Alicia de Alba
Professor at Universidad Nacional Autónoma, Mexico. Her critical anticolonial and decolonial approaches focus on the importance of curriculum theory debates and social imaginary, conceptual articulations, philosophy, culture, politics, and environmental matters. She has been an advocate of the itinerant curriculum theoretical approaches. Amongst her rich and crucial thesaurus, one must underline the co-edited volume Teoría y educación. La pedagogía en los avatares de la epistemología y la ontología.
José Félix Angulo Rasco
Professor of Education at the University of Cádiz, Spain. Member of the UNESCO Chair in Democracy, Global Citizenship, and Transformative Education. He has directed research projects in education in Europe and Latin America. He specializes in curriculum development, social justice in education, and epistemology. His work has provided new insights into understanding how an itinerant theory paves a non-derivative path to integrate a co-habitus of different and diverse epistemological traditions. He is a very productive intellectual. His most recent publications include Escuela Pública y Sociedad Neoliberal, Investigación Cualitativa en Educación, and The Itinerant Curriculum Theory in the Chilean Context of Curriculum Control and Standardization.
Graciela Baum
Professor of English Language and Literature at the National University of La Plata, Buenos Aires, Argentina. Chair of Special Didactics and Teaching Practices in English Language 2. Chair of ‘Introduction to the English Language’. Coordinator of the Decolonial Studies Group at the Center for Linguistic Studies and Research (UNLP). Categorized Researcher and Director of Research Projects (UNLP). Member of the collective “Siembra Decolonial” coordinated by Dr. Walter Mignolo. Her approaches have pushed the itinerant curriculum wave into diverse paths.
Antonia Darder
Professor Emeritus of Education Leadership at Loyola Marymount University, USA. She is a world-recognized Freirean scholar and arguably the most pivotal and acclaimed contemporary neo-Gramscian in the field. She is a social activist and a visual artist as well. A very prolific organic intellectual and a leading authority
Enrique D. Dussel
One of the most prominent contemporary Latin American philosophers and theologians, whose work set the tone and compass for multiple and varied lines of flight within anti-colonial and decolonial matrices, was a Professor at the Universidad Autónoma de la Ciudad de México – where he also acted as Interim Rector from 2013–2014. Awarded honorary doctorates by several universities, he has a vast and timely intellectual thesaurus that is more precious than ever, helping us better understand the challenges we face as humanity. His oeuvre, namely Twenty Theses on Politics, Politics of Liberation and Ethics of Liberation: In the Age of Globalization and Exclusion, introduces a radical hermeneutical orbit sparked by the pen of a brilliant mind.
Raul Garza
Assistant Professor of Practice in the Teaching & Learning Department at the University of Texas Rio Grande Valley, USA. As an emerging scholar, his primary research focus is on critical pedagogy, place-based pedagogies, and minoritized identities, particularly those of migrant students. In his role as Professor of Practice for the Department of Teaching and Learning, he also explores teacher education in Chicanx and borderland contexts.
Lewis Gordon
Board of Trustees Distinguished Professor and Global Affairs Department Head at the University of Connecticut, USA. His areas of specialization cross the fields of Africana Philosophy, Philosophy of Existence, Phenomenology, Philosophy of Science, Social and Political Philosophy, Philosophy of Education, Aesthetics and Philosophy in Film, Literature, and Music, Philosophy of Culture, Race, and Racism, Philosophy of Medicine, Psychiatry, and Psychoanalysis, Multidimensional Theory, Metaphysics, Teleological Suspensions Theory, Afro-Jewish Studies, and Global Southern Theory. A prolific intellectual and a leading scholar in the anti-colonial and decolonial non-derivative approaches so crucial to the post-abyssal curriculum studies field. He has published influential works such as An Introduction to Africana Philosophy. Routledge.
