Educational Theory 63 (6):621-638 (2013)

In this article Binaya Subedi explores the multiple ways the idea of “global” is theorized within the school curriculum and suggests the utility of approaching the idea of global perspectives through decolonizing frameworks. In particular, she explores the deficit, accommodation, and decolonization approaches as offering three ways that the notion of global has been or can be infused within the school curriculum. Subedi traces the politics each of these approaches may advocate and the kinds of knowledge that may be included or silenced when proposing the utility of learning about global formations. The article proposes that scholars utilize decolonizing lenses to scrutinize how the idea of global perspectives has been articulated within writings on globalizing and internationalizing the curriculum
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DOI 10.1111/edth.12045
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Colonizing and Decolonizing Projects of Re/Covering Spirituality.Jeong-eun Rhee & Binaya Subedi - 2014 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 50 (4):339-356.

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