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Keeping Spivak’s essay “Can the Subaltern Speak?” in mind, the purpose of this paper is to examine the itinerant curriculum theory (ICT) as a subaltern momentum unveiling how ICT informs subaltern ways of being and thus, potentially, the research lens for qualitative approaches. In this context, the paper examines how curriculum as an ideological devise produces an epistemicide – the killing of knowledge – an epistemological havoc cooked up daily in the process of qualitative studies promoting and legitimizing a specific modern western Eurocentric episteme.

The paper dissects modernity as a colonial zone, creating “abyssal thinking,” a eugenic system of visible and invisible distinctions that legitimizes the visible, i.e. “this side of the line” and produces “the other side of the line” as “non-existent.”

The paper urges the need to decolonize leading modern western Eurocentric counter-hegemonic traditions such as Marxism.

The paper analyzes ICT’s contribution to subaltern struggles, asserts ICT’s commitment against any form of canon, grabs the educational matrix of qualitative research as an eugenic beast from its very own ideological horns, alerting the need to examine any study of education and society within the ideological eugenic political economy and modes of production of systems pillared by poverty, exploitation, segregation, and intellectual rape.

This chapter provides an overview of the postcolonial literatures and their critiques relevant to internationalising curriculum in the educational administration and leadership field. The aim is to both examine the problems culturally and institutionally with primarily Anglo-American globalised curriculum that still holds a hegemonic position internationally as well as identify proposals in diversifying the field to reflect context, policy requirements and practices, and cultural values and principles. Discussed also are a number of initiatives that have been taken that provide a foundation for furthering this kind of curricular development, and a set of principles for internationalising the field that indicate the various levels and factors involved.

Three distinctive domains of inquiry in comparative and international education (CIE) point to epistemic fault lines that simultaneously enable and disable the possibilities for social transformation in the cultural ecologies that demarcate, but also entangle, the so-called Global South and the North. Historically, these domains of inquiry – language/multilingualism, education, and development – engage arenas in which ideas about wellbeing, social arrangements, and the politics of knowledge (and of power) are constantly constructed, contested, and renegotiated. This analysis pinpoints some of the discursive technologies, which guarantee that active scholarly innovations and differentiation proceed in ways that ultimately leave intact the territorialized regionalizations of development differences. It reflects on ongoing fieldwork from the South to highlight three spheres of social control, and struggle, illustrative of the coloniality of difference and the expanding institutionalization of learning (as schooling) in an era of global interventionism. These loci – the sources of knowledge traditions, the sites of its enactment, and the power of knowledge transactions – represent overlapping activation points through which education interventions both stimulate and stultify social transformations. Specifically, the sources, sites, and power of knowledge offer empirical and discursive tools for historiographic reconsideration of the role of linguistic diversity and education in social change processes, and, crucially, for shifting critical focus from merely the occidentality of contemporary education traditions to the universalism of its social imaginaries. In this critical reading of new understandings of language(s) as invention, therefore, lies analytic opportunities for rethinking epistemic dilemmas in linking education and “development” in CIE scholarship.

The purpose of this paper is to provide a sense of the perspectives that guide the collection of articles.

This paper provides an introductory essay regarding the contributions and critics associated with Spivak’s work.

In addition, the contents lay out brief descriptions of the articles included in the collection.

The notion of revisiting “Can the subaltern speak?” provides authors with innovative and provocative ideas to guide their submissions.

The purpose of this paper is to present principles from the complex approach in education and describe some practical pedagogic experiences enhancing how “real world” perspectives have influenced and contributed to curriculum development.

Necessity of integration in terms of knowledge modeling is an historical trend in Engineering and Computer Sciences curricula. Integration of particular technical aspects with wide global aspects is a response to globalization demands. Globalization demands require new approaches, at both educational and teaching levels. Also, educational level embeds a wide range of pedagogical proposals or teaching proposals. Since the 1990s, Engineering and Computer Sciences curricula have emphasized, increasingly, the project‐oriented approach in the Engineering field of knowledge and software engineering contents has migrated to beginners or fresh‐man level in Computer Sciences courses. This approach is called the Complex Approach in education. COOL – “Comprehensive Object‐Oriented Learning” – is an educational project mentored by Emeritus Professor Kristen Nygaard, from the Department of Informatics at Oslo University, which deals with the complex approach in education. Professor Nygaard passed away in 2002. This project was published in 2006 under the title of “Comprehensive Object‐Oriented Learning: the Learner’s Perspective”. This paper analyses theoretical aspects in Nygaard's project and also compares aspects with the author's work teaching Object Oriented Modeling in Computer Sciences and Engineering, at Federal University of Santa Catarina – UFSC, Florianopolis, Brazil. The author's pedagogic proposal, developed on those contexts, since 1997, is supported by Nygaard theory and also by Edgar Morin “Complex Thought” theory adopted by UNESCO, titled Complex Thought cathedra.

Innovation, in terms of Engineering and Computer Sciences curriculum development, is deeply related to the complex approach educational paradigm. Consequently, innovation in terms of pedagogic practices is also deeply related to the complex approach perspective. Complex approach overpasses fragmented view of knowledge towards integrative view concerning curriculum development in technological areas.

The comprehensive object‐oriented learning presented here is applied to Computer Science and Engineering. However its development and application could impact other disciplines and education, especially in relation to technology integration in education.

