"

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.

Comprised of chapters written by established Canadian curriculum scholars as well as junior scholars and graduate students, this collection of essays provoke readers to imagine the different ways in which educational researchers can engage the narrative inquiry within the broader field of curriculum studies.