Comprised of chapters written by established Canadian curriculum scholars as well as junior scholars and graduate students, this collection of essays provoke readers to imagine the different ways in which educational researchers can engage the narrative inquiry within the broader field of curriculum studies.
Comprised of chapters written by established Canadian curriculum scholars as well as junior scholars and graduate students, this collection of essays provoke readers to imagine the different ways in which educational researchers can engage the narrative inquiry within the broader field of curriculum studies.
Cynthia Chambers, University Of Lethbridge, Canada Peter Cole, University Of British Columbia, Canada Narcisse Blood, University Of Lethbridge, Canada Dwayne Donald, University Of Alberta, Canada Erika Hasebe-Ludt, University Of Lethbridge, Canada Ramona Big Head, University Of British Columbia, Canada Denise Egea-Kuehne, Louisiana State University, USA Roland Sintos Colomba, University Of Toronto, Canada Sharon Anne Cook, University Of Ottawa, Canada David Lewkowich, McGill University, Canada Jackie Seidel, University Of Calgary, Canada David W. Jardine, University Of Calgary, Canada Pat Palulis, University Of Ottawa, Canada Andrejs Kulnieks, York University, UK Darren Stanley, University Of Windsor, UK Kelly Young, Trent University, USA Maxx Lapthorne, University Of Calgary, Canada Deanne Lomheim Barrett, University Of Calgary, Canada William E. Doll, Jr. Professor, Louisiana State University, USA
Inhaltsangabe
Introduction - Nicholas N-A-Fook and Jennifer Rottmann SECTION I: CURRICULUM, PLACE, AND INDIGENOUSNESS 1. 'We are all treaty people': The Contemporary Countenance of Canadian Curriculum Studies; Cynthia Chambers 2. Forts, Curriculum, and Ethical Relationality; Dwayne Donald 3. Aoksisowaato'op: Place and Story as Organic Curriculum; Narcisse Blood, Cynthia Chambers, Dwayne Donald, Erika Hasebe-Ludt, and Ramona Big Head 4. Reconsidering Canadian Environmental Curriculum Studies: Framing an Approach to Ecojustice; Andrejs Kulnieks, Nicholas Ng-A-Fook, Darren Stanley, and Kelly Young SECTION II: CURRICULUM, CULTURE, AND LANGUAGE 5. Educational Rights: Language Rights and Rights to a Plural Education; Denise Egéa-Kuehne 6. Theorizing Asian Canada, Reframing Differences; Roland Sintos Coloma 7. Provoking Curriculum Studies in Multicultural Societies; Denise Egéa-Kuehne 8. A Curriculum of the Streets Through the Camera Lens: Marginalized Canadian Women and Smoking; Sharon Anne Cook SECTION III: CURRICULUM, INTER-TEXTS, AND WISDOM TRADITIONS 9. Revisiting Aoki's 'Inspiriting the Curriculum'; William. E. Doll, Jr. 10. Wabi Sabi and the Pedagogical Countenance of Names; Jackie Seidel and David W. Jardine 11. Auto/ethno/graphy as Continental Driftwork: A Fragile Weathering of Icebergs Drifting and Stories Shifting . . .; Pat Palulis 12. Poaching in the Chords of Reading: Dwelling in the Murky Spaces of the Literary Landwash; David Lewkowich 13. Uncommon Composure: Becoming a Teacher; Maxx Lapthorne and Deanne Lomheim Barrett Afterword; William F. Pinar
Introduction - Nicholas N-A-Fook and Jennifer Rottmann SECTION I: CURRICULUM, PLACE, AND INDIGENOUSNESS 1. 'We are all treaty people': The Contemporary Countenance of Canadian Curriculum Studies; Cynthia Chambers 2. Forts, Curriculum, and Ethical Relationality; Dwayne Donald 3. Aoksisowaato'op: Place and Story as Organic Curriculum; Narcisse Blood, Cynthia Chambers, Dwayne Donald, Erika Hasebe-Ludt, and Ramona Big Head 4. Reconsidering Canadian Environmental Curriculum Studies: Framing an Approach to Ecojustice; Andrejs Kulnieks, Nicholas Ng-A-Fook, Darren Stanley, and Kelly Young SECTION II: CURRICULUM, CULTURE, AND LANGUAGE 5. Educational Rights: Language Rights and Rights to a Plural Education; Denise Egéa-Kuehne 6. Theorizing Asian Canada, Reframing Differences; Roland Sintos Coloma 7. Provoking Curriculum