Métissage/Memory/Denkbild/Trespass: The Worldliness of Canadian Curriculum in Between Indigenous, Ecological, and Trans/National Wisdom Traditions

• In Event: 60.016 - Mobilizing Canadian Curriculum Research as Counterpointed Breakthroughs

Abstract

This paper explores the intertextual strands that are part of historical and
contemporary Canadian curriculum theorizing and praxis. Building on William F. Pinar's (2008)
notions of currere, complicated conversation, and cosmopolitan education, the presenters will
explicate theirs and others Canadian curriculum scholars' research—among them Ted T. Aoki, Cynthia
M. Chambers, David G. Smith, and David W. Jardine—in the areas of life-writing inquiry, arts-based
research, ecological thinking, and multiliteracies theory and praxis. They will explore the different
epistemological traditions which inform this theorizing and research, set against the background of
current Canadian and transnational educational contexts. At this time of worldwide crises in education
and increasing social, cultural, linguistic, and economic inequalities, a call “to get us a heart of
wisdom” (Chambers, Hasebe-Ludt, Leggo, & Sinner, 2012) as part of a movement towards social
justice and more equitable participation of diverse discourse communities seems more urgent than ever.

Authors

• Teresa Jean Strong-Wilson, McGill University

• Nicholas Ng-A-Fook, University of Ottawa

• Erika L. Hasebe-Ludt, University of Lethbridge

• Robert Christopher Nellis, Red Deer College