, curriculum – hard sciences, social sciences and the humanities – has been dominated and legitimated by prevailing Western Eurocentric Anglophone discourses and practices. Drawing from and within a complex range of epistemological perspectives from the Middle East, Africa, Southern Europe, and Latin America, this volume presents a critical analysis of what the author, influenced by the work of Sousa Santos, coins curriculum epistemicides, a form of Western imperialism used to suppress and eliminate the creation of rival, alternative knowledges in developing countries. This exertion of power denies an education that allows for diverse epistemologies, disciplines, theories, concepts, and experiences. The author outlines the struggle for social justice within the field of curriculum, as well as a basis for introducing an Itinerant Curriculum Theory, highlighting the potential of this new approach for future pedagogical and political praxis.

As a follow-up to Towards a Just Curriculum Theory and Curriculum Epistemicide , thisvolume illuminates the challenges and contradictions which have preventedcritical curriculum theory from establishing itself as an alternative to dominantWestern Eurocentric epistemologies.Curriculum and the Generation of Utopia re-visits the work of leading progressivetheorists and draws on a complex range of epistemological perspectives from theMiddle East, Africa, Southern Europe, and Latin America. Paraskeva illustrateshow counter-dominant narratives have been suppressed by neoliberal dynamicsthrough an exploration of key issues including: itinerant curriculum theory,globalization and internationalization, as well as utopianism. Foregroundingcritical curriculum theory as a vector of de-colonization and de-centralization,the text puts forth Itinerant Curriculum Theory (ITC) as an alternative formof anti-colonial, theoretical engagement.This work forms an important addition to the literature surrounding criticalcurriculum theory. It will be of interest to post-graduate scholars, researchersand academics in the fields of curriculum studies, curriculum theory, andcritical educational research.

As a follow-up to Towards a Just Curriculum Theory and Curriculum Epistemicide , thisvolume illuminates the challenges and contradictions which have preventedcritical curriculum theory from establishing itself as an alternative to dominantWestern Eurocentric epistemologies.Curriculum and the Generation of Utopia re-visits the work of leading progressivetheorists and draws on a complex range of epistemological perspectives from theMiddle East, Africa, Southern Europe, and Latin America. Paraskeva illustrateshow counter-dominant narratives have been suppressed by neoliberal dynamicsthrough an exploration of key issues including: itinerant curriculum theory,globalization and internationalization, as well as utopianism. Foregroundingcritical curriculum theory as a vector of de-colonization and de-centralization,the text puts forth Itinerant Curriculum Theory (ITC) as an alternative formof anti-colonial, theoretical engagement.This work forms an important addition to the literature surrounding criticalcurriculum theory. It will be of interest to post-graduate scholars, researchersand academics in the fields of curriculum studies, curriculum theory, andcritical educational research.

This volume represents the first exploration of caste in the field of curriculum studies, challenging the ongoing silence around the issue of caste in education and curriculum theory. Presenting comprehensive critical examination of caste as a category of domination and oppression in the colonial power matrix, chapters confront Eurocentric educational epistemologies which deny the existence and influence of caste. The book examines the impact of such silence in educational policy, praxis, and curriculum, and draws from leading scholars to illustrate the fluidity of power and oppression in the caste system. By challenging historical, cultural, and institutional origins of caste and foregrounding perspectives from outside Western epistemological frameworks, the book pioneers a critical approach to integrating caste in educational debate to interrupt social and cognitive injustices. In so doing so, the volume advocates for an alternative, non-derivative curriculum reason, through an itinerant curriculum theory as a path toward the emergence of a critical Dalit educational theory. As such, it makes a vital contribution for scholars and researchers looking to refine and enhance their knowledge of curriculum studies by highlighting the importance of theorizing caste in the role of education.

This volume represents the first exploration of caste in the field of curriculum studies, challenging the ongoing silence around the issue of caste in education and curriculum theory. Presenting comprehensive critical examination of caste as a category of domination and oppression in the colonial power matrix, chapters confront Eurocentric educational epistemologies which deny the existence and influence of caste. The book examines the impact of such silence in educational policy, praxis, and curriculum, and draws from leading scholars to illustrate the fluidity of power and oppression in the caste system. By challenging historical, cultural, and institutional origins of caste and foregrounding perspectives from outside Western epistemological frameworks, the book pioneers a critical approach to integrating caste in educational debate to interrupt social and cognitive injustices. In so doing so, the volume advocates for an alternative, non-derivative curriculum reason, through an itinerant curriculum theory as a path toward the emergence of a critical Dalit educational theory. As such, it makes a vital contribution for scholars and researchers looking to refine and enhance their knowledge of curriculum studies by highlighting the importance of theorizing caste in the role of education.

