| Summary: |
This book provokes readers to imagine the different ways in which educational researchers can engage the narrative inquiry within the broader field of curriculum studies in Canada and abroad. Several chapters in the book situate and complicate narrative place based stories. In turn, the chapters afford future readers opportunities to migrate across different geographical and interdisciplinary territories within curriculum studies in Canada (life writing methodologies, phenomenology, anti-racist education, gender, semiotic analysis, curriculum theorizing, cultural studies, indigenous studies, place, etc.). The book is comprised of chapters written by established curriculum scholars as well as junior scholars and graduate students to provide a sampling of the diversity of experiences afforded to all who participate within the broader field of Canadian Curriculum Studies. Each author invokes life writing and/or intertextual analysis as a mode of inquiry to narrate and construct meaning by linking what we might call curricular events in particular ways. The authors provide provoking and innovative insights on how future Canadian curriculum scholar might advance the curricular knowledge across interdisciplinary topographies that work to disrupt, blur and complicate traditional modes of engaging the concept of curriculum studies. |