Journal of the Canadian Association for Curriculum Studies (JCACS)
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Homi Bhabha and Canadian Curriculum Studies: Beyond the Comforts of the Dialectic
Get PDFIn this article we consider the potential for the work of the postcolonial theorist, Homi Bhabha, to engage us in important reflections on Canadian curriculum studies. Drawing on Bhabha’s writings and interviews, we offer possibilities for ways in which his concepts of cultural difference, hybridity, and the third space, could influence English language art education, social studies education and teacher education
Attending to Particularity, Refusing the "Central Story"
Get PDFThis is the Editorial essay for Volume 9, Number 2
“I Sing the Poet Electric”
Get PDFThe poetry that follows was born in the slippages between pedagogy and art, memory and desire, chaos and learning. Through the gestures of poetic language, I explore fragilities tied to times of learning, the conflicts of academic identity, and being touched and calling out in turn. Initially performed under the aegis of “I Sing the Poet Electric” at Aprés Vous, a Canadian symposium organized in November 2012 at OISE in tribute to the extraordinary work of Professor Emeritus Roger Simon, the poems are given in loving memory of the ongoing power of affect of his singular demands and teachings
Claiming New Spaces for Curriculum Studies: Working to “unconceal what is hidden”
Get PDFThe editorial for volume 10, number 1, 2012
Aesthetic Archives: Pre-Service Teachers Symbolizing Experiences through Digital Storytelling
Get PDFWith the novelty of digital storytelling, there is increased enthusiasm in taking up forms of filmmaking in teacher education as a way to promote self-directed reflective practices. However, the visual quality of digital stories holds blind spots, in other words, what we defend against seeing in these approaches, as well as their implications for meaning making. With this in mind, the authors undertook a multi-year process that involved having pre-service teachers work with the aesthetic medium of digital storytelling to engage with critical incidents in their teaching. In this context, digital storytelling works as an aesthetic archive that symbolizes the conflicts of learning to teach. This article focuses on a close reading of two cases which provide insight into the ways in which future teachers use digital storytelling to both wrestle with and question the significance of the identity-making venture of becoming teachers. Additionally, the authors consider the personal and social implications of such an undertaking for teacher-educators
L’éducation « aux orientations sexuelles » : les représentations de la diversité sexuelle dans le curriculum formel de l’école secondaire québécoise
Get PDFCet article porte sur les représentations de l’homosexualité dans le curriculum formel de l’école secondaire québécoise, depuis la réforme éducative de 1997. L’examen des contenus de trente manuels scolaires démontre que les sujets relatifs à la diversité sexuelle ne sont pas abordés en soi, mais en soutien aux apprentissages formellement explicités dans le programme de formation. En l’absence de traitement formel, l’information liée à la diversité sexuelle devient notamment tributaire des apprentissages qui sont, eux, formalisés par le programme de formation. Nos résultats identifient la marginalisation des sujets relatifs à la sexualité dans le curriculum comme un important enjeu de la réforme de l’éducation
