Bringing together Carl Leggo's most significant contributions over the past 30 years, this book celebrates his work in curriculum studies, English language arts, literacy and life writing, poetry, and arts education. Organized around three thematic sections-Loving Language, Narrating Ruminations, and Storying the World-the volume highlights his efforts across interrelated fields of inquiry, including narrative and poetic inquiry, contemplative inquiry, and social fiction. The text extends the discussion and conversation of curriculum studies and is greatly enhanced with a selection of original poetry by this incomparable poet, scholar, and teacher. Carl Leggo is renowned not only for his ground-breaking work at the University of British Colombia, but also for his tremendous influence on graduate education across the English-speaking world. This volume honours that immense contribution in today's time of academic change and development.

Contemplating Curriculum takes up world-renowned curricular scholar, teacher, and mentor Ted T. Aoki's invitation to contemplate where curriculum scholars situate themselves in their work. At the same time it probes into the historical and present conditions that make it both possible and impossible to attend to this work in classrooms and communities in mindful, embodied, and aesthetic ways, both locally and globally. The book offers a strong representative sampling of contemporary thinking in the field with a focus on contemplative approaches to curriculum. In their theorizing, contributors call on literary and other mixed-genre formats, such as creative nonfiction, poetry, and essay. They acknowledge the importance of intergenerational dialogue and recognize the importance of time and place in curricular, pedagogical, and personal sense-making. These written and visual texts invite contemplation on notions of curriculum, both planned and lived, in an Aokian spirit of intertextuality.

Contemplating Curriculum takes up world-renowned curricular scholar, teacher, and mentor Ted T. Aoki's invitation to contemplate where curriculum scholars situate themselves in their work. At the same time it probes into the historical and present conditions that make it both possible and impossible to attend to this work in classrooms and communities in mindful, embodied, and aesthetic ways, both locally and globally. The book offers a strong representative sampling of contemporary thinking in the field with a focus on contemplative approaches to curriculum. In their theorizing, contributors call on literary and other mixed-genre formats, such as creative nonfiction, poetry, and essay. They acknowledge the importance of intergenerational dialogue and recognize the importance of time and place in curricular, pedagogical, and personal sense-making. These written and visual texts invite contemplation on notions of curriculum, both planned and lived, in an Aokian spirit of intertextuality.

Bringing together Carl Leggo’s most significant contributions over the past 30 years, this book celebrates his work in curriculum studies, English language arts, literacy and life writing, poetry, and arts education. Organized around three thematic sections—Loving Language, Narrating Ruminations, and Storying the World—the volume highlights his efforts across interrelated fields of inquiry, including narrative and poetic inquiry, contemplative inquiry, and social fiction. The text extends the discussion and conversation of curriculum studies and is greatly enhanced with a selection of original poetry by this incomparable poet, scholar, and teacher. Carl Leggo is renowned not only for his ground-breaking work at the University of British Colombia, but also for his tremendous influence on graduate education across the English-speaking world. This volume honours that immense contribution in today’s time of academic change and development.

This anthology explores life writing as a mode of educational inquiry, one where students and teachers may get a "heart of wisdom" as they struggle with the tensions and complexities of learning and teaching in challenging contemporary circumstances. Contributors write first-person creative non-fiction in a variety of life-writing genres, such as memoir, poetry, personal essay, and various blended genres. Four sections entitled Memory Work, Place Work, Curriculum Work, and Social Work explore the struggles and joys of pedagogy where relationships are at the heart of teaching and learning. The essays address questions such as: What critical moments in learning and teaching change lives? What stories need to be told? What questions ache to be asked?

This book introduces literary metissage as a way to research, teach, and live ethically «with all our relations in our precarious times. The authors theorize and perform literary metissage through the praxis of life writing, braiding their autobiographical texts, in various (mixed) genres, into seven themes. Life Writing and Literary Metissage as an Ethos for Our Times explores this writing praxis, with its more inclusive and generative notions of knowledge and knowledge practices, as a tool for creating more just societies and schools.

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 metissage 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.