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Canadian Association for Curriculum Studies (CACS): Provoking Educational Research Across Canada: Knowledge, Dissemination, and the Public Good

Sat, April 14, 2:15 to 3:45pm, Vancouver Convention Centre, Floor: Second Level, West Room 215&216

Session Submission Type: Invited Session

Abstract

This panel presentation seeks to examine how our professional journals here in Canada are working to provoke the “verticality” and “horizontality” of the interdisciplinary and international topographies of the field we call curriculum studies. For this panel we have invited the editors from the Journal of the Canadian Association of Curriculum, Journal of Curriculum Inquiry, and Canadian Journal of Education to discuss what kinds of knowledge they are look to mobilize and share with the public. Moreover, how are these journals working to challenge scholars, administrators, teachers, and graduate students to reread and rewrite the various national and international topographies of curriculum studies? For example, while mapping out part of a Canadian topography for the first International Handbook of Curriculum Research, Chambers (2003) emphasized that indigenous education remained (and remains) particularly contentious and underrepresented in (mainstream or contemporary) Canadian curriculum scholarship. The journal editors will discuss their conceptualizations of what it means “to know” in their journals and how such knowing works vigilantly (or not) to challenge our taken for granted assumptions about the language of policy and legislation, as well as in the actions of teachers, administrators, school boards, parent groups, community organizers, foundations, and government officials to serve the public good.

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