Towards a Just Curriculum Theory: The Epistemicide responds to a need for ‘alternative ways of thinking about alternatively’ about education and curriculum. It challenges the functionalism of both dominant and specific counter-dominant education and curriculum perspectives and in so doing suggests an Itinerant Curriculum Theory (ICT) as a new path for the field. The volume brings challenges critical educators to decolonize and to deterritorialize, providing scholars and educators a more nuanced analysis. By offering strategies to achieve a just curriculum theory, and by positioning curriculum theory to establish social and cognitive justice, this book aims to educate a more just and democratic society. With contributions from leading scholars across the field education, this volume argues that to deny the existence of any epistemological form beyond the Western mode can be a form of social fascism, which leads to an uncritical reading of history. Together, the essays offer and encourage a more deliberative, democratic engagement that seeks to contextualize and bring to life diverse epistemologies, value-sets, disciplines, theories, concepts, and experiences in education and beyond.

Places the performative gesture at the point of intersection between literature, theatre and cinemaThis new study examines the representation of gesture in modernist writing, performance and cinema. Deploying a new theoretical term, ‘the speech-gesture complex’, Anthony Paraskeva identifies a relationship between speech and gesture which is neither exclusively literary nor performative and which, he argues, is fundamental to the aesthetics and politics of modernist authors. In discussions of works by Franz Kafka, James Joyce, Henry James, Wyndham Lewis, Vladimir Nabokov and Samuel Beckett, Paraskeva shows how this relationship is closely informed by their attention to the performed gestures of actors in theatre and cinema.Key Features*Provides new close readings of major and neglected work by Kafka, Joyce, James, Lewis, Nabokov and Beckett, revealing their complex relations with both theatre and cinema*Establishes a new critical-theoretical category, and highlights an unexplored dialogue between Ibsen, Benjamin, Adorno, Griffith, Eisenstein, Chaplin, Brecht, Artaud, Lang, Meyerhold, Duse and Garbo*Analyses central and neglected modernist texts alongside stage productions, styles of acting, film history and performance theory

This book challenges educators to be agents of change, to take history into their own hands, and to make social justice central to the educational endeavor. Paraskeva embraces a pedagogy of hope championed by Paulo Freire where people become conscious of their capacity to intervene in the world to make it less discriminatory and more humane.

Carefully curated to highlight research from more than twenty countries, the International Critical Pedagogy Reader introduces the ways the educational phenomenon that is critical pedagogy are being reinvented and reframed around the world. A collection of essays from both historical and contemporary thinkers coupled with original essays, introduce this school of thought and approach it from a wide variety of cultural, social, and political perspectives. Academics from South America, Europe, Africa, the Middle East, Asia, and North America describe critical pedagogy’s political, ideological, and intellectual foundations, tracing its international evolution and unveiling how key scholars address similar educational challenges in diverse national contexts. Each section links theory to critical classroom practices and includes a list of sources for further reading to expand upon the selections offered in this volume. A robust collection, this reader is a crucial text for teaching and understanding critical pedagogy on a truly international level. Winner of the 2016 Alpha Sigma Nu Book Award

Carefully curated to highlight research from more than twenty countries, the International Critical Pedagogy Reader introduces the ways the educational phenomenon that is critical pedagogy are being reinvented and reframed around the world. A collection of essays from both historical and contemporary thinkers coupled with original essays, introduce this school of thought and approach it from a wide variety of cultural, social, and political perspectives. Academics from South America, Europe, Africa, the Middle East, Asia, and North America describe critical pedagogy’s political, ideological, and intellectual foundations, tracing its international evolution and unveiling how key scholars address similar educational challenges in diverse national contexts. Each section links theory to critical classroom practices and includes a list of sources for further reading to expand upon the selections offered in this volume. A robust collection, this reader is a crucial text for teaching and understanding critical pedagogy on a truly international level. Winner of the 2016 Alpha Sigma Nu Book Award

