Repository | Book | Chapter

There is plenty of critical discussion about the curriculum as a colonial residuum in erstwhile colonized countries. The post-colonial discourse ranges from treating post-coloniality as an identifiable condition to rejecting the term itself as problematic. Beyond these sophisticated debates about what exactly constitutes post-coloniality, there is relatively little that is available to visualize possible starting points or points of recovery for a truly non-colonial perspective in education and curriculum. To compound the problem, often what is available comes from canonical sources of the older societies rather than folk perspectives, which already makes them problematic in the eyes of some (for aren't canons themselves left-overs of earlier colonization of thought?). Despite these difficulties, the present chapter attempts to identify certain universals that run through the mythological narratives and cosmological descriptions of pre-colonial societies that once guided their cultural ship in terms of laying out the universe of meaning and conceptual schemas within it.

DOI: 10.1007/978-3-319-61106-8_9

Full citation: