Canadian Curriculum Studies: A Metissage of Inspiration/Imagination/Interconnection

ISBN-13: 9781773380551 / Angielski

Erika Hasebe-Ludt;Carl Leggo

Opis

This highly anticipated collection of 30 original essays and 21 invocations provokes the idea of curriculum studies as an interdisciplinary field across transitional contexts, with particular emphasis on Canadian educators' works. During the Biennial Provoking Curriculum Studies Conference (2015), co-editors Carl Leggo and Erika Hasebe-Ludt invited educators to provoke curriculum studies by attending to the multiple denotations of provoke, and to examine their convictions, commitments, and challenges with/in the field. In the spirit of curriculum elders, contributors ask bold and urgent questions about the complexity, culture, and characters of curriculum studies. The resulting collection weaves threads of the writing into three metissage strands, highlighting arts-based inquiry approaches as part of the creative, performative, interactive, and imaginative nature of this field. This rich text is well-suited to senior undergraduate and graduate courses in curriculum studies and qualitative educational research.

Spis treści

• Acknowledgements
• Foreword, William F. Pinar and Vicki Kelly
• Editors’ Ruminations: Opening to a Métissage of Curricular Provocations
• Landscape Invocations, Rita L. Irwin
• MÉTISSAGE A: INSPIRATION: TOPOS/LANGUAGE/SOUND
• A1. As Long as the Grass Grows: Walking, Writing, and Singing Treaty Education, Sheena Koops
• A2. The Practicality of Poetry: A Meditation in 11 Tankas, 3 Sonnets, 2 Free Verses, and a Jazz Coda, Anna Mendoza
• Provoking Understanding through Community Mapping Curriculum Inquiry, Diane Conrad, Dwayne Donald, and Mandy Krahn
• A3. Understanding Teacher Identity with(in) the Music Curriculum, Katie Tremblay-BeatonCurriculum-as-Living-Experience, Rebecca Lloyd
• A4. Listening to the Earth, Diana B. Ihnatovych
• Rumination on Pedagogical Rhythm, Claudia Eppert
• A5. Artful Portable Library Spaces: Increasing Community Agency and Shared Knowledge, Amélie Lemieux and Mitchell McLarnon
• A6. The Spacing of the Hegemonic Chora in the Curriculum of First-Language Attrition, Wisam Kh. Abdul-Jabbar
• Old Mournings, New Days, Robert C. Nellis
• A7. Navigating a Curriculum of Travel through Geneva: Museums, Gardens, and Governance, Rita Forte
• A8. A Quantumeracy Reading List, Kyle Stooshnov
• Reading the Water for the Wind: On the Remnants of Curriculum, Lisa Farley and RM Kennedy
• A9. The Character of Contemporary Curriculum Studies in Canada: A Rumination on the Ecological andMetaphorical Nature of Language, Kelly Young
• Siren’s Ghost Net, Pauline Sameshima and Sean Wiebe
• MÉTISSAGE B: IMAGINATION: IDENTITY/ETHOS/SPIRIT
• B1. Provoking the Intimate Dialogue: A Path of Love, Samira Thomas
• Three Invocations That Provoke: Strangler Figs, Madness, and Earthquakes, Peter P. Grimmett
• B2. Eros, Aesthetics, and Education: Intersections of Life and Learning, Boyd White
• B3. The Question Holds the Lantern, Margaret Louise Dobson
• Curriculum Grammar for the Anthropocene, Jackie Seidel
• B4. Learning about Curriculum through My Self, Shauna Rak
• B5. A Response to “Still Dancing: My Bubby’s Story,” Bruce G. Hill
• Dear Canadian Curriculum Studies Colleagues, John J. Guiney Yallop
• B6. Rumi and Rhizome: The Making of a Transformative Imaginal Curriculum, Soudeh Oladi
• To Enchanted Lands, David Lewkowich
• B7. Theorizing as Poetic Dwelling: An Intellectual Link between Ted Aoki and Martin Heidegger, Patricia Liu Baergen
• Lane Muses, Kent den Heyer
• B8. Transitional Spaces and Displaced Truths of the Early-Years Teacher, Sandra Chang-Kredl
• B9. Be/long/ing and Be/com/ing in the Hy-phens, Veena Balsawer
• Space for “Thinging” about Ineffable Things, Wanda Hurren
• B10. Religion, Curriculum, and Ideology: A Duoethnographic Dialogue, Saeed Nazari and Joel Heng Hartse
• Living with Generosity: A Rumination, Anita Sinner
• B11. Agency and the Social Contract: Algorithms as an Interpretive Key to Modernity, Sean Wiebe
• Nocturne, Curriculum, and Building a Bench, Hans Smits
• MÉTISSAGE C: INTERCONNECTION: RELATIONS/HEALING/PATHOS
• C1. “What Happened Here?”: Composing a Place for Playfulness and Vulnerability in Research, Cindy Clarke and Derek Hutchinson
• Viscera, Celeste Snowber and Tamar Haytayan
• C2. Conversations in a Curriculum of Tension, Stephanie J. Bartlett and Erin L. Quinn
• C3. Dwelling in Poiesis, Shirley Turner
• “To know the world, we have to love it,” David W. Jardine
• C4. Provoking “Difficult Knowledge”: A Pedagogical Memoir, Mary J. Harrison
• C5. Kizuna: Life as Art, Yoriko Gillard
• Detention, Elizabeth Yeoman
• C6. Haunted by Real Life: Art, Fashion, and the Hungering Body, Alyson Hoy
• 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
• Re-memoring Residential Schools through Multimodal Texts, Ingrid Johnston
• C8. The Melody of My Breathing: Towards the Poetics of Being, Anar Rajabali
• C9. Passing From Darkness into Light: A Daughter’s Journey in Mourning, Sandra Filippelli
• A Narrative Template for Making Room and Vitalizing English-Speaking Quebec, Paul Zanazanian
• C10. Provoking the (Not So?) Hidden Curriculum of Busy with a Feminist Ethic of Joy, Sarah Bonsor Kurki, Lindsay Herriot, and Meghan French-Smith
• leaf spinning, Susan Walsh
• Contributors