A Canadian Curriculum Theory Project

A Canadian Curriculum Theory Project

A Canadian Curriculum Theory Project provides a digital place where educators and graduate students can converse, contribute and showcase ongoing provincial, national, and transnational curriculum theory projects. In turn, this website seeks to support historical and intellectual pro/vocations of a Canadian theoretical topos (Chambers, 1999), where curriculum theorists can transnationally bridge their inter/disciplinary curricular terroirs of difference (Pinar 2008). What Chambers (1999) and Pinar (2007) call, the vertical and horizontal topographies of the particular places and regions we both live and work within. Here verticality is, Pinar (2007) explains, the historical and intellectual topography of a discipline. Whereas horizontality, he suggests, refers to analyses of present circumstances, both in terms of internal intellectual trends as well as the external social and political milieus influencing the field of curriculum studies. Studying the verticality and horizontality of such inter/disciplinary topographies, as Pinar (2007) makes clear, affords us opportunities to understand a series of scholarly moves both outside and within what Chambers (1999, 2003) calls the topos of Canadian Curriculum Studies. Moreover, this (de)institutionalized virtual site, if there is such a thing, provides a space for experimenting with curriculum theorizing as an aesthetic form of educational research and writing.