Journal of the Canadian Association for Curriculum Studies (JCACS)
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I Live in a Place That a River Runs Through: Localized Literacy, Currere and a Summer in an Ojibway Community
Get PDFIn this paper, I analyze a particular artifact from my lived curriculum – a short children’s book I wrote while running a literacy program in an Ojibway community. In doing this, I draw upon Ng-A-Fook’s (2011) (re)imagining of currere as specific experiential snapshots that open up into wider landscapes of meaning. After situating the book within my own lived experience, I unlock some of the meanings contained in it by analyzing it through three different theoretical lenses. I first examine the book in relation to research on place-based literacy (e.g. Kulnieks, Longboat, & Young, 2010), and suggest the value of such a localized approach to literacy education. Secondly, in relation to the scholarship on settler colonialism (e.g. Tuck & Gaztambide-Fernández, 2013), I question whether my choice as an outsider to write a work of “literature” incorporating aspects of local intergenerational knowledges should be seen an act of appropriation. Thirdly, I draw on literature arguing for the development of ethical intercultural meeting places (e.g. Haig-Brown, 2008) in order to suggest that this artifact is best understood as a record of my gradual development as an educator and a researcher. I suggest that currere is not just a way for teachers to become “amateur intellectuals” (Kanu & Glor, 2006), but also a way for researchers like such as myself to become “amateur practitioners,” by learning to situate our experience within the skilled practices of a curriculum of place (Chambers, 2008)
Provoking Curriculum as Inspirited Topographies: Frontispiece
No full textThis arts-integrated work, "Root," reflects one of the sub-themes -- Provoking Curriculum as Inspirited Topographies -- of this special issue of JCACS. The theme and title of this special issue is "Canadian Curriculum Studies: A Métissage of Polyphonic Textualities.
Corollary Effects: Curation of Quality, Voice and Provocation
Get PDFAs more curriculum scholars think of curriculum as currere—the dynamic development of self-understanding in the context of conversation and learning with others—and, as storying as a form of research dissemination grows in the curriculum field, I offer some thoughts on the following questions: How do my editorial choices cumulatively affect my community, the field, or me? How does my relationship to quality change? How might questions of quality both inspire and conspire against curriculum as currere? What does quality have to do with academic voice? What are my responsibilities in promoting provocative scholarship? And how might curation create new connections for the readership
Provoking a Curricular Métissage of Polyphonic Textualities
Get PDFEditorial for the special issue of JCACS, Fall 2016
Book Review: Ecological Pedagogy, Buddhist Pedagogy, Hermeneutic Pedagogy: Experiments in a Curriculum for Miracles
Get PDFJackie Seidel and David Jardine’s book Ecological Pedagogy, Buddhist Pedagogy, Hermeneutic Pedagogy: Experiments in a Curriculum for Miracles both diagnoses and offers a remedy for the ills of modern, Western education. The book is, indeed, about miracles, but it starts with a re-interpretation of the meaning of miracle, suggesting that miracle is not something imposed on a problem to effect a wondrous transformation, but the transformative effect of wonder itself. Wonder is an attitude that the authors see as arising from a pedagogy based on ecological awareness, interpretive inquiry, and most of all, from the Buddhist precept of “dependent co-arising”—the idea that all beings exist, not autonomously, but in relation with each other. The book discusses both philosophical concepts of the three pedagogical disciplines as well as practices that arise from them
We’re All Creatives Now: Democratized Creativity and Education
Get PDFThis article draws attention to and lays a critique against the relationship between creativity and neoliberalism within society, art, and education in order to both denaturalize and challenge its progression. I explore the following question: What might the implications be if contemporary education concerns itself with facilitating creativity for economic good at the expense of other conceptions of creativity? Here I confine myself to charting how creativity acts as a discursive term representing political, educational, artistic, economic, and social processes of our times. I maintain that creativity is profoundly transforming through processes of colonization and democratization associated with neoliberal economics and entrepreneurial innovation. In response to these changes, this article aims to re-appropriate creativity for education by pushing back against the current business bias with expanded meanings and purposes for creativity that do not align with creativity for industry alone
The Role of Counter Narratives in the Renegotiation of Identity
Get PDFTeacher identity resides in the foundational beliefs and assumptions educators have about teaching and learning and their participation in these experiences. What happens, though, when these beliefs and assumptions are challenged in such a way that identity is in crisis? Drawing from the literature of personal identity theory, I situate identity as a narrative construct to examine the role of counter narratives in the [re]negotiation of identity
Weaving Vocabularies and Counterpoint in Canadian Curriculum Studies
Get PDFThe focus on Canadian curriculum landscapes in this issue is imaginatively re-formed through playing with a composite digital artwork and a poem created from photographs and text taken from the current issue's submissions. The metaphor of a personal métissage through time by weaving threads from JCACS' first issue through to the current issue is used to describe the verdant terra of Canadian curriculum studies
Book Review: From Bricolage to Métissage: Rethinking Intercultural Approaches to Indigenous Environmental Education and Research
Get PDFGregory Lowan-Trudeau’s book From Bricolage to Métissage: Rethinking Intercultural Approaches to Indigenous Environmental Education and Research offers insights into métissage as a research methodology and explores issues of identity and ecology. His book provides a readily accessible understanding of who the Métis people in Canada are, and how taking what he calls the spirit of métissage, an approach which weaves multiple cultural perspectives together, can lead to greater and deeper understandings. This practice can also be built into teaching practices and be used to solve problems in various fields. The chapters which introduce Lowan-Trudeau’s research participants feel somewhat disjointed with the rest of the text, but provide various perspectives which will be of interest to those working in environmental education