Book Review: Erika Hasebe-Ludt & Carl Leggo. (Eds.) Canadian Curriculum Studies: A Métissage of Inspiration/Imagination/Interconnection. Toronto: Canadian Scholars (2018). 319 pp. $54.95 (paperback). (ISBN 978-1-77338-055-1).
Keywords:
Curriculum theory, Message, Canadian Curriculum, Provoking CurriculumAbstract
A review of Book Review: Erika Hasebe-Ludt & Carl Leggo. (Eds.) Canadian Curriculum Studies: A Métissageof Inspiration/Imagination/Interconnection. Toronto: Canadian Scholars (2018). 319 pp. $54.95 (paperback). (ISBN 978-1-77338-055-1).
References
Chambers, C. (1999). A topography for Canadian curriculum theory. Canadian Journal of Education, 24(2), 137150.
Ng-A-Fook, N. & Rottmann, J. (Eds.). (2012). Reconsidering Canadian curriculum studies: Provoking historical, present, and future perspectives. Palgrave MacMillan. DOI 10.1057/9781137008978
Ng-A-Fook, N., Ibrahim, A., & Reis, G. (Eds.). (2016). Provoking curriculum studies: Strong poetry and arts of the possible in education. Routledge. ISBN: 978-1-315-73862-8
Pinar, W. F. (1975). Currere: Toward reconceptualization. In Curriculum theorizing: The reconceptualists (pp. 396-414). McCutchan Publishing. ISBN: 0821115138
Pinar, W. F. (2011). The character of curriculum studies: Bildung, currere, and the recurring question of the subject. Palgrave Macmillan. DOI 10.1057/9781137015839
Pitt, A., & Britzman, D. (2003). Speculations on qualities of difficult knowledge in teaching and learning: An experiment in psychoanalytic research. International Journal of Qualitative Studies in Education, 16, 755776. DOI: 10.1080/09518390310001632135
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