Reconsidering Canadian Curriculum Studies: Provoking Historical, Present, and Future Perspectives

268 Pages·2012·2.023 MB·English

by  Nicholas Ng-A-Fook, Jennifer Rottmann (eds.)

Reconsidering Canadian
Curriculum Studies
Curriculum Studies Worldwide
This series supports the internationalization of curriculum studies worldwide. At this his-
torical moment, curriculum inquiry occurs within national borders. Like the founders of the
International Association for the Advancement of Curriculum Studies, we do not envision a
worldwide field of curriculum studies mirroring the standardization the larger phenomenon
of globalization threatens. In establishing this series, our commitment is to provide support
for complicated conversation within and across national and regional borders regarding the
content, context, and process of education, the organizational and intellectual center of which
is the curriculum.
SERIES EDITORS
Janet L. Miller, Teachers College, Columbia University (USA)
William F. Pinar, University of British Columbia (CANADA)
INTERNATIONAL EDITORIAL ADVISORY BOARD
Alicia de Alba, National Autonomous University of Mexico
Shigeru Asanuma, Tokyo Gakugei University (Japan)
Tero Autio, Tallinn University (Estonia)
Bill Green, Charles Sturt University (Australia)
Mainish Jain, Tata Institute of Social Sciences (India)
Lesley LeGrange, Stellenbosch University (South Africa)
Elizabeth Macedo, State University of Rio de Janeiro (Brazil)
José Augusto Pacheco, University of Minho (Portugal)
Zhang Hua, East China Normal University (China)
Reconsidering Canadian Curriculum Studies: Provoking Historical, Present, and Future
Perspectives
Edited By Nicholas Ng-A-Fook and Jennifer Rottmann
Reconsidering Canadian
Curriculum Studies
Provoking historical, present, and
future perspectives
E
DITED BY
N N -A-F
ICHOLAS G OOK

