Curricula Apocrypha

Patrick Roberts


Edited by João Paraskeva and Shirley Steinberg, Curriculum: Decanonizing the Field (2016, Peter Lang) presents a range of theoretical, historical, and practice-based perspectives on curriculum offered by contributors from both the Global South and the Global North. When taken as a whole, the thirty-six essays contained in this work (plus a brief Preface by William Reynolds and an Afterword by Steinberg) suggest that decanonization can be understood as a critical method for bringing into signatory relief the apocryphal boundaries of disciplined knowledge. As its various contributors roam across a diverse theoretical, methodological landscape, the volume also offers a transnational perspective on curriculum studies that moves beyond reductive models of comparative internationalization, thus generating a fresh vision of critical, emancipatory education. Based on my review, I conclude that contemporary curriculum studies is a transnational, transdisciplinary “distal confabulation” of scholars and practitioners committed to disarticulating the ideals that define our past and present. In this way, de/canonizing as method keeps vital our critical commitments to the apocryphal.


Patrick Roberts is an Associate Professor in the Foundations and Educational Policy Studies program based in the Department of Leadership, Educational Psychology and Foundations. He currently teaches classes in the history of American education, museum education, and ethics and education. He is the coordinator of NIU's Center for Peace and Transcultural Communication, which was developed in partnership with the University of Tetova in Macedonia. In 2010, Roberts served as a Fulbright Scholar in Bosnia and Herzegovina, where he studied museum education in post-conflict societies. He is the North American Sections Editor for the Journal of the American Association for the Advancement of Curriculum Studies.

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Copyright (c) 2017 Patrick Roberts