Professor of Chicano/Latino Studies at the University of California, Berkeley, USA. He is also a research associate at the prestigious Maison des Sciences de l’Homme in Paris. A world-leading scholar with crucial decolonial approaches in urban sociology and the migration of colonial peoples from the Caribbean to the United States and Western Europe. One of the superlative decolonial intellectuals who frames the decolonial turn as an ethical commitment. His research helps counter the effects of the colonial power matrix in social apparatuses such as education. His work includes Colonial Subjects: Puerto Ricans in a Global Perspective and The Modern/Colonial/Capitalist World-System in the Twentieth Century: Global Processes, Antisystemic Movements, and the Geopolitics of Knowledge, which constitute a powerful asset in helping to open the canon of Modern Western Eurocentric reason.
James Jupp
Professor and Chair in the Department of Teaching and Learning at the University of Texas Rio Grande Valley, USA. A former public-school teacher in diverse rural, poor, and inner-city Title I schools. One of the most prominent contemporary decolonial curriculum and pedagogy theorists and thinkers, a leading advocate of innumerable non-derivative lines of flight provided by the itinerant approach. He is the editor of Whiteness & Education, a very prolific intellectual whose works include Becoming Teachers of Inner-city Students, Itinerant Curriculum Theory Decolonial Praxes, Theories, and Histories.
Phillip D. Th. Knobloch
Professor of General Educational Science with a focus on Educational Theory, Institute of General Educational Science and Vocational Education, TU Dortmund University, Germany. His interests focus on Comparative, International, and Intercultural Education and Educational Science, Decolonial Education and Education, Epistemic Decolonization, and Global Citizenship Education, Education for Sustainable Development. He has published countless articles and book chapters. His latest work is Studienrichtungen und Berufsfelder der Erziehungswissenschaft [Study programs and career fields in educational science]
Živka Krnjaja
Professor in the Faculty of Philosophy, Department of Pedagogy and Andragogy, at the University of Belgrade, Serbia. Her primary field of expertise is early childhood education. Her research interests include curriculum development
Noah De Lissovoy
Professor in the Department of Curriculum and Instruction, University of Texas at Houston, USA. A leading reference on emancipatory and decolonial approaches to curriculum, cultural studies, and philosophy, with a special focus on the intersecting effects of race, class, and capital. He has championed original theoretical frameworks for understanding democratic education in the global context, the contemporary turn to punishment in schools and society, the meaning of ideology in the neoliberal era, and decolonial approaches to teaching. He is the author of critical volumes, including Capitalism, Pedagogy, and the Politics of Being; Education and Emancipation in the Neoliberal Era; Power, Crisis, and Education for Liberation; and co-author of Toward a New Common School Movement. He teaches courses in philosophy of education, curriculum theory, and sociocultural foundations of education.
Nelson Maldonado-Torres
Professor at the University of Connecticut, USA. He is also Professor Extraordinarius at the Institute for Social and Health Sciences, University of South Africa, and Honorary Professor at the University of KwaZulu-Natal in Durban, both in South Africa. His publications include dozens of articles and book chapters on his main research areas, which include: theories of modernity/coloniality and decoloniality, Africana philosophy, Caribbean, Latin American, and Latinx philosophy, philosophy of race, philosophy of religion, philosophy of the human sciences, political phenomenology, philosophy of psychology, and liberation ethics. A world-leading intellectual in anticolonial and decolonial avenues, whose work – i.e., Against the War. Views from the Underside of Modernity, Thinking Through the Decolonial Turn, On the Coloniality of Being, On the Coloniality of Human Rights, Outline of Ten Theses on Coloniality and Decoloniality, and Frantz Fanon and C.L.R. James in Intellectualism and Enlightened Rationality, catapulted to the center of the debate, the underside theory and of theory crafting a ferocious critique of Western Eurocentric Modernity blending ethics, political theory, and ideas rooted in Christian and Jewish thought.
Nevena Mitranić Marinković
Assistant Professor in the Faculty of Philosophy, Department of Pedagogy and Andragogy, at the University of Belgrade, Serbia. Her primary field of expertise
Peter McLaren
Professor Emeritus of the University of California, Los Angeles, USA, and undeniably the most critical Marxist intellectual alive in the field today, and a leading scholar in the field of critical theory and pedagogy. With over 50 books and numerous articles published, McLaren has been a crucial interlocutor between critical, anti-colonial, and decolonial perspectives, helping to better understand the curriculum as a socially constructed, oppressive apparatus. His volumes include Cries from the Corridor: The New Suburban Ghettos and Schooling as a Ritual Performance, which remain required reading for all committed to social justice and democracy.
