Prospect of Borderless Curriculum in the Post-Human Era: Opportunities and Challenges in Relation to The Nigerian Initial Teacher Pedagogical Practices

This paper investigates the opportunities and challenges of borderless curriculum in the post-human era as the alternative to reimagine a better future premised on initial teacher education. The paper comes against the background that curriculum projects remain nationalized, depriving learners and educators of opportunities to learn from the best educational practices from other parts of the world. The paper is located in post-humanism, where borderless curriculum through the aid of technology can be positioned to respond positively to human tragedies such as war, systematic racism, human trafficking and conflict. Borderless curriculum involves shifting from the initial traditional pedagogical practices in order to learn by harvesting best practices across borders to reimagine a comprehensive initial teacher education that addresses the lived realities of the learners globally. The paper argues that the post-human era provides a platform for nations to share knowledge in the virtual and blended space to deconstruct prejudices while evoking living and working together across through borderless curriculum and spaces to improve initial teacher education globally.