"
Reconsidering Canadian Curriculum Studies" invites us to ponder,
to pay attention, and to ask more of the curriculum studies we
conduct. It provokes readers to study their historical topographies
and their future lines of movement, while stretching their
understandings of contemporary circumstances either in Canada or
abroad. The chapters cover the different geocultural and
interdisciplinary territories of curriculum studies (life-writing
methodologies, phenomenology, anti-racist education, gender,
semiotic analysis, curriculum theorizing, cultural studies,
indigenous studies, place, and others). Both established and junior
scholars set forth a diverse and thought-provoking array of their
lived experiences inside and outside the institutional contexts of
public schooling, imagining how future Canadian curriculum scholars
might advance knowledge within the broader international field of
curriculum studies.
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