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Reconsidering Canadian curriculum studies : provoking historical, present, and future perspectives

[NT 42944] Record Type:	[NT 8598] Electronic resources : [NT 40817] monographic
[NT 47348] Title Information:	provoking historical, present, and future perspectives
[NT 47353] Alternative Intellectual Responsibility:	Ng-A-FookNicholas.,
[NT 47353] Alternative Intellectual Responsibility:	RottmannJennifer.,
[NT 47351] Place of Publication:	New York
[NT 47263] Published:	Palgrave Macmillan;
[NT 47352] Year of Publication:	2012
[NT 50960] Edition:	1st ed.
[NT 47264] Description:	1 online resource (xiv, 262 p.)
[NT 47298] Series:	Curriculum studies worldwide
[NT 47266] Subject:	Education - Curricula - Canada. -
[NT 47266] Subject:	Curriculum change - Canada. -
[NT 47266] Subject:	Education - Curricula -
[NT 47266] Subject:	Curriculum change. -
[NT 47266] Subject:	EDUCATION / Curricula. -
[NT 51458] Online resource:	http://www.palgraveconnect.com/doifinder/10.1057/9781137008978
[NT 47265] Notes:	Description based on print version record.
[NT 51398] 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.
[NT 50961] ISBN:	9781137008978electronic bk.
[NT 50961] ISBN:	1137008970electronic bk.
[NT 60779] Content Note:	Preface; W.Pinar Introduction; N.Ng-A-Fook 'We are all treaty people' Working the common ground; C.Chambers Coyote and Raven Talk About Indigenizing Curriculum: Or Reconfiguring the Shenanigans of Otis O'Dewey Esquire; P.Cole Aoksisowaato'op: Place and Story as Organic Curriculum; N.Blood, C.Chambers; D.Donald, E.Hasebe-Ludt, R.Big Head Forts, Curriculum, and Ethical Relationality; D.Donald Educational Rights: Language Rights and Rights to a Plural Education; D.E�ga-Kuehne Theorizing Asian Canada, Reframing Differences; R.Sintos Coloma Provoking Curriculum studies in multicultural societies; D.E�ga-Kuehne A Curriculum of the Streets Through the Camera Lens Marginalized Canadian Women and Smoking; S.A.Cook Poaching in the Chords of Reading: Dwelling in the Murky Spaces of the Literary Landwash; D.Lewkowich Wabi Sabi and the Pedagogical Countenance of Names; J.Seidal & D.W.Jardine Auto/ethno/graphy as continental driftwork: a fragile weathering of icebergs drifting ... and stories shifting ...; P.Palulis Uncommon Composure: Becoming a Teacher; M.Lapthorne & D.Lomheim Barrett Contemporary Canadian Studies Curriculum: Framing an Approach to Ecojustice; A.Kulnieks, N.Ng-A-Fook, D.Stanley, K.Young Revisiting Aoki's 'Inspiriting the Curriculum'; W.E.Doll, Jr.

Reconsidering Canadian curriculum studies : provoking historical, present, and future perspectives
Reconsidering Canadian curriculum studies : provoking historical, present, and future perspectives / edited by Nicholas Ng-A-Fook and Jennifer Rottmann. - 1st ed.. - New York : Palgrave Macmillan, 2012. - 1 online resource (xiv, 262 p.). - (Curriculum studies worldwide).
Preface; W.Pinar.
Description based on print version record..
Includes bibliographical references and index..
ISBN 9781137008978ISBN 1137008970
EducationCurriculum changeEducationCurriculum change.EDUCATION / Curricula. -- Curricula -- Curricula -- Canada. -- Canada.

Ng-A-Fook, Nicholas.

Reconsidering Canadian curriculum studies : provoking historical, present, and future perspectives
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327 1 $a Preface; W.Pinar $a Introduction; N.Ng-A-Fook $a 'We are all treaty people' Working the common ground; C.Chambers $a Coyote and Raven Talk About Indigenizing Curriculum: Or Reconfiguring the Shenanigans of Otis O'Dewey Esquire; P.Cole $a Aoksisowaato'op: Place and Story as Organic Curriculum; N.Blood, C.Chambers; D.Donald, E.Hasebe-Ludt, R.Big Head $a Forts, Curriculum, and Ethical Relationality; D.Donald $a Educational Rights: Language Rights and Rights to a Plural Education; D.E�ga-Kuehne $a Theorizing Asian Canada, Reframing Differences; R.Sintos Coloma $a Provoking Curriculum studies in multicultural societies; D.E�ga-Kuehne $a A Curriculum of the Streets Through the Camera Lens $a Marginalized Canadian Women and Smoking; S.A.Cook $a Poaching in the Chords of Reading: Dwelling in the Murky Spaces of the Literary Landwash; D.Lewkowich $a Wabi Sabi and the Pedagogical Countenance of Names; J.Seidal & D.W.Jardine $a Auto/ethno/graphy as continental driftwork: a fragile weathering of icebergs drifting ... and stories shifting ...; P.Palulis $a Uncommon Composure: Becoming a Teacher; M.Lapthorne & D.Lomheim Barrett $a Contemporary Canadian Studies Curriculum: Framing an Approach to Ecojustice; A.Kulnieks, N.Ng-A-Fook, D.Stanley, K.Young $a Revisiting Aoki's 'Inspiriting the Curriculum'; W.E.Doll, Jr.
330 $a 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. $a "Reconsidering Canadian Curriculum Studies is a thought-provoking book, where curriculum scholars at different stages in their academic careers experiment with innovating theoretical and methodological ways to research the concept of "curriculum." Each chapter showcases examples of the dyclmic intellectual work being done within the international field of curriculum studies across the diverse geographical and cultural regions here in Canada and the United States. In this book, the authors provoke us to ask more of curriculum studies in relation to other fields of study like environmental education, anti-racist education, multicultural education, internationalization, indigenousness, cultural studies, cultural geography, interdisciplinary studies, phenomenology, hermeneutics, and poststructuralism. This book is an excellent introductory text for any curriculum studies course either here in Canada or abroad"--
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