Reconsidering Canadian Curriculum Studies: Provoking Historical, Present, and Future Perspectives (Curriculum Studies Worldwide)

Comprised of chapters written by established Canadian curriculum scholars as well as junior scholars and graduate students, this collection of essays provoke readers to imagine the different ways in which educational researchers can engage the narrative inquiry within the broader field of curriculum studies. This book provokes readers to imagine the different ways in which educational researchers can engage the narrative inquiry within the broader field of curriculum studies in Canada and abroad. Several chapters in the book situate and complicate narrative place based stories. In turn, the chapters afford future readers opportunities to migrate across different geographical and interdisciplinary territories within curriculum studies in Canada (life writing methodologies, phenomenology, anti-racist education, gender, semiotic analysis, curriculum theorizing, cultural studies, indigenous studies, place, etc.). The book is comprised of chapters written by established curriculum scholars as well as junior scholars and graduate students to provide a sampling of the diversity of experiences afforded to all who participate within the broader field of Canadian Curriculum Studies. Each author invokes life writing and/or intertextual analysis as a mode of inquiry to narrate and construct meaning by linking what we might call curricular events in particular ways. The authors provide provoking and innovative insights on how future Canadian curriculum scholar might advance the curricular knowledge across interdisciplinary topographies that work to disrupt, blur and complicate traditional modes of engaging the concept of "curriculum studies." Front Matter....Pages i-xiv Introduction: An Uncommon Countenance....Pages 1-20 Front Matter....Pages 21-21 “We are all treaty people”: The Contemporary Countenance of Canadian Curriculum Studies....Pages 23-38 Forts, Curriculum, and Ethical Relationality....Pages 39-46 Aoksisowaato’op: Place and Story as Organic Curriculum....Pages 47-82 Reconsidering Canadian Environmental Curriculum Studies: Framing an Approach to Ecojustice....Pages 83-103 Front Matter....Pages 105-105 Educational Rights Language Rights and Rights to a Plural Education....Pages 107-117 Theorizing Asian Canada, Reframing Differences....Pages 119-135 Provoking Curriculum Studies in Multicultural Societies....Pages 137-146 A Curriculum of the Streets through the Camera Lens: Marginalized Canadian Women and Smoking....Pages 147-161 Front Matter....Pages 163-163 Revisiting Aoki’s “Inspiriting the Curriculum”....Pages 165-174 Wabi Sabi and the Pedagogical Countenance of Names....Pages 175-190 Auto/ethno/graphy as Continental Driftwork: A Fragile Weathering of Icebergs Drifting and Stories Shifting .......Pages 191-206 Poaching in the Chords of Reading: Dwelling in the Murky Spaces of the Literary Landwash....Pages 207-217 Uncommon Composure: Becoming a Teacher....Pages 219-230 Back Matter....Pages 231-262 "Reconsidering Canadian Curriculum Studies is a thought-provoking book, where curriculum scholars at different stages in their academic careers experiment with innovating theoretical and methodological ways to research the concept of "curriculum." Each chapter showcases examples of the dynamic intellectual work being done within the international field of curriculum studies across the diverse geographical and cultural regions here in Canada and the United States. In this book, the authors provoke us to ask more of curriculum studies in relation to other fields of study like environmental education, anti-racist education, multicultural education, internationalization, indigenousness, cultural studies, cultural geography, interdisciplinary studies, phenomenology, hermeneutics, and poststructuralism. This book is an excellent introductory text for any curriculum studies course either here in Canada or abroad"--