Studies in Multicultural Societies; Denise Egéa-Kuehne 8. A Curriculum of the Streets Through the Camera Lens: Marginalized Canadian Women and Smoking; Sharon Anne Cook SECTION III: CURRICULUM, INTER-TEXTS, AND WISDOM TRADITIONS 9. Revisiting Aoki's 'Inspiriting the Curriculum'; William. E. Doll, Jr. 10. Wabi Sabi and the Pedagogical Countenance of Names; Jackie Seidel and David W. Jardine 11. Auto/ethno/graphy as Continental Driftwork: A Fragile Weathering of Icebergs Drifting and Stories Shifting . . .; Pat Palulis 12. Poaching in the Chords of Reading: Dwelling in the Murky Spaces of the Literary Landwash; David Lewkowich 13. Uncommon Composure: Becoming a Teacher; Maxx Lapthorne and Deanne Lomheim Barrett Afterword; William F. Pinar
Introduction - Nicholas N-A-Fook and Jennifer Rottmann SECTION I: CURRICULUM, PLACE, AND INDIGENOUSNESS 1. 'We are all treaty people': The Contemporary Countenance of Canadian Curriculum Studies; Cynthia Chambers 2. Forts, Curriculum, and Ethical Relationality; Dwayne Donald 3. Aoksisowaato'op: Place and Story as Organic Curriculum; Narcisse Blood, Cynthia Chambers, Dwayne Donald, Erika Hasebe-Ludt, and Ramona Big Head 4. Reconsidering Canadian Environmental Curriculum Studies: Framing an Approach to Ecojustice; Andrejs Kulnieks, Nicholas Ng-A-Fook, Darren Stanley, and Kelly Young SECTION II: CURRICULUM, CULTURE, AND LANGUAGE 5. Educational Rights: Language Rights and Rights to a Plural Education; Denise Egéa-Kuehne 6. Theorizing Asian Canada, Reframing Differences; Roland Sintos Coloma 7. Provoking Curriculum Studies in Multicultural Societies; Denise Egéa-Kuehne 8. A Curriculum of the Streets Through the Camera Lens: Marginalized Canadian Women and Smoking; Sharon Anne Cook SECTION III: CURRICULUM, INTER-TEXTS, AND WISDOM TRADITIONS 9. Revisiting Aoki's 'Inspiriting the Curriculum'; William. E. Doll, Jr. 10. Wabi Sabi and the Pedagogical Countenance of Names; Jackie Seidel and David W. Jardine 11. Auto/ethno/graphy as Continental Driftwork: A Fragile Weathering of Icebergs Drifting and Stories Shifting . . .; Pat Palulis 12. Poaching in the Chords of Reading: Dwelling in the Murky Spaces of the Literary Landwash; David Lewkowich 13. Uncommon Composure: Becoming a Teacher; Maxx Lapthorne and Deanne Lomheim Barrett Afterword; William F. Pinar
Introduction - Nicholas N-A-Fook and Jennifer Rottmann SECTION I: CURRICULUM, PLACE, AND INDIGENOUSNESS 1. 'We are all treaty people': The Contemporary Countenance of Canadian Curriculum Studies; Cynthia Chambers 2. Forts, Curriculum, and Ethical Relationality; Dwayne Donald 3. Aoksisowaato'op: Place and Story as Organic Curriculum; Narcisse Blood, Cynthia Chambers, Dwayne Donald, Erika Hasebe-Ludt, and Ramona Big Head 4. Reconsidering Canadian Environmental Curriculum Studies: Framing an Approach to Ecojustice; Andrejs Kulnieks, Nicholas Ng-A-Fook, Darren Stanley, and Kelly Young SECTION II: CURRICULUM, CULTURE, AND LANGUAGE 5. Educational Rights: Language Rights and Rights to a Plural Education; Denise Egéa-Kuehne 6. Theorizing Asian Canada, Reframing Differences; Roland Sintos Coloma 7. Provoking Curriculum Studies in Multicultural Societies; Denise Egéa-Kuehne 8. A Curriculum of the Streets Through the Camera Lens: Marginalized Canadian Women and Smoking; Sharon Anne Cook SECTION III: CURRICULUM, INTER-TEXTS, AND WISDOM TRADITIONS 9. Revisiting Aoki's 'Inspiriting the Curriculum'; William. E. Doll, Jr. 10. Wabi Sabi and the Pedagogical Countenance of Names; Jackie Seidel and David W. Jardine 11. Auto/ethno/graphy as Continental Driftwork: A Fragile Weathering of Icebergs Drifting and Stories Shifting . . .; Pat Palulis 12. Poaching in the Chords of Reading: Dwelling in the Murky Spaces of the Literary Landwash; David Lewkowich 13. Uncommon Composure: Becoming a Teacher; Maxx Lapthorne and Deanne Lomheim Barrett Afterword; William F. Pinar
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