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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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

Foreword, William F. Pinar and Vicki Kelly
Editors’ Ruminations: Opening to a Métissage of Curricular Provocations
Landscape Invocations, Rita L. Irwin

A1. As Long as the Grass Grows: Walking, Writing, and Singing Treaty Education, Sheena Koops
A2. The Practicality of Poetry: A Meditation in 11 Tankas, 3 Sonnets, 2 Free Verses, and a Jazz Coda, Anna Mendoza
Provoking Understanding through Community Mapping Curriculum Inquiry, Diane Conrad, Dwayne Donald, and Mandy Krahn
A3. Understanding Teacher Identity with(in) the Music Curriculum, Katie Tremblay-BeatonCurriculum-as-Living-Experience, Rebecca Lloyd
A4. Listening to the Earth, Diana B. Ihnatovych
Rumination on Pedagogical Rhythm, Claudia Eppert
A5. Artful Portable Library Spaces: Increasing Community Agency and Shared Knowledge, Amélie Lemieux and Mitchell McLarnon
A6. The Spacing of the Hegemonic Chora in the Curriculum of First-Language Attrition, Wisam Kh. Abdul-Jabbar
Old Mournings, New Days, Robert C. Nellis
A7. Navigating a Curriculum of Travel through Geneva: Museums, Gardens, and Governance, Rita Forte
A8. A Quantumeracy Reading List, Kyle Stooshnov
Reading the Water for the Wind: On the Remnants of Curriculum, Lisa Farley and RM Kennedy
A9. The Character of Contemporary Curriculum Studies in Canada: A Rumination on the Ecological andMetaphorical Nature of Language, Kelly Young
Siren’s Ghost Net, Pauline Sameshima and Sean Wiebe

B1. Provoking the Intimate Dialogue: A Path of Love, Samira Thomas
Three Invocations That Provoke: Strangler Figs, Madness, and Earthquakes, Peter P. Grimmett
B2. Eros, Aesthetics, and Education: Intersections of Life and Learning, Boyd White
B3. The Question Holds the Lantern, Margaret Louise Dobson
Curriculum Grammar for the Anthropocene, Jackie Seidel
B4. Learning about Curriculum through My Self, Shauna Rak
B5. A Response to “Still Dancing: My Bubby’s Story,” Bruce G. Hill
Dear Canadian Curriculum Studies Colleagues, John J. Guiney Yallop
B6. Rumi and Rhizome: The Making of a Transformative Imaginal Curriculum, Soudeh Oladi
To Enchanted Lands, David Lewkowich
B7. Theorizing as Poetic Dwelling: An Intellectual Link between Ted Aoki and Martin Heidegger, Patricia Liu Baergen
Lane Muses, Kent den Heyer
B8. Transitional Spaces and Displaced Truths of the Early-Years Teacher, Sandra Chang-Kredl
B9. Be/long/ing and Be/com/ing in the Hy-phens, Veena Balsawer
Space for “Thinging” about Ineffable Things, Wanda Hurren
B10. Religion, Curriculum, and Ideology: A Duoethnographic Dialogue, Saeed Nazari and Joel Heng Hartse
Living with Generosity: A Rumination, Anita Sinner
B11. Agency and the Social Contract: Algorithms as an Interpretive Key to Modernity, Sean Wiebe
Nocturne, Curriculum, and Building a Bench, Hans Smits

C1. “What Happened Here?”: Composing a Place for Playfulness and Vulnerability in Research, Cindy Clarke and Derek Hutchinson
Viscera, Celeste Snowber and Tamar Haytayan
C2. Conversations in a Curriculum of Tension, Stephanie J. Bartlett and Erin L. Quinn
C3. Dwelling in Poiesis, Shirley Turner
“To know the world, we have to love it,” David W. Jardine
C4. Provoking “Difficult Knowledge”: A Pedagogical Memoir, Mary J. Harrison
C5. Kizuna: Life as Art, Yoriko Gillard
Detention, Elizabeth Yeoman
C6. Haunted by Real Life: Art, Fashion, and the Hungering Body, Alyson Hoy
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
Re-memoring Residential Schools through Multimodal Texts, Ingrid Johnston
C8. The Melody of My Breathing: Towards the Poetics of Being, Anar Rajabali
C9. Passing From Darkness into Light: A Daughter’s Journey in Mourning, Sandra Filippelli
A Narrative Template for Making Room and Vitalizing English-Speaking Quebec, Paul Zanazanian
C10. Provoking the (Not So?) Hidden Curriculum of Busy with a Feminist Ethic of Joy, Sarah Bonsor Kurki, Lindsay Herriot, and Meghan French-Smith
leaf spinning, Susan Walsh


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.


“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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