Kanu, Yatta (Ed.) ( 2006) Curriculum as Cultural Practice: Postcolonial Imaginations. Reviewed by Raj Sanghera, Simon Fraser University

Kanu, Yatta (Ed.) ( 2006) Curriculum as Cultural Practice: Postcolonial Imaginations. Toronto: University of Toronto Press Pp. 322         ISBN 9780802090782 Reviewed by Raj Sanghera Simon Fraser University May 15, 2009 The issues addressed in Curriculum as Cultural Practice: Postcolonial Imaginations, are both complex and multifaceted. Yatta Kanu and her contributors astutely use the text as a call to action in recreating and revitalizing current global educational curriculum discourses. The collection of work offers alternative approaches to curriculum which are reflective of an ethnically, culturally, and socially diverse student population. The authors use three intersecting lenses: curriculum as cultural practice, imagination, and postcolonialism, to critique current models of curriculum and practice. The intended audience of the text is reflective of the authors’ diverse disciplinary backgrounds in the field of education, which include anti-racist education, sociology and equity studies, globalization studies, curriculum studies, and TESOL. Moreover, this text crosses disciplinary fields with authors drawing upon scholars in the field of sociology, cultural studies, and women studies to support their position. However, in order to enter into a truly engaging and meaningful read, it would be beneficial for readers to have some prior knowledge of the works of such theorists as Homi Bhabha, Guyatri Spivak, and Edward Said as many contributors draw upon these academics to situate and support their argument. The text is divided into four parts. In the introduction Kanu defines curriculum as cultural practice, imagination, and postcolonialism as conceptualized by the contributors. When discussing curriculum as cultural practice, Kanu views culture (the beliefs, values and meanings individuals use to understand their world) at the nexus of curriculum analysis and reform and sees practice as a fundamental aspect towards curricular change. In particular, she examines the Eurocentric focus of curriculum of various countries, stating u t to their studentsts lived experiences present alternatives g lenses: curriculum asschooling is a site where Western knowledge is viewed as legitimate knowledge, placing cultural legitimacy on Western perspectives, practices, and representations and conversely delegitimizing non-Western perspectives, practices, and representations. In order to begin rethinking current curriculum, Kanu proposes imagination is needed in order for meaningful change to occur. Lastly, recognizing the multiple meanings of postcolonial, Kanu views a common thread running through each definition and thus defines postcolonialism as “an object of desire for critical practice and the signification of a position against colonialism - the oppression and subjugation of others - of any kind” (Kanu, 2006, p.8). In examining curriculum through these three intersecting lenses, the authors draw upon experiences from two sources: former European colonies which now are undergoing a new form of imperialism through expanding capitalism and globalisation; and secondly from the experiences of the minoritized and marginalized populations in Western countries who continue to experience inequities and discrimination. In part 1 entitled “Rereading the Disciplines Postcoloniality,” all five authors critique the global Eurocentric educational curriculum. Norrel A. London and Seonaigh MacPherson examine the domination of English around the world. London begins with his piece entitled, “Ideology and Politics in English-Language Education in Trinidad and Tobago: The Colonial Experience and a Postcolonial Critique.” Focussing on Trinidad and Tobago, London carefully constructs an argument that clearly presents the strategies colonizers used in the school system to promote and establish English among its citizens, and the policing that occurred to ensure that the English-language curriculum was being effectively implemented. More importantly, London employs a postcolonial understanding of the notions of dominance, power, hegemony, ideology, and identity to explain how English ascended to primacy. While London analyzes the rise and prominence of English in one country, in “To Steal or to Tell: Teaching English in the Global Era,” Seonaigh MacPherson continues the conversation of the dominance of English through the lens of TESOL on the global stage. Viewing globalization as a significant threat to the loss of multilingualism, multi-literacies, and inter-culture, she proposes that a postcolonial solution is to open up a “third space” where one is able to move freely through various cultures and languages. By using her experiences at Dolma Ling, MacPherson presents a case study where Tibetan refugee students were taught through a multilingual and intercultural framework. In chapters 3-5, John Willinsky, Ingrid Johnston, and Ralph Mason apply postcolonial theory to practice, entering various Canadian school systems and implementing curricular change which is reflective of the ethnically and culturally diverse student population. In part 2 entitled “Indigenous Knowledges as Postcolonial/Anticolonial Resistance” each author emphasizes the inclusion of Indigenous knowledge and cultures in postcolonial curriculum. In chapter 6 George Sefa-Dei and Stanley Doyle-Wood begin the dialogue and call upon schooling to open up space which allows for multiple knowledges to co-exist within the centre. Next Joe Kincheloe in his article “Critical Ontology and Indigenous Ways of Being: Forging a Postcolonial Curriculum,” asks the reader to re-examine the curriculum through Aboriginal epistemologies and ontologies. Moreover, in chapter 8 Yatta Kanu argues for a return to tradition, in particular a return to valuable Indigenous African traditions in the education system of Sierra Leone. Lastly, in chapter 9 Glen Aikenhead’s research study, in Northern Saskatchewan, demonstrates how Indigenous knowledges can co-exist with Western knowledge in the field of science. In part 3, entitled “Globalization and the Educational Response,” both David Smith and Kazim Bacchus in chapters 10 and 11 call for new modes of curriculum and pedagogy in a globalized world. Smith states within this new era of globalization teachers must shift away from being transmitters and managers of cultural knowledge and move towards a new pedagogical hermeneutic where they are interpreters of culture. Teachers must be able to speak across cultures, disciplines, and national boundaries. In chapter 11 entitled “The Impact of Globalization on Curriculum,” Bacchus examines the advantages and disadvantages that have arisen through trade and investment in former colonial nations. Stressing globalization has resulted in a realignment of world economic power among Western capitalist countries, Bacchus sees many negative outcomes for poor countries in areas such as the environment, employment, and education. To mitigate some of the negative effects of globalization on developing countries, Bacchus argues, curriculum practices in these nations must change in order to fully benefit from globalization. He states a shift towards research and development activities would strengthen the scientific and technical aspects of programs in developing countries. Lastly, in part 4 entitled “Reimagining the Nation and National Identity in the Curriculum,” in chapters 12 and 13 George Richardson and Kara MacDonald critique the curriculum construction of national identity in Canadian schooling. In particular, both note that when national identity is discussed in schools, the institution of schooling often ignore structures of privilege and power. MacDonald discusses the curriculum discourse that legitimizes certain individuals as being “Canadian” and labels others as outsiders. To begin mitigating the problematic issues of a national identity, Richardson calls for a “third space” which would open up new ways of thinking about the nation. In particular he advocates for students to write counter-narratives as an avenue of resistance to the dominant discourse of nationhood. In conclusion, the authors should be commended for creating space to discuss issues that continue to remain largely silent in the field of education. While academics have been critiqued for criticizing the institution of schooling from their ivory towers, this edited text reveals how researchers have partnered up with teachers in creating and implementing a postcolonial curriculum. The running themes of “third space and hybridity allow for a very comprehensive read. Moreover, author references to other pieces in the text allow the reader to move seamlessly through the text. While parts 1 and 2 are rich with detail, it would have been beneficial to have a deeper discussion in parts 3 and 4. In particular, the effects of globalisation could have been addressed in greater depth with additional contributions creating a better balance between the parts. Overall, this well written and organized text is highly recommended for those individuals interested in anti-racist and multicultural education. About the Reviewer Raj Sanghera is a PhD student in the Language, Cultures, and Literacies program at Simon Fraser University. Her research interests lie in multicultural and social justice education. She has worked in the public education system in British Columbia for the past seven years.