João Menelau Paraskeva

University of Massachusetts Dartmouth
Public Policy

University of Massachusetts Dartmouth
School of Education, Public Policy and Civic Engagement
2085 Old Westport Road North Dartmouth, MA
USA
02747
JParaskeva@umassd.edu |  Visit Personal Website


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João Paraskeva’s research interests are profoundly interdisciplinary and focus on the relation between social policy, education, and curriculum within the dynamics of ideological production. Paraskeva has written substantively around the relationship between economy, culture and power in education, southern theory, non-western epistemological frameworks trying to understand the impacts of neoliberal globalization forms in the public sphere. He is particularly interested in doing research regarding the tensions and challenges within and between critical and post-structural theories. While he has definitely not pioneered the exegesis of such intricate tensions, he has undertaken fairly original research in understanding such intricate epistemological clashes, as well as producing new theoretical paths that challenge the totalitarianism of both dominant and particular counter dominant western epistemological approaches thus bringing to the fore the importance non-western epistemological approaches to better understand the production and reproduction of the systems of reason that govern social policy and research related to education. Paraskeva shows an emerging interest in Southern Theory and its interplay with social policies. With over 40 books published and many peered reviewed articles, Paraskeva’s latest works (i.e. Conflicts in Curriculum Theory. Challenge Hegemonic Epistemologies. New York: Palgrave; and Globalisms and Power. New York: Peter Lang) put forward a new theoretical path to examine social policy, in general and education and curriculum, in particular. He is currently working on a book Righting the Left. Hegemony, Power and Education.

