This book engages with the writings of W.G. Sebald, mediated by perspectives drawn from curriculum and architecture, to explore the theme of unsettling complacency and confront difficult knowledge around trauma, discrimination and destruction. Moving beyond overly instrumentalist and reductive approaches, the authors combine disciplines in a scholarly fashion to encourage readers to stretch their understandings of currere. The chapters exemplify important, timely and complicated conversations centred on ethical response and responsibility, in order to imagine a more just and aesthetically experienced world. In the analysis of BILDUNG as human formation, the book illuminates the pertinent lessons to be learned from the works of Sebald and provokes further investigations into the questions of memory, grief, and limits of language. Through its juxtaposition of curriculum and architecture, and using the prose of Sebald as a prism, the book revitalizes questions about education and ethics, probes the unsettling of complacency, and enables conversation around difficult knowledge and ethical responsibility, as well as offering hope and resolve. An important intervention in standard approaches to understanding currere, this book provides essential context for scholars and educators with interests in the history of education, curriculum architectural education and practice studies, memory studies, narrative research, Sebaldian studies, and educational philosophy.

The largest specialization in faculties of education in Canada is curriculum studies. Curriculum Studies in Canada represents the present preoccupations of curriculum scholars in Canada. Set against the backdrop of the COVID-19 pandemic, contributors engage with significant themes, among them ongoing efforts at justice for Indigenous Peoples, the continuing arrival of immigrants and refugees, Canada’s complex relationship to the United States, and issues related to the climate crisis. Addressing such realities through the field of curriculum studies and the school curriculum is critical at this historical conjuncture given the complex and shifting intersections of local and global dynamics restricting education. To this end, contributing scholars serve as intellectual activists to address the critical need for understanding curriculum responsive to the vexed relations among schools, nation-building, social reconstruction, and identity development. Their activism yields more sophisticated understandings of what it means to be educated in Canada. Contributors trace the legacy of their work and reflect on their present scholarly preoccupations in light of their past endeavours. In doing so, Curriculum Studies in Canada offers an invitation to readers: to study, remember, dialogue, and navigate an uncertain world with them.

This book presents a new conceptualization of the idea of legacy in a family business setting as an educational experience of teaching and learning between generations. Using the lived experience of the author, it combines autoethnography with a discussion on the influence of Chinese culture on family business and expectations placed on the eldest son, as well as Bill Pinar’s model of Currere, to investigate the processes around intergenerational learning. The author argues that legacy is the process of journeying to full personhood and the results of connected and collective aspirations, shifting the focus from succession that is often marked by silence and power control. The author’s approach to business as a field has transformed its strong instrumental approach into an existential orientation with self-discovery and self-creation as an ongoing process. Providing the new and innovative beginnings of a theoretical curriculum that could foster legacy processes and taking a unique and interdisciplinary approach to looking at family business and legacy, this book will be relevant to scholars and researcher of both education and business studies.

Not to be conflated with systems of accountability, this book examines responsibility as a subject of educational inquiry. The author argues that responsibility in its most radical sense is not connected to a higher authority. Rather, responsibility summons the actor to do the right thing when no one else is there to announce what is right; it involves speaking the truth in a world that is increasingly characterized by organized lying and organized irresponsibility. The search for responsibility as education is explored through a wide range of issues including: studying the ways in which the bureaucratization of the world undermine ethical consciousness; cultivating the ethical imagination in education which is not only vital to sustaining democracy, but to counteracting indifference to crimes against humanity and crimes against the planet; critiquing the imperial nationalism of a wave of education legislation requiring American schools to provide instruction on genocides and other mass atrocities that take place by ‘others’ and ‘abroad’ but not at ‘home’ or by ‘us’; centralizing a curriculum of common sense in an era marked by a breakdown of common sense and disinformation narratives; and facing a reality that can never be experienced: the end of the human world. Reimagining education as an avenue for cultivating personal responsibility and global justice, this text will be of interest to students, scholars, and researchers working in curriculum studies, philosophy of education, educational policy, and teacher education.

Zusammenfassung: This Handbook paints a portrait of what the international field of curriculum entails in theory, research and practice. It represents the field accurately and comprehensively by preserving the individual voices of curriculum theorist, researchers and practitioners in relation to the ideas, rules, and principles that have evolved out of the history of curriculum as theory, research and practice dealing with specific and general issues. Due to its approach to both specific and general curriculum issues, the chapters in this volume vary with respect to scope. Some engage the purposes and politics of schooling in general. Others focus on particular topics such as evaluation, the use of instructional objectives, or curriculum integration. They illustrate recurrent themes and historical antecedents and the curricular debates arising from and grounded in epistemological traditions. Furthermore, the issues raised in the handbook cut across a variety of subject areas and levels of education and how curricular research and practice have developed over time. This includes the epistemological foundations of dominant ideas in the field around theory, research and practice that have led to marginalization based on race, class, gender, sexuality, ethnicity, age, religion, and ability. The book argues that basic curriculum issues extend well beyond schooling to include the concerns of anyone interested in how people come to acquire the knowledge, skills, and values that they do in relation to subjectivity and experience

While there are publications on Wittgenstein’s interest in Dostoevsky’s novels and the recurring mentions of Wittgenstein in Sebald’s works, there has been no systematic scholarship on the relation between perception (such as showing and pictures) and the problem of an adequate presentation of interiority (such as intentions or pain) for these three thinkers.This relation is important in Wittgenstein’s treatment of the subject and in his private language argument, but it is also an often overlooked motif in both Dostoevsky’s and Sebald’s works. Dostoevsky’s depiction of mindset discrepancies in a rapidly modernizing Russia can be analyzed interms of multi-aspectivity. The theatricality of his characters demonstrates especially well Wittgenstein’s account of interiority's interrelatedness with overt public practices and codes. In Sebald’s Austerlitz, Wittgenstein’s notion of family resemblances is an aesthetic strategy within the novel. Visual tropes are most obviously present in Sebald's use of photography, and can partially be read as an ethical-aesthetic imperative of rendering pain visible. Tea Lobo's book contributes towards a non-Cartesian account of literary presentations of inner life based on Wittgenstein's thought.

W. G. Sebald’s celebrated masterpiece, “one of the supreme works of art of our time” (The Guardian), follows a man’s search for the answer to his life’s central riddle. “Haunting . . . a powerful and resonant work of the historical imagination . . . Reminiscent at once of Ingmar Bergman’s Wild Strawberries, Kafka’s troubled fables of guilt and apprehension, and, of course, Proust’s Remembrance of Things Past.”—Michiko Kakutani, The New York Times One of The New York Times’s 10 Best Books of the 21st Century • A Los Angeles Times, Entertainment Weekly, and New York Magazine Best Book of the Year Winner of the National Book Critics Circle Award, Koret Jewish Book Award, Independent Foreign Fiction Prize, and Jewish Quarterly Wingate Literary Prize A small child when he comes to England on a Kindertransport in the summer of 1939, Jacques Austerlitz is told nothing of his real family by the Welsh Methodist minister and his wife who raise him. When he is a much older man, fleeting memories return to him, and obeying an instinct he only dimly understands, Austerlitz follows their trail back to the world he left behind a half century before. There, faced with the void at the heart of twentieth-century Europe, he struggles to rescue his heritage from oblivion. Over the course of a thirty-year conversation unfolding in train stations and travelers’ stops across England and Europe, W. G. Sebald’s unnamed narrator and Jacques Austerlitz discuss Austerlitz’s ongoing efforts to understand who he is—a struggle to impose coherence on memory that embodies the universal human search for identity.