This important collection addresses the current state of curriculum studies in Canada. It is divided into three parts, focusing respectively on social identities, cultural perspectives, and Indigenous and environmental perspectives. With contributors from universities across Canada, and with topics ranging from the incorporation of Indigenous knowledge to political freedom in the classroom, from sex education to the practice of close writing, Contemporary Studies in Canadian Curriculum is an invaluable exploration of the principles and practices of curriculum theory.

Contemporary Studies in Environmental and Indigenous Pedagogies: A Curricula of Stories and Place. Our book is a compilation of the work of experienced educational researchers and practitioners, all of whom currently work in educational settings across North America. Contributors bring to this discussion, an enriched view of diverse ecological perspectives regarding when and how contemporary environmental and Indigenous curriculum figures into the experiences of curricular theories and practices. This work brings together theorists that inform a cultural ecological analysis of the environmental crisis by exploring the ways in which language informs ways of knowing and being as they outline how metaphor plays a major role in human relationships with natural and reconstructed environments. This book will be of interest to educational researchers and practitioners who will find the text important for envisioning education as an endeavour that situates learning in relation to and informed by an Indigenous Environmental Studies and Eco-justice Education frameworks. This integrated collection of theory and practice of environmental and Indigenous education is an essential tool for researchers, graduate and undergraduate students in faculties of education, environmental studies, social studies, multicultural education, curriculum theory and methods, global and comparative education, and women’s studies. Moreover, this work documents methods of developing ways of implementing Indigenous and Environmental Studies in classrooms and local communities through a framework that espouses an eco-ethical consciousness. The proposed book is unique in that it offers a wide variety of perspectives, inviting the reader to engage in a broader conversation about the multiple dimensions of the relationship between ecology, language, culture, and education in relation to the cultural roots of the environmental crisis that brings into focus the local and global commons, language and identity, and environmental justice through pedagogical approaches by faculty across North America who are actively teaching and researching in this burgeoning field.

In 1867, Canada’s federal government became responsible for the education of Indigenous peoples: Status Indians and some Métis would attend schools on reserves; non-Status Indians and some Métis would attend provincial schools. The system set the stage for decades of broken promises and misguided experiments that are only now being rectified in the spirit of truth and reconciliation. Knowing the Past, Facing the Future traces the arc of Indigenous education since Confederation and draws a road map of the obstacles that need to be removed before the challenge of reconciliation can be met. This insightful volume is organized in three parts. The opening chapters examine colonial promises and practices, including the treaty right to education and the establishment of day, residential, and industrial schools. The second part focuses on the legacy of racism, trauma, and dislocation, and the third part explores contemporary issues in curriculum development, assessment, leadership, and governance. This diverse collection reveals the possibilities and problems associated with incorporating Traditional Knowledge and Indigenous teaching and healing practices into school courses and programs.

This volume highlights lived experiences, personal inspirations and motivations, which have generated scholarship, and influenced the research and teaching of scholars in the field of curriculum studies. Offering contributions from new, established and experienced scholars, chapters foreground the ways in which the authors have been influenced by the mentorship and work of others, by personal challenges, and by the contexts in which they live and work. Chapters also illustrate how scholars have engaged in variety of methodological and autobiographical processes including narrative and poetic inquiry, autoethnography and visual arts research. Through a range of contributions, the book clarifies the origins and legacy of contemporary curriculum studies and in doing so, provides inspiration for beginning scholars and academics as they continue to find their voices in academic communities. Offering rich insight into the experiences and scholarship of a wide range of scholars, this volume will be of interest to students, scholars and researchers with an interest in curriculum studies, as well as educational research and methodologies more broadly.

Comprised of chapters written by established Canadian curriculum scholars as well as junior scholars and graduate students, this collection of essays provoke readers to imagine the different ways in which educational researchers can engage the narrative inquiry within the broader field of curriculum studies.

This timely edited collection asks bold and urgent questions about the complexity, culture, and character of curriculum studies in Canada. Featuring 30 original chapters and 21 short invocations, this volume includes works by both established and new scholars, illustrating the wide range of cutting-edge writing in this area. Weaving together personal essays, poetry, life writing, and other arts-based inquiry modes, Canadian Curriculum Studies highlights the creative, performative, interactive, and imaginative nature of this field. The contributors were asked to provoke conceptions and understandings of curriculum studies by examining their convictions, commitments, and challenges with/in this discipline. By bringing together diverse indigenous and non-indigenous scholarship, the editors invoke the concept of métissage, which is finding a growing resonance both in Canada and abroad. Exploring the idea of curriculum studies as an interdisciplinary field across transnational contexts, this rich text is well-suited to senior undergraduate and graduate courses in curriculum studies and qualitative educational research.