Aoksisowaato’op: Place and Story as Organic Curriculum

Blood, Narcisse; Chambers, Cynthia; Donald, Dwayne; Hasebe-Ludt, Erika; Head, Ramona Big

doi:10.1057/9781137008978_4

Cited by 11 publications

(4 citation statements)

References 3 publications

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“…The goal is not to compare or reduce the metaphors, characteristics, and histories of one flower over the other or attempt to reduce them to common traits, but instead see the richness in their differences. This emphasis on multiple vision is also in-line with the principles of métissage as life writing research or the braiding together of personal and family stories with larger ones about the nation (Blood et al, 2012). The intended Cultural and Pedagogical Inquiry, Fall 2020, 12(2), pp.…”

Section: Introductionmentioning

confidence: 76%

Unsettling Claims of Belonging:

Matsunaga

2021

Cult. and Ped. Inq.

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Starting from the premise that we have to know where we have been to know where we are going, this piece looks heavily to the past and considers the effects of differently experienced belonging in Canada across generations. This autobiographical reflection questions how we might read migrant-settler narratives of belonging alongside Indigenous struggles for sovereignty in such a way that desires for belonging do not displace or erase such struggles but rather support them. Reflecting on my experiences of belonging and shame as a Japanese Canadian of mixed Japanese and British ancestry, the article seeks to deconstruct and disrupt settler-migrant stories by examining citizenship and belonging from these different perspectives.

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Section: Introductionmentioning

confidence: 76%

Unsettling Claims of Belonging:

Matsunaga

2021

Cult. and Ped. Inq.

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“…A decolonizing of reconciliation in higher education is not only dialogical, but relational, inclusive of land‐based knowledge (McFarlane and Schabus ) and of our interdependencies as species (Blood et al. ). Jardine (, 16) reminds us that: “That pine tree over there exudes the oxygen that lets me utter ‘I am.’ And it is not just my revocable and provisional relation, but is what my flesh and breath truly are.…”

Section: Analysis: Turtle's Take On the Icebergmentioning

confidence: 99%

Melting the Cultural Iceberg in Indigenizing Higher Education: Shifts to Accountability in Times of Reconciliation

Vaudrin-Charette

2019

New Drctns for Teach & Learn

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“…Regardless of the admitted romantic and nostalgic limit---situations of writing autobiographically in relation to "place," to the north (Chambers, 2006;Smits, 2008), an emphasis on "place" and our "relationships" to it, continues to be prominent within the Canadian field of curriculum studies (see Blood, Chambers, Donald, Hasebe---Ludt, & Big Head, 2012),…”

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confidence: 99%

Provoking the very “Idea” of Canadian Curriculum Studies as a Counterpointed Composition

Ng-A-Fook

2014

JCACS

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I would like to hold off on writing abstract until requested revisions are made and if article is accepted. But here is an overview for reviewer and editors:In what follows, I provide narrative snapshots of some historical and contemporary works produced by curriculum scholars working at Canadian universities over the last decade. To readers and fellow colleagues who are associated (or not) with our larger Canadian Association of Curriculum Studies community, I apologize in advance for the many oversights, misinterpretations, and/or exclusions of your works. Like Chambers (2003), regionalism informs my understanding of the vast and rich intellectual and topographic characteristics of our field. Part of my methodological strategy for the initial research that informs this essay is to limit my references to articles published in curriculum studies journals between 2000 and 2013 by scholars who worked and/or are working at Canadian universities. From there, I selected key texts others or myself have used to teach an introductory course to Canadian curriculum studies either at the University of Ottawa and/or elsewhere. Therefore the narratives I selected are situated, and thus, partial—as if they could ever be otherwise. At the very least, this bibliography of Canadian curriculum studies might provide a future passageway for readers to revisit, add to, challenge, deconstruct, and play with the composition of our intellectual history anew as another documentary synoptic experimentation. I have attempted to structure this essay into three sections. The first section provides an overview of the key texts I engage with graduate students to support them toward becoming more familiar with the historical contexts of our field of study. The second section examines different institutional structures through which curriculum scholars are mobilizing and sharing their research. The last section discusses the differing contemporary “curricular schools of thought” I take up within graduate courses to develop and support what I continue to call A Canadian Curriculum Theory Project.

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Aoksisowaato’op: Place and Story as Organic Curriculum

Cited by 11 publications

References 3 publications

Unsettling Claims of Belonging:

Unsettling Claims of Belonging:

Melting the Cultural Iceberg in Indigenizing Higher Education: Shifts to Accountability in Times of Reconciliation

Provoking the very “Idea” of Canadian Curriculum Studies as a Counterpointed Composition

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