Citation:
Paraskeva, Joao (2014) Conflicts in Curriculum Theory: Challenging Hegemonic Epistemologies. New York: Palgrave. (Revised updated paper back edition)
Abstract: This book challenges educators to be agents of change, to take history into their own hands, and to make social justice central to the educational endeavor. Paraskeva embraces a pedagogy of hope championed by Paulo Freire where people become conscious of their capacity to intervene in the world to make it less discriminatory and more humane.
URL: https://www.amazon.com/Conflicts-Curriculum-Theory-Challenging-Epistemologies/dp/113743046X/ref=sr_1_2?ie=UTF8&qid=1480607881&sr=8-2&keywords=joao+m.+paraskeva
Citation:
Paraskeva, Joao (2016) Curriculum. Whose Internationaliation?. New York: Peter Lang
Abstract: The Curriculum: Whose Internationalization? asks a series of important questions in the re-examination of the internationalization of curriculum studies. It reflects the work of the Internationalization of Curriculum Studies Task Force – created at the American Association for the Advancement of Curriculum Studies annual meeting in New Orleans in 2011 – in the context of new theoretical avenues such as the Itinerant Curriculum Theory (ICT) to help address issues related to the problematic nature of internationalization and globalization.
Citation:
Paraskeva, Joao & Steinberg, S. (2016) Curriculum. Decanonizing the Field. New York: Peter Lang.
Abstract: Curriculum: Decanonizing the Field is a fresh and innovative collection that is concerned with the totalitarian Western Eurocentric cult that has dominated the field of curriculum studies. Contributors to this volume challenge dominant and counter-dominant curriculum positions of the Western Eurocentric epistemic platform. At a time when the field laudably claims internationalization as a must, arguments presented in this volume prove that this «internationalization» is nothing more than the new Western expansionism, one that dominates all other cultures, economies and knowledges. Curriculum: Decanonizing the Field is a clarion call against curriculum epistemicides, proposing the use of Itinerant Curriculum Theory (ICT), which opens up the canon of knowledge; challenges and destroys the coloniality of power, knowledge and being; and transforms the very idea and practice of power. The volume is essential reading for anyone involved in one of the most important battles for curriculum relevance – the fact that there is no social justice without cognitive justice.
Citation:
Paraskeva, Joao (2016) Curriculum Epistemicide: Towards An Itinerant Curriculum Theory. New York: Routledge.
Abstract: Around the world, curriculum – hard sciences, social sciences and the humanities – has been dominated and legitimated by prevailing Western Eurocentric Anglophone discourses and practices. Drawing from and within a complex range of epistemological perspectives from the Middle East, Africa, Southern Europe, and Latin America, this volume presents a critical analysis of what the author, influenced by the work of Sousa Santos, coins curriculum epistemicides, a form of Western imperialism used to suppress and eliminate the creation of rival, alternative knowledges in developing countries. This exertion of power denies an education that allows for diverse epistemologies, disciplines, theories, concepts, and experiences. The author outlines the struggle for social justice within the field of curriculum, as well as a basis for introducing an Itinerant Curriculum Theory, highlighting the potential of this new approach for future pedagogical and political praxis.
URL: https://www.amazon.com/Curriculum-Epistemicide-Itinerant-Routledge-Neoliberalism/dp/1138837911/ref=sr_1_1?ie=UTF8&qid=1480607480&sr=8-1&keywords=joao+m.+paraskeva
Citation:
Paraskeva, Joao Menelau & Torres Santome, Jurjo, eds. 2011. "Globalisms and Power." New York: Peter Lang.
Abstract: Globalisms and Power: Iberian Educational and Curriculum Policies features an impressive cast of Iberian curriculum theorists and philosophers. The appearance of this edited volume is an important event in the educational community not only in Europe but on this side of the Atlantic. For it inaugurates a vitally urgent debate over the organization of knowledge and the future of education in a context in which the very structural processes of our institutions of learning are becoming more and more compromised everyday by programs of marketization and neoliberal globalization. Nothing but the most unrelenting intellectual engagement in critique; nothing but the most Adorno-like commitment to going against the grain; nothing but the most unceasingly ardent mobilization of intellectual will can get educators beyond what our great colleague, Henry Giroux, calls “this state of siege.” João M. Paraskeva & Jurjo Torres Santomé and the contributors to this marvelously insightful anthology help us to think of ways to get beyond siege mentality. The arrival of this book from our Iberian colleagues is timely and should be read by all educators alarmed enough by the status quo of what has become enterprise education that they would be willing to work for insurgent action and change. Cameron McCarthy University of Illinois, Urbana-Champaign Paraskeva and Torres Santomé's edited collection 'Globalisms and Power: Iberian Educational and Curriculum Policies', is an insightful and timely critique of the diverse and destructive ways in which neoliberalism has penetrated the heart of education policy and practice.
URL: http://goo.gl/nDdUF
Citation:
Paraskeva Joao Menelau. 2010. Unaccomplished Utopia. Neo Conservative Dismantling of Public Higher Education in European Union. New York: Sense Publishers.
Abstract: This is a stimulating and original collection of chapters produced by an impressive group of international scholars. It provides a vital critical perspective that will strengthen our understanding of what the very important Bologna project means for Universities in Europe and beyond - Roger Dale, University of Bristol, UK. This book is an imperative read. It presents a powerful set of challenging and straightforward analyses of the current neo-Rightist attack on Higher Education and the Public Sphere in the European Union by The Bologna Process. In an era of Public Education characterized by a flood of magical neoliberal solutions, this volume exposes the real political aims behind the illusions created by the Bologna Process. Sans euphemisms, Joao Paraskeva and his colleagues have insightfully unveiled how these current technocratic instruments, while assuming unique, neutral, and scientific solutions, have hijacked this debate. Jurjo Torres Santome - University of Corunha, Spain. All too often EU's higher education policies are left untouched by the critical eye as if the totalizing machine of the EU was handed over from above as a generous gift from the politico-administrative elite to the ordinary people walking in the markets of educational vanity. Fortunately, authors of this volume have the courage to see through the many illusions installed in the apparently all-European, "harmonizing", educative apparatus. - Juha Suoranta, Professor of Adult Education, University of Tampere, Finland. Creating access to Higher Education is not easy. It is even harder to create an accord where more than 20 EU Countries come together to change their paradigm, to change their approach, and to create a common fabric of higher education in the European Union. The contributors of this volume have reached out to critically analyze this accord and to help us better understand the lethal costs associated with it, in terms of the labor, identity, and academic freedom. Sheila Macrine - Montclair University, USA. Joao Menalau Paraskeva begins his new book with a clear assessment of the pedagogical proposals of what he terms the neo radical centrist globalization forces: these proposals are dismantling public Higher Education in the European Union. His collaborators provide complementary data and reflections along the same lines, public universities in the European Union are at the threshold of becoming organizations chained to the market undermining any other social and pedagogical function. For some this diagnostic of universities turned into subservient educational institutions, more oriented to for-profit ventures and the commodification of knowledge, may seem an exaggeration. It is early to assess to what extents all the claims made in this book are going to be fully developed with the dangerous implications noted in it, but there is no doubt that its warnings are serious, well-researched and presented in a thorough manner. Paraskeva is a sensible scholar and is offering a sensible book about the marketization of the European public university that educators around the world should take seriously - Gustavo E. Fischman Arizona State University.
URL: http://goo.gl/hMI82
Citation:
Paraskeva, Joao Menelau. 2011. Conflicts in Curriculum Theory. Challenging Hegemonic Epistemologies. New York: Palgrave MacMillan.
Abstract: This book challenges educators to be agents of change, to take history into their own hands, and to make social justice central to the educational endeavor. As a scholar immersed in a language of possibility, Paraskeva unabashedly embraces a pedagogy of hope championed by Paulo Freire where men and women of the world become conscious of their capacity as agents of history who can intervene in the world so as to make it less discriminatory and more humane.
URL: http://goo.gl/aqZvX
Citation:
Paraskeva, Joao M. 2009. "Dont Change the Subject. You Did It. Media and Schooling as Violence." In Researching Violence, Democracy and the Rights of People, ed. John Schostak and Jill Schostak. London: Routledge.

Substantive Focus:
Economic Policy
Education Policy PRIMARY
International Relations
Social Policy SECONDARY
Comparative Public Policy

Theoretical Focus:
Policy History
Policy Process Theory PRIMARY
Policy Analysis and Evaluation SECONDARY

Keywords

NEO LIBERALISM GLOBALIZATION HEGEMONY IDEOLOGY CRITICAL THEORY POST STRUCTURALISM EDUCATIONAL POLICY STATE PUBLIC EDUCATION EPISTEMICIDES NON WESTERN EPISTEMOLOGIES SOUTHERN THEORY DECOLONIAL THEORIES SOUTHERN THEORIES STATE DEMOCRACY EQUALITY TEACHERS STUDENTS SOCIAL JUSTICE COGNITIVE JUSTICE EDUCATIONAL LEADERSHIP POLICY STUDIES