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9781487551698

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"""Edited by renowned curriculum researchers Anne M. Phelan and William F. Pinar, this volume, containing essays by Canadian scholars, is exceptionally well-suited to highlight the many sometimes existential challenges to which modern education and schools are attempting to respond. These studies, which intellectually and thematically transcend traditional Canadian nationalist boundaries, exemplify a deeper insight into curriculum research that is sensitive to multiple pluralities and thus opens up new research perspectives that can in turn claim policy relevance.""--Daniel Tr�hler, Professor of Education, University of Vienna ""These essays attest to the vitality of the curriculum studies field as the subjective and social practice of study rather than the instrumental 'instructional delivery' of decontextualized skills. The authors historicize interconnected social, cultural, and political issues - educational topics all - through intentional engagement with the canonical curricular question: 'what knowledge is of most worth?' Crucially, this work also illuminates the tensions we must negotiate regarding the myriad of existential issues we face locally and internationally.""--James P. Burns, Associate Professor of Curriculum and Instruction, Florida International University ""Curriculum Studies in Canada is a living treaty documenting agreement and resolve, acting on faith; it embraces enduring bonds and undertakings for truth, reconciliation, sustainability, and justice, via education. This text is not just for curriculum studies in Canada, though, but for any of us who seek to become more attuned in a most affectively moving and thoughtfully stirring way to the shared responsibilities, and avenues for intellectual activism, from which all our futures unfold.""--Molly Quinn, St. Bernard Chapter of the LSU Alumni Association Endowed Professor, Louisiana State University"

""Edited by renowned curriculum researchers Anne M. Phelan and William F. Pinar, this volume, containing essays by Canadian scholars, is exceptionally well-suited to highlight the many sometimes existential challenges to which modern education and schools are attempting to respond. These studies, which intellectually and thematically transcend traditional Canadian nationalist boundaries, exemplify a deeper insight into curriculum research that is sensitive to multiple pluralities and thus opens up new research perspectives that can in turn claim policy relevance.""--Daniel Tröhler, Professor of Education, University of Vienna ""These essays attest to the vitality of the curriculum studies field as the subjective and social practice of study rather than the instrumental 'instructional delivery' of decontextualized skills. The authors historicize interconnected social, cultural, and political issues - educational topics all - through intentional engagement with the canonical curricular question: 'what knowledge is of most worth?' Crucially, this work also illuminates the tensions we must negotiate regarding the myriad of existential issues we face locally and internationally.""--James P. Burns, Associate Professor of Curriculum and Instruction, Florida International University ""Curriculum Studies in Canada is a living treaty documenting agreement and resolve, acting on faith; it embraces enduring bonds and undertakings for truth, reconciliation, sustainability, and justice, via education. This text is not just for curriculum studies in Canada, though, but for any of us who seek to become more attuned in a most affectively moving and thoughtfully stirring way to the shared responsibilities, and avenues for intellectual activism, from which all our futures unfold.""--Molly Quinn, St. Bernard Chapter of the LSU Alumni Association Endowed Professor, Louisiana State University

""Edited by renowned curriculum researchers Anne M. Phelan and William F. Pinar, this volume, containing essays by Canadian scholars, is exceptionally well-suited to highlight the many sometimes existential challenges to which modern education and schools are attempting to respond. These studies, which intellectually and thematically transcend traditional Canadian nationalist boundaries, exemplify a deeper insight into curriculum research that is sensitive to multiple pluralities and thus opens up new research perspectives that can in turn claim policy relevance.""--Daniel Tr�hler, Professor of Education, University of Vienna ""These essays attest to the vitality of the curriculum studies field as the subjective and social practice of study rather than the instrumental 'instructional delivery' of decontextualized skills. The authors historicize interconnected social, cultural, and political issues - educational topics all - through intentional engagement with the canonical curricular question: 'what knowledge is of most worth?' Crucially, this work also illuminates the tensions we must negotiate regarding the myriad of existential issues we face locally and internationally.""--James P. Burns, Associate Professor of Curriculum and Instruction, Florida International University ""Curriculum Studies in Canada is a living treaty documenting agreement and resolve, acting on faith; it embraces enduring bonds and undertakings for truth, reconciliation, sustainability, and justice, via education. This text is not just for curriculum studies in Canada, though, but for any of us who seek to become more attuned in a most affectively moving and thoughtfully stirring way to the shared responsibilities, and avenues for intellectual activism, from which all our futures unfold.""--Molly Quinn, St. Bernard Chapter of the LSU Alumni Association Endowed Professor, Louisiana State University

Author Information

Anne M. Phelan is a professor in the Department of Curriculum and Pedagogy at the University of British Columbia and an honorary professor at the Education University of Hong Kong. William F. Pinar is the Tetsuo Aoki Professor in Curriculum Studies at the University of British Columbia.

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