Walter Mignolo
William H. Wannamaker Professor Emeritus of Literature at Duke University, USA He is a world-renowned intellectual on semiotics and literary theory, and arguably the most critical leading decolonial intellectual alive on different aspects of the modern/colonial world, examining crucial aspects related to coloniality, the geopolitics of knowledge, transmodernity, border thinking, and di/pluriversalities. His work, including Local Histories, Global Designs, The Darker Side of Western Modernity, On Decoloniality, and The Politics of Decolonial Investigation, pioneered radical non-derivative ways of dissecting the beast of coloniality, offering a new grammar and an alternative way of looking at the world alternatively.
Fatma Mizikaci
Professor of Curriculum and Instruction at Ankara University in Turkey. She is the author of the books Higher Education in Turkey (2006) and Total Quality Management in Higher Education (2009). She recently co-edited Critical Pedagogy and the Covid-19 Pandemic: Keeping Communities Together in Times of Crisis (Bloomsbury, 2022), A Language of Freedom and Teachers’ Authority: Case Comparisons from Turkey and the United States (Lexington, 2017), and From Here to There: Mileposts of European Higher Education (Navreme, 2007). Her recent co-edited book with Prof. Fatma Bıkmaz, published by Cambridge Scholars, is entitled Curriculum, Teachers & Technology: A Turkish Context.
She is a doctoral candidate in the Cultural Studies in Education program at the University of Texas at Austin, USA. Her work has been published in The Urban Review and the Encyclopedia of Global Education. As a first-generation college student and a product of youth mentoring, she is interested in the intersection of critical pedagogies, critical youth work practices, and the politics of emotions in education.
João M. Paraskeva
Mozambican-born prolific public intellectual, pedagogue, and critical social theorist, and a Professor at the University of Strathclyde, Scotland, UK. He championed the epistemicidal nature of the curriculum field, advocating for an itinerant curriculum approach as a post-abyssal decolonial turn, as a future path for educational theory. His work, namely, Conflicts in Curriculum Theory, Curriculum Epistemicide, Curriculum and the Generation of Utopia, and Critical Perspectives on the Denial of Caste in the Educational Debates pioneered a new grammar and non-derivative geographies of thought to unpack what he calls the field’s original sin: eugenics.
Dragana Purešević
Assistant Professor in the Faculty of Philosophy, Department of Pedagogy and Andragogy, at the University of Belgrade, Serbia. Her primary field of expertise is early childhood education. Her research interests include curriculum development and evaluation, as well as a participatory approach to curriculum evaluation. Her work on the itinerant curriculum theory in Serbia is crucial to understanding the challenges facing the decolonial turn in curriculum.
Diego Montalva Redon
Senior Scholar, specializing in Reliability Engineering & Asset Management, University of Manchester, UK.
Sylvia Redon Pantoja
Professor of Education at Pontifical Catholic University of Valparaíso, Chile. She is a member of the UNESCO Chair in Democracy, Global Citizenship, and Transformative Education. Representative of the Government of Valparaíso for the new public education. Evaluator for the National Research Agency for the Republic of Chile. She has directed research projects in Latin America, specializes in Democracy, Citizenship, and Education, and conducts Qualitative Research.
Professor of Education at the University of Vienna. He is one of the most renowned pedagogues in the world today, specializing in historical and comparative analyses with a focus on nation-building and curriculum, epistemologies and knowledge forms, and theories of globalization in education.
Catherine Walsh
Professor at the Universidad Andina Simón Bolívar in Ecuador. One of the seminal demiurges in the decolonial turn, countering the coloniality power matrix, placing the coloniality of being, knowledge, and gender at the center of the current debates that frame the field. Some of her prolific intellectual trajectories include Rising Up Living On. Duke.