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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.
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.
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 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.
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