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This important collection addresses the current state of curriculum studies in Canada. It is divided into three parts, focusing respectively on social identities, cultural perspectives, and Indigenous and environmental perspectives. With contributors from universities across Canada, and with topics ranging from the incorporation of Aboriginal knowledge to political freedom in the classroom, from sex education to the practice of close writing, Contemporary Studies in Canadian Curriculum is an invaluable exploration of the principles and practices of curriculum theory.

Table of Contents

Foreword, William F. Pinar
Introduction: Principles, portraits, and practices in contemporary Canadian curricula, Darren Stanley and Kelly Young

Part I: Canadian Curriculum and Social Identities
1. Canadian identity and curriculum theory: An ecological, postmodern perspective, Brent Davis, Dennis Sumara, and Linda Laidlaw
2. Nocturne and fugue: Canadian curriculum theory as possibility, Hans Smits
3. The curriculum of close writing, Rebecca Luce-Kapler
4. No more boundaries: Narrative pedagogies, curriculum, and imagining who we might become, Tasha Riley and Sharon Rich
5. Why go to Guatemala? International service learning and Canadian high school students, Geraldine Balzer

Part II: Canadian Curriculum and Cultural Perspectives
6. Can wisdom trump the market as a basis for education? David Smith
7. A complicated freedom: Politics and the culture of teaching, Anne Phelan
8. Colonizing the desire of culturally and linguistically diverse (CLD) children in early childhood education: Curriculum and the creation of consumers, Luigi Iannacci
9. Queer notes on sex education in Ontario, Sheila Cavanagh
10. Complexity and transdisciplinarity: Conceptualizing curriculum as learning landscapes, Darren Stanley

Part III: Canadian Curriculum and Indigenous and Environmental Perspectives
11. Curriculum reform through constitutional reconciliation of Indigenous knowledge, Marie Battiste
12. Decolonizing narrative strands of our eco-civic responsibilities: Curriculum, social action, and Indigenous communities, Nicholas Ng-A-Fook
13. Birding lessons and the teachings of cicadas, David W. Jardine
14. Curriculum: The transformation of environmental education, Andrejs Kulnieks, Dan Roronhiakewen Longboat, and Kelly Young
15. Creating shared understandings: Meeting Indigenous education needs, Nicole Bell
16. Anchoring the Mary Celeste: Science, education, and situated environmental knowledges, Leesa Fawcett and Steve Alsop

Darren Stanley

Darren Stanley, PhD, is an associate professor in the Faculty of Education at the University of Windsor. His research interests focus on the connections between complex dynamical systems, health and healthy organizations, ecology and eco-justice, and leadership and governance as complex responsive processes. He received his PhD from the University of Alberta.

Kelly Young

Kelly Young, PhD, is an associate professor in the School of Education and Professional Learning at Trent University, where she teaches courses in English language arts curriculum methods and classroom management.