Preliminary Material / James Nahachewsky and Ingrid Johnston -- Serah’s Song: Lessons for Dancing with History and Culture in Curriculum Studies / David Blades -- The Chronotope of School: Students Negotiating Identities in The Social and Cultural Time/Space of an Urban High School / Ingrid Johnston and Jennifer Tupper -- The Curricular Problem of Indigenousness: Colonial Frontier Logics, Teacher Resistances, and The Acknowledgment of Ethical Space / Dwayne Trevor Donald -- Mirrors and Windows: Seeing Ourselves and Others Through Dual-Language Reading / Rahat Naqvi -- Getting To The Roots: Rethinking Canadian Forests as Curriculum / Pariss Garramone -- The Historical, Philosophical and Sociological Foundations That Contribute To The Institutionalization of Homophobia In Canadian Catholic Schools / Tonya D. Callaghan -- A Cleanliness Far From “Godliness”: Farewell Oak Street, Toronto’s Regent Park Public Housing Project, And A Space’s Hauntingly Persistent Curriculum Of Hygienic Modernization / Robert Christopher Nellis -- Inhabiting The Hyphenated Spaces of Alienation And Appropriation: Currere, Language, and Postcolonial Migrant Subjectivities / Nicholas Ng-A-Fook -- Imagined Communities, Real Borders: Curriculum And The Complex Politics Of National Identity Construction In Western Canada / G. H. Richardson -- Using Image as a Way Into a Knowledge Domain / Suzanne De Froy -- Seeking the “Inter”: Contextualizing, Contesting And Reconceptualizing Internationalization of Curriculum / Kumari V. Beck -- Sound and Fury: Studied Response(S) of Curriculum and Classroom in Digital Times / James Nahachewsky and David Slomp -- Author Bios / James Nahachewsky and Ingrid Johnston -- Index / James Nahachewsky and Ingrid Johnston.

Precisely titled, this powerful collection constitutes a “chronotope,” an erudite enactment of interstices within and among historical time, spiritual place, and political culture, a recollection focused forward to those “hybrid” generations (in Canadian classrooms) whose frontier is haunted by forts populated by not always their ancestors, inscribed in their national, regional, aboriginal identities. Homophobic, hygienic, the curriculum is always already inhabited by the language of the Other, propelling us toward “post-post” being, forested in difference, rooted in images, refracted through mirrors and windows. In constructing this crucial collage of decolonization, the contributors summon us to study with them the place we inhabit. WILLIAM F. PINAR, Professor and Canada Research Chair, Department of Curriculum and Pedagogy, University Of British Columbia, Canada.

Description based on print version record.