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Transnational curriculum inquiry : building postcolonialist constituencies and solidarities

Gough, Noel 2004, Transnational curriculum inquiry : building postcolonialist constituencies and solidarities, in AARE 2004 : Doing the public good : positioning educational research ; AARE 2004 International Education Research conference proceedings, Australian Association for Research in Education, Melbourne, Vic., pp. 1-10.

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Title Transnational curriculum inquiry : building postcolonialist constituencies and solidarities
Author(s) Gough, Noel
Conference name Australian Association for Research in Education. Conference (2004 : Melbourne, Vic.)
Conference location Melbourne, Victoria
Conference dates 28 November - 2 December 2004
Title of proceedings AARE 2004 : Doing the public good : positioning educational research ; AARE 2004 International Education Research conference proceedings
Editor(s) Jeffery, Peter L.
Publication date 2004
Start page 1
End page 10
Publisher Australian Association for Research in Education
Place of publication Melbourne, Vic.
Summary In this paper I explore some theoretical and practical possibilities for building new transnational and transcultural solidarities in postcolonial curriculum inquiry. I argue that building such solidarities requires a rethinking of the ways in which we perform and represent curriculum inquiry, so that curriculum work within a global knowledge economy does not merely assimilate national (local) curriculum discourses-practices into an imperial (global) archive. I draw on the initial stages of research on internationalisation, inclusivity, and innovative knowledge work conducted with colleagues at Deakin University, and elsewhere, which focuses on the possibilities of producing knowledge in transnational virtual spaces. This includes studies of the formation of new (and we hope more inclusive) transnational scholarly communities and constituencies, and of strategies to improve modes of intercultural communication that facilitate transnational knowledge work. I situate part of my discussion of these arguments and issues in the practicalities of establishing Transnational Curriculum Inquiry (TCI), an electronic open-access journal that is both a site for transnational scholarly conversations and a site for inquiry into the ways that electronic publishing procedures facilitate and/or constrain inclusive knowledge work and postcolonialist curriculum inquiry.
ISSN 1324-9339
Language eng
Field of Research 130299 Curriculum and Pedagogy not elsewhere classified
HERDC Research category E2 Full written paper - non-refereed / Abstract reviewed
HERDC collection year 2005
Copyright notice ©2004, AARE
Persistent URL http://hdl.handle.net/10536/DRO/DU:30014354

Document type: Conference Paper
Collection: School of Social and Cultural Studies in Education
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