Engaging ideas, transforming minds
Engaging ideas, transforming minds
Canadian Scholars’ Press
319 pages
6.75 x 9.75 inches
July 2018
Print ISBN: 9781773380551
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Overview

This highly anticipated collection of 30 original essays and 21 invocations provokes the idea of curriculum studies as an interdisciplinary field across transitional contexts, with particular emphasis on Canadian educators’ works. During the Biennial Provoking Curriculum Studies Conference (2015), co-editors Carl Leggo and Erika Hasebe-Ludt invited educators to provoke curriculum studies by attending to the multiple denotations of provoke, and to examine their convictions, commitments, and challenges with/in the field.

In the spirit of curriculum elders, contributors ask bold and urgent questions about the complexity, culture, and characters of curriculum studies. The resulting collection weaves threads of the writing into three métissage strands, highlighting arts-based inquiry approaches as part of the creative, performative, interactive, and imaginative nature of this field. This rich text is well-suited to senior undergraduate and graduate courses in curriculum studies and qualitative educational research.


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Table of Contents

Acknowledgements xii

About the Cover Art xiii

Foreword: Revealing Interrelationality, Unearthing Histories, William F. Pinar xv

Foreword: Walking in a Good Way With All Our Relations, Vicki Kelly xvi

Editors’ Ruminations: Opening to a Métissage of Curricular Provocations xviii

Landscape Invocations, Rita L. Irwin xxxi

MÉTISSAGE A: INSPIRATION: TOPOS/LANGUAGE/SOUND

A1. As Long as the Grass Grows: Walking, Writing, and Singing

Treaty Education, Sheena Koops 2

A2. The Practicality of Poetry: A Meditation in 10 Tankas, 3 Sonnets, 2 Free Verses, and a Jazz Coda, Anna Mendoza 11

Provoking Understanding through Community Mapping Curriculum Inquiry, Diane Conrad, Dwayne Donald, and Mandy Krahn 18

A3. Understanding Teacher Identity with(in) the Music Curriculum,

Katie Tremblay-Beaton 20

Curriculum-as-Living-Experience, Rebecca Lloyd 26

A4. Listening to the Earth, Diana B. Ihnatovych 27

Rumination on Pedagogical Rhythm, Claudia Eppert 34

A5. Artful Portable Library Spaces: Increasing Community Agency and Shared Knowledge, Amélie Lemieux and Mitchell McLarnon 35

A6. The Spacing of the Hegemonic Chora in the Curriculum of First- Language Attrition, Wisam Kh. Abdul-Jabbar 47

Old Mournings, New Days, Robert C. Nellis 55

A7. Navigating a Curriculum of Travel through Geneva: Museums, Gardens, and Governance, Rita Forte 56

A8. A Quantumeracy Reading List, Kyle Stooshnov 66

Reading the Water for the Wind: On the Remnants of Curriculum, Lisa Farley and RM Kennedy

77

A9. The Character of Contemporary Curriculum Studies in Canada: A Rumination on the Ecological and Metaphorical Nature of Language, Kelly Young 78

Siren’s Ghost Net, Pauline Sameshima and Sean Wiebe 85

MÉTISSAGE B: IMAGINATION: IDENTITY/ETHOS/SPIRIT

B1. Provoking the Intimate Dialogue: A Path of Love,

Samira Thomas 88

Three Invocations That Provoke: Strangler Figs, Madness, and Earthquakes, Peter P. Grimmett 96

B2. Eros, Aesthetics, and Education: Intersections of Life and

Learning, Boyd White 98

B3. The Question Holds the Lantern,

Margaret Louise Dobson 108

Curriculum Grammar for the Anthropocene, Jackie Seidel 113

B4. Learning about Curriculum through My Self,

Shauna Rak 114

B5. A Response to Still Dancing: My Bubby’s Story,

Bruce G. Hill 123

Dear Canadian Curriculum Studies Colleagues, John J. Guiney Yallop 130

B6. Rumi and Rhizome: The Making of a Transformative Imaginal

Curriculum, Soudeh Oladi 131

To Enchanted Lands, David Lewkowich 140

B7. Theorizing as Poetic Dwelling: An Intellectual Link between Ted

Aoki and Martin Heidegger, Patricia Liu Baergen 141

Lane Muses, Kent den Heyer 151

B8. Transitional Spaces and Displaced Truths of the Early-Years

Teacher, Sandra Chang-Kredl 152

B9. Be/long/ing and Be/com/ing in the Hy-phens,

Veena Balsawer 159

Space for “Thinging” about Ineffable Things, Wanda Hurren 164

B10. Religion, Curriculum, and Ideology: A Duoethnographic

Dialogue, Saeed Nazari and Joel Heng Hartse 165

Living with Generosity: A Rumination, Anita Sinner 174

B11. Agency and the Social Contract: Algorithms as an Interpretive

Key to Modernity, Sean Wiebe 175

Nocturne, Curriculum, and Building a Bench, Hans Smits 183

MÉTISSAGE C: INTERCONNECTION: RELATIONS/HEALING/ PATHOS

C1. “What Happened Here?”: Composing a Place for Playfulness and Vulnerability in Research, Cindy Clarke and

Derek Hutchinson 186

Viscera, Celeste Snowber and Tamar Haytayan 199

C2. Conversations in a Curriculum of Tension, Stephanie J. Bartlett and Erin L. Quinn 200

C3. Dwelling in Poiesis, Shirley Turner 207

“To Know the World, We Have to Love It,” David W. Jardine 224

C4. Provoking “Difficult Knowledge”: A Pedagogical Memoir,

Mary J. Harrison 226

C5. Kizuna: Life as Art, Yoriko Gillard 233

Detention, Elizabeth Yeoman 249

C6. Haunted by Real Life: Art, Fashion, and the Hungering Body,

Alyson Hoy 250

C7. Dadaab Refugee Camp and the Story of School, Karen Meyer, Cynthia Nicol, Muhammad Hassan, Ahmed Hussein, Mohamed Bulle, Ali Hussein, Samson Nashon, Abdikhafar Hirsi Ali, Mohamud Olow, and Siyad Maalim 257

Re-memoring Residential Schools through Multimodal Texts,Ingrid Johnston 266

C8. The Melody of My Breathing: Toward the Poetics of Being,

Anar Rajabali 268

C9. Passing from Darkness into Light: A Daughter’s Journey in

Mourning, Sandra Filippelli 280

A Narrative Template for Making Room and Vitalizing English-Speaking Quebec, Paul Zanazanian 290

C10. Provoking the (Not So?) Hidden Curriculum of Busy with a Feminist Ethic of Joy, Sarah Bonsor Kurki, Lindsay Herriot, and Meghan French-Smith 292

leaf spinning, Susan Walsh 301

Contributors 302

Index 313

Erika Hasebe-Ludt

Erika Hasebe-Ludt is a Professor in the Faculty of Education at the University of Lethbridge.


Carl Leggo

Carl Leggo is a poet and Professor in the Faculty of Education at the University of British Columbia.


Reviews

“The breadth is wonderful and the depth is appropriate. I really like the textbook’s inclusiveness and its coherent collection of work.”

Allan MacKinnon, Simon Fraser University

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