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Decolonising Curriculum Knowledge

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Cover of 'Decolonising Curriculum Knowledge'

Table of Contents

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    Book Overview
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    Chapter 1 Why Decolonising Curriculum Knowledge?
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    Chapter 2 Decolonising Participatory Methods with Children and Young People in International Research Collaborations: Reflections from a Participatory Arts-Based Project with Afrocolombian and Indigenous Young People in Colombia
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    Chapter 3 Decolonising Curriculum Knowledge Using Arts-Based Approaches for Teaching and Learning Civic Education with Young People in Nepal
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    Chapter 4 Creating and Curating: Three Voices from Namibia, Australia and the UK on Decolonising the Literary-Related Doctorate
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    Chapter 5 Decolonising World Bank Influence on Curriculum Reforms in Mauritius
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    Chapter 6 Decolonising the “Thai-ness” Discourse in Education
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    Chapter 7 Coloniality and National Exceptionalism in Norwegian Citizenship Education: Engaging the Ontological Baseline
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    Chapter 8 Decolonising Early Childhood Curricula: A Canadian Perspective
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    Chapter 9 Developing a Reframed Curriculum for the UK: Who Were the Ancient Britons?
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    Chapter 10 Decolonising the Curriculum in Hybrid Spaces: Muslim Schooling in Russia
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    Chapter 11 Decolonising Education Through Bottom-Up Participatory Activities in Poland
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    Chapter 12 Universe, Pluriverse and a Blue Ocean: Reflective Analogies and Philosophical Considerations for Decolonising Education—A View from the Netherlands
Attention for Chapter 7: Coloniality and National Exceptionalism in Norwegian Citizenship Education: Engaging the Ontological Baseline
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Chapter title
Coloniality and National Exceptionalism in Norwegian Citizenship Education: Engaging the Ontological Baseline
Chapter number 7
Book title
Decolonising Curriculum Knowledge
Published by
Palgrave Macmillan, Cham, November 2022
DOI 10.1007/978-3-031-13623-8_7
Book ISBNs
978-3-03-113622-1, 978-3-03-113623-8
Authors

Kristin Gregers Eriksen, Eriksen, Kristin Gregers

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