"Itinerant curriculum theory (ICT) attempts to create an itinerant path to address the problem of coloniality-globalization. In so doing, it faces undesirable yet unavoidable and needed, black holes. ICT sees the confrontation with such holes as a reassembled set of processes towards a creative and desirable plan of (in)consistency only possible by respecting a perpetual itinerancy. Such a theory(ist) understands the structure and flows of a given social formation. Its itinerancy allows the theory(ist) to grasp why the imposition, certification, and legitimization of particular un/re/coding metamorphoses, as well as the eclipse of so many others. That is, ICT reads and challenges such codes that frame each social formation and fuel the wrangle of oppressor–oppressed. This is crucial because it allows one to master the complex processes of axiomatization of specific codes within the capitalist society from slavery in the 1400s to the current slavery constructions as de-/re-/coded flows of an economy and culture pumped by an epidemic of overproduction within the colonial matrix of power… ICT is sentient that the 'politics of cultural diversity and mutual intelligibility calls for a complex procedure of reciprocal and horizontal translation rather than a general theory' (Santos, 2007, p. xxvi). ICT, as Paraskeva argues, is people’s theory."Excerpt from chapter 10 by João M. Paraskeva, author of Conflicts in Curriculum Theory, Curriculum Epistemicide: Towards an Itinerant Curriculum, Towards a Just Curriculum: The Epistemicide, and Curriculum and the Generation of Utopia. The critique defines Dr. Paraskeva as one of the most acclaimed curriculum theorists. He is Professor of Education at the University of Strathclyde, Glasgow. Curriculum Epistemicides was awarded the American Educational Research Associations Division B book award in 2016.
