This timely edited collection asks bold and urgent questions about the complexity, culture, and character of curriculum studies in Canada. Featuring 30 original chapters and 21 short invocations, this volume includes works by both established and new scholars, illustrating the wide range of cutting-edge writing in this area.
Weaving together personal essays, poetry, life writing, and other arts-based inquiry modes, Canadian Curriculum Studies highlights the creative, performative, interactive, and imaginative nature of this field. The contributors were asked to provoke conceptions and understandings of curriculum studies by examining their convictions, commitments, and challenges with/in this discipline. By bringing together diverse Indigenous and non-Indigenous scholarship, the editors invoke the concept of métissage, which is finding a growing resonance both in Canada and abroad. This rich text is well-suited to senior undergraduate and graduate courses in curriculum studies and qualitative educational research.
Features
offers the most current and expanded view of this complex field
includes short, compelling readings from both established and new scholars
represents Indigenous scholarship in a number of the readings
employs various genres: personal essay, expository essay, memoir, and poetry
C1. “What Happened Here?”: Composing a Place for Playfulness and Vulnerability in Research, Cindy Clarke and
Derek Hutchinson 186
Viscera, Celeste Snowber and Tamar Haytayan 199
C2. Conversations in a Curriculum of Tension, Stephanie J. Bartlett and Erin L. Quinn 200
C3. Dwelling in Poiesis, Shirley Turner 207
“To Know the World, We Have to Love It,” David W. Jardine 224
C4. Provoking “Difficult Knowledge”: A Pedagogical Memoir,
Mary J. Harrison 226
C5. Kizuna: Life as Art, Yoriko Gillard 233
Detention, Elizabeth Yeoman 249
C6. Haunted by Real Life: Art, Fashion, and the Hungering Body,
Alyson Hoy 250
C7. Dadaab Refugee Camp and the Story of School, Karen Meyer, Cynthia Nicol, Muhammad Hassan, Ahmed Hussein, Mohamed Bulle, Ali Hussein, Samson Nashon, Abdikhafar Hirsi Ali, Mohamud Olow, and Siyad Maalim 257
Re-memoring Residential Schools through Multimodal Texts,Ingrid Johnston 266
C8. The Melody of My Breathing: Toward the Poetics of Being,
Anar Rajabali 268
C9. Passing from Darkness into Light: A Daughter’s Journey in
Mourning, Sandra Filippelli 280
A Narrative Template for Making Room and Vitalizing English-Speaking Quebec, Paul Zanazanian 290
C10. Provoking the (Not So?) Hidden Curriculum of Busy with a Feminist Ethic of Joy, Sarah Bonsor Kurki, Lindsay Herriot, and Meghan French-Smith 292
leaf spinning, Susan Walsh 301
Contributors 302
Index 313
Biography
Erika Hasebe-Ludt is a Professor in the Faculty of Education at the University of Lethbridge.
The late Carl Leggo was a poet and Professor in the Faculty of Education at the University of British Columbia.
“The breadth is wonderful and the depth is appropriate. I really like the textbook’s inclusiveness and its coherent collection of work.”
— Allan MacKinnon, Simon Fraser University
“With its artful and poetic provocations, invocations, and evocations, Canadian Curriculum Studies invites the curriculum community to interweave their thoughts, musings, and creative responses to this distinctive yet open collection. A generous, braided gathering of scholarly writings, performances, and visual representations (photographs, paintings, drawings) by established and new Canadian curriculum scholars, the book imparts ‘luminous threads of wisdom’ indispensable for murky, uncertain times.”
—Teresa Strong-Wilson, Associate Professor, Department of Integrated Studies in Education, McGill University