Around the world, curriculum – hard sciences, social sciences and the humanities – has been dominated and legitimated by prevailing Western Eurocentric Anglophone discourses and practices. Drawing from and within a complex range of epistemological perspectives from the Middle East, Africa, Southern Europe, and Latin America, this volume presents a critical analysis of what the author, influenced by the work of Sousa Santos, coins curriculum epistemicides, a form of Western imperialism used to suppress and eliminate the creation of rival, alternative knowledges in developing countries. This exertion of power denies an education that allows for diverse epistemologies, disciplines, theories, concepts, and experiences. The author outlines the struggle for social justice within the field of curriculum, as well as a basis for introducing an Itinerant Curriculum Theory, highlighting the potential of this new approach for future pedagogical and political praxis.

In 1936, Samuel Beckett wrote a letter to the Soviet film director Sergei Eisenstein expressing a desire to work in the lost tradition of silent film. The production of Beckett’s Film in 1964, on the cusp of his work as a director for stage and screen, coincides with a widespread revival of silent film in the period of cinema’s modernist second wave. Drawing on recently published letters, archival material and production notebooks, Samuel Beckett and Cinema is the first book to examine comprehensively the full extent of Beckett's engagement with cinema and its influence on his work for stage and screen. The book situates Beckett within the context of first and second wave modernist filmmaking, including the work of figures such as Vertov, Keaton, Lang, Epstein, Flaherty, Dreyer, Godard, Bresson, Resnais, Duras, Rogosin and Hitchcock.By examining the parallels between Beckett’s methods, as a writer-director, and particular techniques, such as the embodied presence of the camera, the use of asynchronous sound, and the cross-pollination of theatricality and cinema, as well as the connections between his collaborators and the nouvelle vague, the book reveals how Beckett’s aesthetic is fundamentally altered by his work for the screen, and his formative encounters with modernist film culture.

This book advances new ways of thinking about emergence and impact of Itinerant Curriculum Theory (ICT). Written by authors based in Algeria, Brazil, Chile, China, Estonia, South Korea, Spain and the USA, the chapters examine the opportunities and challenges paved by ICT in the struggle to open up and decolonize curriculum policies. The contributors show how ICT can help us to pave a new way to think about and to do curriculum theory and announce ICT as a declaration of epistemological liberation, one that helps to resist Eurocentric dominance. The chapters cover topics including, ecologies of the Global South, education discourse in South Korea, China’s Curriculum Reform, and the history of colonialism in the Middle East. Building on the work of Antonia Darder, Boaventura de Sousa Santos and others, this book posits that the future of the field is the struggle against curriculum epistemicides and this is ultimately a struggle for social justice. The book includes a Foreword by the leading curriculum historian William Schubert, Professor Emeritus of Curriculum and Instruction at the University of Illinois at Chicago, USA.

This book advances new ways of thinking about emergence and impact of Itinerant Curriculum Theory (ICT). Written by authors based in Algeria, Brazil, Chile, China, Estonia, South Korea, Spain and the USA, the chapters examine the opportunities and challenges paved by ICT in the struggle to open up and decolonize curriculum policies. The contributors show how ICT can help us to pave a new way to think about and to do curriculum theory and announce ICT as a declaration of epistemological liberation, one that helps to resist Eurocentric dominance. The chapters cover topics including, ecologies of the Global South, education discourse in South Korea, China’s Curriculum Reform, and the history of colonialism in the Middle East. Building on the work of Antonia Darder, Boaventura de Sousa Santos and others, this book posits that the future of the field is the struggle against curriculum epistemicides and this is ultimately a struggle for social justice. The book includes a Foreword by the leading curriculum historian William Schubert, Professor Emeritus of Curriculum and Instruction at the University of Illinois at Chicago, USA.

Curriculum: Decanonizing the Field is a fresh and innovative collection that is concerned with the totalitarian Western Eurocentric cult that has dominated the field of curriculum studies. Contributors to this volume challenge dominant and counter-dominant curriculum positions of the Western Eurocentric epistemic platform. At a time when the field laudably claims internationalization as a must, arguments presented in this volume prove that this «internationalization» is nothing more than the new Western expansionism, one that dominates all other cultures, economies and knowledges. Curriculum: Decanonizing the Field is a clarion call against curriculum epistemicides, proposing the use of Itinerant Curriculum Theory (ICT), which opens up the canon of knowledge; challenges and destroys the coloniality of power, knowledge and being; and transforms the very idea and practice of power. The volume is essential reading for anyone involved in one of the most important battles for curriculum relevance – the fact that there is no social justice without cognitive justice.

