Transpacific Curriculum History: Undoing the Citational Practice of Global Whiteness in Education Reforms

In this article, Sun Young Lee presents a critical analysis of global whiteness, explicating how citational practices rooted in white-centric perspectives perpetuate epistemic coloniality in education reforms. Drawing on critical transpacific studies and critical whiteness studies, this study problematizes US educational imperialism for reinforcing global whiteness through universalized configuration of educational theories. To challenge its continuity, Lee first historicizes the paradoxical outcomes of postcolonial education reforms in South Korea, which aimed to counter Japanese imperialism but inadvertently reimperialized the systems of educational knowledge with US-centric epistemes. Lee then specifies how citational practices on US-centric progressivism, including John Dewey9s theories, have shaped the epistemic possibilities for new education initiatives in South Korea. Pointing out the white-centric racialized origins in progressive ideas, Lee engages in historicizing as a critical methodology to reevaluate the humanitarian ideals of national education as embodying globally mobilized white-centric norms. The article concludes by calling for transpacific studies in education research, emphasizing both deconstruction and reconstruction of epistemic possibilities through reimagined global interconnectivity and nonlinear temporality toward equitable futures of educational change.