Peter Kofi Dabie, Miami University, USA

There are already dominant ideas that influence our education, policies, and practice. These dominant societal knowledge systems still produce inequalities in our education and society. Using Postcolonial Theory, the study focused on colonial rule's impact on colonized societies, cultures, and identities and explored how colonialism's effects continue to shape the world in contemporary times. This study sought to critique the dominant knowledge narratives perpetuating social injustice. It has amplified the voices and experiences of those often silenced or marginalized by the dominant knowledge narratives. The study has also identified how the dominant knowledge system has produced inequality and marginalization and suggested more inclusive, equitable, and socially just knowledge through a curriculum studies approach.

Dominant knowledge, critical curriculum, inequality, marginalization, colonialism, rote learning