The paper presents and discusses COOL as a concept and approach for enhanced learning, in a novel manner, taking account of theoretical underpinnings developed aligned to modern thinking.

The purpose of this paper is to explore the notion of decolonizing interpretive research in ways that respect and integrate the qualitative sensibilities of subaltern voices in the knowledge production of anti-colonial possibilities.

The paper draws from the decolonizing and post-colonial theoretical tradition, with a specific reference to Gayatri Chakravorty Spivak’s contribution to this analysis.

Through a critical discussion of decolonizing concerns tied to qualitative interpretive interrogations, the paper points to the key assumptions that support and reinforce the sensibilities of subaltern voices in efforts to move western research approaches toward anti-colonial possibilities. In the process, this discussion supports the emergence of an itinerant epistemological lens that opens the field to decolonizing inquiry.

Its practical implications are tied to discursive transformations, which can impact social and material transformations within the context of research and society.

Moreover, the paper provides an innovative rethinking of interpretive research, in an effort to extend the analysis of decolonizing methodology to the construction of subaltern inspired intellectual labor.

With the move toward a more inclusive educational system across most jurisdictions, the expectation is that students with the most complex needs who have previously attended special schools, will gradually transition into inclusive schools. This expectation raises issues regarding the practicality of this move and the capacity of inclusive schools in being able to provide appropriate support and curriculum for these learners. Examples of transition programs across different countries are discussed to establish the most effective processes, support structures, and initiatives that have been employed to facilitate this transfer. The role of collaboration between schools and a review of support models that are provided for learners with high support needs in inclusive settings are discussed. Compared to the expectations for this move, and to understand the reality of it, perceptions of teachers, parents, and students are considered.

This chapter outlines the progression in the development of educational settings and services for students with visual impairments over the past several hundred years. Information is provided that explains how the education systems have advanced to the present state for students who are blind or have low vision. An explanation of the professionals who support the unique disability-specific needs of students with visual impairments in inclusive settings is also presented. This chapter concludes with a discussion of current issues related to the inclusion of students with visual impairments including personnel shortages, technological developments, and unemployment rates.

In an editorial introduction essay for the special issue on Religion, Literacies, and English Education in Global Dialogue, the editors frame papers in the special issue in dialogue with previous scholarly literature around three central lines of inquiry: How do children, youth and families navigate relationships among religion, spirituality, language and literacy? What challenges are faced by language and literacy teachers and teacher educators around the globe who seek to respond to diverse religious and spiritual perspectives in their work? And what opportunities do teachers seize or create toward this end? How are developments of language and literacy theory, policy, curriculum and ritual entangled with race and religion?

Taking an essayist, humanistic approach, this paper summarizes, interprets and comments on previous scholarly works to frame the articles published in the special issue “Religion, Literacies, and English Education in Global Dialogue” in relation to the field and in relation to one another.

Denise Dávila, Matthew Deroo and Ilhan Mohamud reveal the relationships young people and families forge and navigate among spiritual literacies and literatures, digital technologies and ethnic identities. Heidi Hadley, Jennifer Wargo and Erin McNeill illuminate how teachers’ vocations, as well as their pedagogical goals and curricular artifacts, can become deeply entangled with religious and spiritual sense-making. Kasun Gajasinghe and Priyanka Jayakodi expand perspectives on both the ritualization and racialization of religion through nationalist policies surrounding national anthem performances in Sri Lanka. Anne Whitney and Suresh Canagarajah discuss how spiritual commitments, communities and experiences interact with their scholarly trajectories.

The essay concludes with a discussion of scholarly capacity building that may be needed for conducting research on religion and spirituality in relation to languages, literacies and English education on a global scale.

The second section of the essay discusses challenges faced by language and literacy teachers and teacher educators around the globe who seek to integrate diverse religious and spiritual perspectives into their work. It foregrounds how many teachers and teacher educators work within contexts where ethnoreligious nationalism is on the rise. It highlights the need for language and literacy educators to develop curiosity and basic knowledge about diverse religions. Further it calls for teacher educators to engage with teacher candidates’ religious identities and sense-making.

Because it considers religious and spiritual sense-making in relation to language and literacy education, the social implications of this work are significant and wide-reaching. For examples, the paper questions the conceit of secularism within education, pushing readers to consider their own spiritual and religious identifications and influences when they work across religious differences.

This paper identifies, interprets and assesses current threads of work on religious and spiritual sense-making within scholarship on languages, literacies and English education.

The pursuit of promoting inclusive education is rippling across Africa, and governments are working hard to ensure that all students are in schools and receive quality education, especially with the impetus of the Sustainable Development Goals. The importance of providing education to all children is essential, and collaboration is necessary. Collaboration between different professionals enhances the learning outcomes of all children through better identification, assessment, and appropriate placements. Lesotho is one example of countries that strive to provide all children with equal access to education, including those with disabilities. Although children with disabilities are sent to schools in Lesotho, teachers face challenges in teaching those students, which underscores the need for instructional collaboration between available special needs education professionals. This chapter describes inclusive education in Lesotho and provides an overview of the challenges related to implementing it through a multidisciplinary special education team. Finally, the chapter concludes that collaboration in teaching all students should be pursued by Lesotho to ensure sharing of ideas and building of relationships for the success of inclusive education.