AND
J R
ENNIFER OTTMANN
RECONSIDERING CANADIAN CURRICULUM STUDIES
Copyright © Nicholas Ng-A-Fook and Jennifer Rottmann, 2012.
Softcover reprint of the hardcover 1st edition 2012 978-1-137-00896-1
All rights reserved.
First published in 2012 by
PALGRAVE MACMILLAN®
in the United States— a division of St. Martin’s Press LLC,
175 Fifth Avenue, New York, NY 10010.
Where this book is distributed in the UK, Europe and the rest of the world,
this is by Palgrave Macmillan, a division of Macmillan Publishers Limited,
registered in England, company number 785998, of Houndmills,
Basingstoke, Hampshire RG21 6XS.
Palgrave Macmillan is the global academic imprint of the above companies
and has companies and representatives throughout the world.
Palgrave® and Macmillan® are registered trademarks in the United States,
the United Kingdom, Europe and other countries.
ISBN 978-1-349-43589-0 ISBN 978-1-137-00897-8 (eBook)
DOI 10.1057/9781137008978
Library of Congress Cataloging-in-Publication Data
Reconsidering Canadian curriculum studies : provoking historical, present,
and future perspectives / edited by Nicholas Ng-A-Fook and Jennifer
Rottmann.
p. cm.—(Curriculum studies worldwide)
1. Education—Curricula—Social aspects—Canada. 2. Curriculum
change—Canada. 3. Education—Curricula—Social aspects. 4. Curriculum
change. I. Ng-A-Fook, Nicholas. II. Rottmann, Jennifer.
LB1564.C2R44 2012
375(cid:2).0010971—dc23 2012015246
A catalogue record of the book is available from the British Library.
Design by Newgen Imaging Systems (P) Ltd., Chennai, India.
First edition: October 2012
10 9 8 7 6 5 4 3 2 1
Contents
List of Figures vii
Acknowledgments ix
Series Editors’ Introduction xi
Introduction: An Uncommon Countenance 1
Nicholas Ng-A-Fook and Jennifer Rottmann
Part 1 Curriculum, Place, and Indigenousness
1. “We are all treaty people”: The Contemporary
Countenance of Canadian Curriculum Studies 23
Cynthia Chambers
2. Forts, Curriculum, and Ethical Relationality 39
Dwayne Donald
3. A oksisowaato’op: Place and Story as Organic
Curriculum 47
Narcisse Blood, Cynthia Chambers, Dwayne Donald,
Erika Hasebe-Ludt, and Ramona Big Head
4. Reconsidering Canadian Environmental Curriculum
Studies: Framing an Approach to Ecojustice 83
Andrejs Kulnieks, Nicholas Ng-A-Fook, Darren Stanley,
and Kelly Young
Part 2 Curriculum, Culture, and Language
5. Educational Rights: Language Rights and Rights to a
Plural Education 107
Denise Egéa-Kuehne
vi Contents
6. Theorizing Asian Canada, Reframing Differences 119
Roland Sintos Coloma
7. Provoking Curriculum Studies in Multicultural Societies 137
Denise Egéa-Kuehne
8. A Curriculum of the Streets through the Camera Lens:
Marginalized Canadian Women and Smoking 147
Sharon Anne Cook
Part 3 Curriculum, Intertexts, and
Wisdom Traditions
9. Revisiting Aoki’s “Inspiriting the Curriculum” 165
William. E. Doll, Jr.
10. W abi Sabi and the Pedagogical Countenance of Names 175
Jackie Seidel and David W. Jardine
11. Auto/ethno/graphy as Continental Driftwork: A Fragile
Weathering of Icebergs Drifting and Stories Shifting . . . 191
Patricia Palulis
12. Poaching in the Chords of Reading: Dwelling in
the Murky Spaces of the Literary Landwash 207
David Lewkowich
13. Uncommon Composure: Becoming a Teacher 219
Maxx Lapthorne and Deanne Lomheim Barrett
Afterword 231
William F. Pinar
Notes on Contributors 251
Index 257
Figures
2.1 Barthesian First Order Semiological System 42
2.2 Barthes’s Second-Order Semiological System 43
8.1 Photograph by Lincoln Clark, The Worldly Traveler, 2002 151
8.2 Photograph by Lincoln Clark, The Combatant, 2000 152
8.3 Photograph by Lincoln Clark, The Flirt, 2001 153
8.4 Photograph by Lincoln Clark, The Provocateur, 1998 154
9.1 Mysterium Tremendum 167
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Acknowledgments
We would like to thank past and present curriculum scholars either
here in Canada or abroad who continue to ensure the intellectual vibrancy
of our field of study and ongoing capacity to contribute to the worldliness
of complicated conversations taking place among policy makers, curriculum
scholars, educational administrators, teachers, and students.
Most of the chapters included in this collection were first presented as
shorter drafts at the 4th Biennial Provoking Curriculum Studies confer-
ence held at the University of Ottawa in the spring of 2009. We would like
to thank Ingrid Johnston, who at the time was the acting President of the
Canadian Association for Curriculum Studies, for her support both in terms
of the conference theme and advice on its logistical organization. In that
vein, we would also like to thank Hans Smits as past conference chair for
his invaluable advice on how to structure the program, making this biennial
gathering a continued success for international curriculum scholars to exper-
iment with the aesthetics of their research and conference presentations.
For their exceptional editorial assistance, we extend our heartfelt thanks
to Tasha Ausman, Tanya Howard, Brian Kom, and Shenin Yazdanian, who
read each manuscript from start to finish and offered invaluable editorial
suggestions to each author. Our sincerest gratitude goes out to the authors
for contributing their work, openness toward making difficult editorial
decisions, and patiently waiting for us to find our collection a publica-
tion home. To this end, the book could not have been brought to its final
completion without the oversight and editorial commitment of both Burke
Gerstenschlager and Kaylan Connally at Palgrave Macmillan.
Finally, we are internally indebted to William F. Pinar and Janet Miller for
welcoming this collection into their series Curriculum Studies Worldwide.
Bill and Janet continue to be two of the most ardent and caring supporters
of our work as curriculum scholars, and without their compassionate public
service to our field of study, this book would not be possible. For his dedi-
cation to the internationalization of curriculum studies, his close reading
and respective thought-provoking editorial advice, as well as his intellectual
contributions in the “Afterward,” we cannot thank Bill enough.