Notions of national heritage and identity are complicated in Canada, a settler nation with its central characteristic presented as institutionalised multiculturalism. Popular and official discourses of heritage and multiculturalism work together to produce ideas of Canadian‐ness. The twin objectives of this paper are to describe how representations of racial difference are used as a resource to produce notions of official multiculturalism and a ‘heritage of multiculturalism’ discourse — or how notions of multiculturalism emerge as an integral part of national culture/heritage/identity. I argue that the conceptualisation of ‘heritage’ and ‘multiculturalism’ are produced through the representation of racialised difference in national narratives and that taken together, the two discourses act as a highly flexible form of governmentality.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. connections to creating, performing, and teaching in high school settings. In their article for the (2012) Special Issue of ATD "Writing Across the Secondary School Curriculum," Kelly Hrenko and Andrea Stairs demonstrate how integrating art, culture, and writing is by no means the sole province of post-secondary settings. So many of the same visual, auditory, oral, and written theories, practices, and performance-attitudes saturate the creative experiences of students and teachers (and students-as-teachers) at all levels. Our Intentions for this CollectionThis collection is intended for teachers and researchers of writing in and across the disciplines, in both secondary and post-secondary settings, and for those outside of writing studies who wish to infuse more writing into their performing and visual arts curriculums and courses. It complements ways of knowing and doing, performed in the Special Issue, for writing studies professionals. It also offers teachers in the performing and visual arts go-to practical designs and strategies for teaching writing in their fields.Composition and Rhetoric scholars are increasingly doing their part to study and report on connections between creativity, performance, writing, the visual, and teaching (e.g.

In the following exchange, Lynn Caldwell (member of the Engaged Scholar Journal Advisory Board, professor of theological ethics at St. Andrew’s College and sessional lecturer in Educational Foundations, Women’s and Gender Studies, at the University of Saskatchewan), and Carrianne Leung, Assistant Professor in creative writing, at the University of Guelph and writer of fiction, discuss radical generosity in the context of teaching in the Fine Arts. They remind us of how as engaged scholars, we carefully nurture generosity of thought, relations, and sharing in our work. They take that ethic one step further to show how radical generosity in the classroom rewards us with a well-informed society, and community of educators, activists, and change-makers.