Zhang, Z. (Principal Applicant) (2013-2014).

This study adopted the theoretical orientations of decolonizing curriculum and posthumanism to study the English and Mandarin literacy curricula at a Canadian transnational education program in the post-colonial Hong Kong. Findings show how critically oriented literacy curricula and practices combined to affect educators’ and students’ efforts to decolonize the globalized curricula. Findings also reveal limited space to interrogate the normalization of colonialist, capitalist, and neoliberal logic.