Curriculum: Decanonizing the Field is a fresh and innovative collection that is concerned with the totalitarian Western Eurocentric cult that has dominated the field of curriculum studies. Contributors to this volume challenge dominant and counter-dominant curriculum positions of the Western Eurocentric epistemic platform. At a time when the field laudably claims internationalization as a must, arguments presented in this volume prove that this «internationalization» is nothing more than the new Western expansionism, one that dominates all other cultures, economies and knowledges. Curriculum: Decanonizing the Field is a clarion call against curriculum epistemicides, proposing the use of Itinerant Curriculum Theory (ICT), which opens up the canon of knowledge; challenges and destroys the coloniality of power, knowledge and being; and transforms the very idea and practice of power. The volume is essential reading for anyone involved in one of the most important battles for curriculum relevance – the fact that there is no social justice without cognitive justice.

Globalisms and Power examines the effects neoliberal globalization is having on Spanish and Portuguese educational and curriculum policies and practices. The book dissects the nexus between globalization (or globalisms) and power under a global policy momentum, and analyzes how neoliberal globalization strategies eagerly led by nongovernmental institutions determine the educational agenda in each nation. Both Portugal and Spain were subjugated by military dictatorships for more than four decades: their education systems were laced with an authoritarian, militaristic, racist, and xenophobic ideology. Both countries’ secular authoritarian and conservative religious traditions are now dangerously entangled with the demands of neoliberal ideologies.Shedding light on how education and curriculum policies and practices are determined and how they, in turn, determine the dynamics of ideological production in society, this book unmasks the massive artillery borrowed from the private sector to fix public education and lays bare the fact that nothing is natural, normal, or inevitable in this corporate global momentum.

Globalisms and Power examines the effects neoliberal globalization is having on Spanish and Portuguese educational and curriculum policies and practices. The book dissects the nexus between globalization (or globalisms) and power under a global policy momentum, and analyzes how neoliberal globalization strategies eagerly led by nongovernmental institutions determine the educational agenda in each nation. Both Portugal and Spain were subjugated by military dictatorships for more than four decades: their education systems were laced with an authoritarian, militaristic, racist, and xenophobic ideology. Both countries’ secular authoritarian and conservative religious traditions are now dangerously entangled with the demands of neoliberal ideologies.Shedding light on how education and curriculum policies and practices are determined and how they, in turn, determine the dynamics of ideological production in society, this book unmasks the massive artillery borrowed from the private sector to fix public education and lays bare the fact that nothing is natural, normal, or inevitable in this corporate global momentum.

The worldwide integration and globalization of finance, an aspect of «financialization», coincided with the rise of market-oriented neoliberalism promoting free trade and privatization strategies. New Internet-based technologies have reinforced financial market integration, creating a fragile, globally integrated financial ecosystem that poses new systemic risks and contagion effects characterized by excessive borrowing and ballooning debt, massive asset bubbles, a huge shadow banking system, and financial innovation leading to collateralized debt obligation and securitization. Public education has been at the core of neoliberal privatization strategies and financialization with the trillion-dollar blowout of student loans. Education, once considered a national and global public good tied to the creation of knowledge and the basis of a just and democratic society, has undergone a profound transformation and financial restructuring. This collection of essays by a range of international experts addresses the root causes of this massive change, analyzing the growth of finance capitalism and financialization, as well as the financialization of education and its consequences. The book is a valuable resource for classes in educational reform, education policy, higher education, and educational finance.

The Curriculum: Whose Internationalization? asks a series of important questions in the re-examination of the internationalization of curriculum studies. It reflects the work of the Internationalization of Curriculum Studies Task Force – created at the American Association for the Advancement of Curriculum Studies annual meeting in New Orleans in 2011 – in the context of new theoretical avenues such as the Itinerant Curriculum Theory (ICT) to help address issues related to the problematic nature of internationalization and globalization.

The Curriculum: Whose Internationalization? asks a series of important questions in the re-examination of the internationalization of curriculum studies. It reflects the work of the Internationalization of Curriculum Studies Task Force – created at the American Association for the Advancement of Curriculum Studies annual meeting in New Orleans in 2011 – in the context of new theoretical avenues such as the Itinerant Curriculum Theory (ICT) to help address issues related to the problematic nature of internationalization and globalization.

