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Dialectical materialism: an alternative way of thinking and doing education alternatively.

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Title: Dialectical materialism: an alternative way of thinking and doing education alternatively.
Authors: Paraskeva, João M.1 jmparaskeva@gmail.com, Huebner, Dwayne2
Source: Journal of Curriculum Studies. Jun2023, Vol. 55 Issue 3, p270-289. 20p.
Subject Terms: *Educators, *Classrooms, *Language & languages, Dialectical materialism, Imperialism
Abstract: "Dialectic Materialism as a Method of Doing Education" - was written over 30 years ago by one of us – Huebner. Following an interesting dialogue we had over the last years, Dwayne suggested co-re-writing a revised piece to be published under both names. It explores at greater length the ideas that structured the initial piece and offers new avenues toward a better understanding of the importance of dialectical materialism as an alternative way to do education and curriculum. It dissects current dominant traditions of understanding education as undialectical; it explores how 'undialecticality' is intimately connected with the yoke of positivism and learning theories fostering what one of us have coined as curriculum epistemicide (Paraskeva, 2011) that colonializes the way we think and debate education, curriculum, and teacher preparation. It explores dialectical materialism as the best way to help educators accurately grasp multiple nexus that determine reality and profoundly impact our schools, teachers, and students' daily lives. It advances how dialectical materialism provides the tools to engage with non-derivative approaches through an itinerant curriculum theory (ICT) as an alternative dialectical way of a decolonial reading of the word and the world. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Curriculum Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Curriculum+Studies%22">Journal of Curriculum Studies</searchLink>. Jun2023, Vol. 55 Issue 3, p270-289. 20p.
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  Data: "Dialectic Materialism as a Method of Doing Education" - was written over 30 years ago by one of us – Huebner. Following an interesting dialogue we had over the last years, Dwayne suggested co-re-writing a revised piece to be published under both names. It explores at greater length the ideas that structured the initial piece and offers new avenues toward a better understanding of the importance of dialectical materialism as an alternative way to do education and curriculum. It dissects current dominant traditions of understanding education as undialectical; it explores how 'undialecticality' is intimately connected with the yoke of positivism and learning theories fostering what one of us have coined as curriculum epistemicide (Paraskeva, 2011) that colonializes the way we think and debate education, curriculum, and teacher preparation. It explores dialectical materialism as the best way to help educators accurately grasp multiple nexus that determine reality and profoundly impact our schools, teachers, and students' daily lives. It advances how dialectical materialism provides the tools to engage with non-derivative approaches through an itinerant curriculum theory (ICT) as an alternative dialectical way of a decolonial reading of the word and the world. [ABSTRACT FROM AUTHOR]
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  Group: Ab
  Data: <i>Copyright of Journal of Curriculum Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00220272.2023.2207627
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      – SubjectFull: Educators
        Type: general
      – SubjectFull: Classrooms
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      – SubjectFull: Language & languages
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      – SubjectFull: Dialectical materialism
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      – SubjectFull: Imperialism
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              Text: Jun2023
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