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.

Full Product Details

Author:   Erika Hasebe-Ludt ,  Carl Leggo
Publisher:   Canadian Scholars
Imprint:   Canadian Scholars
Dimensions:   Width: 17.10cm , Height: 2.00cm , Length: 24.80cm
Weight:   0.598kg
ISBN:  

9781773380551

ISBN 10:   1773380559
Pages:   280
Publication Date:   30 June 2018
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Temporarily unavailable  
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Table of Contents

Acknowledgements Foreword, William F. Pinar and Vicki Kelly Editors’ Ruminations: Opening to a Métissage of Curricular Provocations Landscape Invocations, Rita L. Irwin MÉTISSAGE A: INSPIRATION: TOPOS/LANGUAGE/SOUND 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 MÉTISSAGE B: IMAGINATION: IDENTITY/ETHOS/SPIRIT 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 MÉTISSAGE C: INTERCONNECTION: RELATIONS/HEALING/PATHOS 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 Contributors

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

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

Author Information

Erika Hasebe-Ludt is a Professor in the Faculty of Education at the University of Lethbridge. Carl Leggo is a poet and Professor in the Faculty of Education at the University of British Columbia.

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