7 articles in this issue
Chloë Brushwood Rose,Karen Krasny
This editorial introduces the current issue, Volume 7 Number 1.
Lorenzo Cherubini
Haig-Brown’s paper offers a definitive statement of the bi-epistemic implications of Indigenous and mainstream knowledge paradigms as they influence curriculum studies. For Ontario educators its impact centers ultimately in forcing them to make sense of ... see more
Judy Iseke-Barnes
This paper examines why stories and storytelling within education are important, discusses reasons why appropriation of stories is problematic, raises issues with the process of sharing cultural stories from around the world, and discusses Trickster stori... see more
Linda Anne Radford
This article presents a study that reveals the educational significance of melodrama as a moral aesthetic, specifically in relation to work with literacies around identity in the teacher education classroom. Using methods of Lacanian discourse analysis an... see more
David Lewkowich
As readers, the sedimentations of our surrounding world ensure that we never read alone. There is an uneasy otherness in all readings, through which naming our obstacles is a bringing to the fore a consciousness of lack and flatness; what Maxine Greene ca... see more
Patti Vera Pente
In this article, I offer an analysis of the Canadian relationship with the land as a point of departure for educators to consider personal modes of resistance so that the curricular goals of communal responsibility for the land, and understanding within a... see more
Mary Clare Courtland,Roberta Hammett,Teresa Strong-Wilson,Joyce Bainbridge,Ingrid Johnston,Anne Burke,Angela Ward,Lynne Wiltse,Ismel Gonzales,Farha Shariff
The longitudinal study explored preservice teachers’ understandings of Canadian identity and representations of identity in Canadian multicultural picture books. The design involved descriptive case studies in six Faculties of Education across six provinc... see more