Educational Psychology—Limitations and Possibilities

898 The Praeger Handbook of Education and Psychology
global in its scope, its concerns and its influences. Such a curriculum is transformative in ways
that other “transformative” curricula have not been in its connection to a plethora of knowledges
and ways of being. Employing interconnectedness with difference to push the boundaries of the
Western alienated self, this postcolonial pedagogy sets off an autopoietic process energized by
the interplay of multiple forms of difference—cultural, political, epistemological, cognitive, and,
of course, ontological. It will be fascinating to watch where a critical ontology can take us in the
coming years.
REFERENCES
Herrnstein, R. J., and Murray, C. (1994). The Bell Curve: Intelligence and Class Structure in American Life.
New York: Free Press.
Kincheloe, J. L., Steinberg, S. R., and Tippins, D. (1999). The Stigma of Genius: Einstein, Consciousness,
and Education. New York: Peter Lang.