The Responsibility of the Academy: A Call for Doing Homework

Rauna Kuokkanen

Abstract


modern epistemes, particularly toward indigenous epistemes. Calling for the responsibility of the academy to do its homework pertaining to indigenous epistemes is part of the larger project of shifting the attention from common institutional approaches seeking to mainstream and 'acclimatize' indigenous students to the culture and convention of the academy to investigating the role of the academy with regard to other than its own foundational epistemes in its production and politics of knowledge. The paper aims to reconceptualize responsibility by examining how it is articulated in indigenous epistemes and to consider what the academy can learn from these 'new' perceptions of responsibility.


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JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing, and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

The journal is published by the Foundation for Curriculum Theory and is associated with the Bergamo Conference on Curriculum Theory and Classroom Practice, held in the autumn of each year. JCT is indexed in The Education Index.

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ISSN: 1942-2563