The volume provides crucial approaches from leading educators, curriculum theorists, and pedagogues since the emergence of curriculum as a field of studies. It underlines the wrangles within and beyond hegemonic and counter-hegemonic curriculum inquiry exploring the advances, accomplishments, and frustrations of a particular radical critical river of intellectuals—what Paraskeva calls the "generation of utopia"—in the struggle for a just society."Thanks to a keenly discerning eye, Paraskeva has crafted an essential tool for stepping back and taking epistemological stock of the course the field has taken and the directions in which it is now being steered."—Cathryn Teasley, University of A Coruña, Spain"‘Under one roof’ Paraskeva captures the writings, ruminations, and reflections of germinal authors from what I characterize as the ‘porous’ field of curriculum studies."—Todd, Price National Louis University, USA"Paraskeva strikes again and provides key foundational documents in a volume that should be examined by all educators committed to social and cognitive justice."—James Jupp, University of Texas Rio Grande Valley, USA"Paraskeva’s reader is imperative to those unhappy with the current state of the field and who want to know how curriculum theorizing relates to other areas of thinking."—Fatma Mızıkacı, Ankara University, Turkey"João Paraskeva’s edited book offers a wonderfully comprehensive examination of the leading and common means of theorizing knowledge in educational thought."—Anthony Brown, University of Texas, Austin, USA"Paraskeva’s volume provides a powerful understanding of the struggles between hegemonic perspectives and a dispersed counter-hegemonic radical critical river—as he insightfully labeled ‘a generation of utopia’—a river of hope and possibility."—Maria Nikolakaki, University of Peloponnese, Greece

The second edition of Single Best Answers in Surgery, Second Edition continues to provide invaluable guidance to this widely used question format, written by authors who understand that detailed explanations accompanying each answer are the key to a successful revision aid.This book presents more than 500 SBA questions arranged into topic areas as well as a section of random questions for self-testing under examination conditions. A clear discussion of how the correct answer was reached and other options ruled out for every question is given at the end of each section, making this book an excellent learning aid for all stages of undergraduate surgical studies, and particularly during revision for final examinations.

In 1936, Samuel Beckett wrote a letter to the Soviet film director Sergei Eisenstein expressing a desire to work in the lost tradition of silent film. The production of Beckett’s Film in 1964, on the cusp of his work as a director for stage and screen, coincides with a widespread revival of silent film in the period of cinema’s modernist second wave. Drawing on recently published letters, archival material and production notebooks, Samuel Beckett and Cinema is the first book to examine comprehensively the full extent of Beckett's engagement with cinema and its influence on his work for stage and screen. The book situates Beckett within the context of first and second wave modernist filmmaking, including the work of figures such as Vertov, Keaton, Lang, Epstein, Flaherty, Dreyer, Godard, Bresson, Resnais, Duras, Rogosin and Hitchcock.By examining the parallels between Beckett’s methods, as a writer-director, and particular techniques, such as the embodied presence of the camera, the use of asynchronous sound, and the cross-pollination of theatricality and cinema, as well as the connections between his collaborators and the nouvelle vague, the book reveals how Beckett’s aesthetic is fundamentally altered by his work for the screen, and his formative encounters with modernist film culture.

Places the performative gesture at the point of intersection between literature, theatre and cinemaThis new study examines the representation of gesture in modernist writing, performance and cinema. Deploying a new theoretical term, ‘the speech-gesture complex’, Anthony Paraskeva identifies a relationship between speech and gesture which is neither exclusively literary nor performative and which, he argues, is fundamental to the aesthetics and politics of modernist authors. In discussions of works by Franz Kafka, James Joyce, Henry James, Wyndham Lewis, Vladimir Nabokov and Samuel Beckett, Paraskeva shows how this relationship is closely informed by their attention to the performed gestures of actors in theatre and cinema.Key Features*Provides new close readings of major and neglected work by Kafka, Joyce, James, Lewis, Nabokov and Beckett, revealing their complex relations with both theatre and cinema*Establishes a new critical-theoretical category, and highlights an unexplored dialogue between Ibsen, Benjamin, Adorno, Griffith, Eisenstein, Chaplin, Brecht, Artaud, Lang, Meyerhold, Duse and Garbo*Analyses central and neglected modernist texts alongside stage productions, styles of acting, film history and performance theory