Reconsidering Canadian Curriculum Studies

Reconsidering Canadian Curriculum Studies

Reconsidering Canadian Curriculum Studies invites us to ponder, pay attention, and to ask more, as we study the tensionality of differences of meaning in relation to the worldliness of curriculum studies. In turn, it provokes readers to study their historical topographies, their future lines of movement, while stretching their understandings of contemporary circumstances either here in Canada or abroad. As such, the chapters migrate across the different geocultural and interdisciplinary territories of curriculum studies (life-writing methodologies, phenomenology, anti-racist education, gender, semiotic analysis, curriculum theorizing, cultural studies, indigenous studies, place, etc.). Both established and junior scholars provide a diverse and thought-provoking array of their lived experiences inside and outside the institutional contexts of public schooling. This book would serve as an excellent introductory text for professors and students to study in courses like an Introduction to Curriculum Studies, Internationalization of Curriculum Studies, or Contemporary Issues in Curriculum Studies. For professors, educational researchers, and graduate students, these innovative essays will provoke them to imagine alter/native ways in which we might learn from reconsidering Canadian curriculum studies to advance knowledge within the broader international field of curriculum studies.

Authors: Nicholas Ng-a-Fook  an Associate Professor at University of Ottawa

and Jennifer Rottmann a Ph.D. Candidate at University of Ottawa

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