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020 _a9789460910012
_q(electronic book)
020 _z9789087909994
_q(print)
024 7 _a10.1163/9789460910012
_2DOI
035 _z(OCoLC)480591149
040 _aNL-LeKB
_cNL-LeKB
_erda
050 4 _aLB1564.C3
072 7 _aJN
_2bicssc
072 7 _aEDU
_x000000
_2bisacsh
082 0 4 _a375.001
_223
245 0 0 _aBeyond 'Presentism' :
_ba Re-imagining the Historical, Personal, and Social Places of Curriculum /
_cEdited by James Nahachewsky; Ingrid Johnston.
246 3 _aRe-imagining the Historical, Personal, and Social Places of Curriculum
264 1 _aLeiden;
_aBoston :
_bBrill | Sense,
_c2009.
300 _a1 online resource
336 _atext
_btxt
_2rdacontent
337 _aunmediated
_bn
_2rdamedia
338 _aonline resource
_2rdacarrier
490 1 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
505 0 0 _aPreliminary Material /
_rJames Nahachewsky and Ingrid Johnston -- Serah’s Song: Lessons for Dancing with History and Culture in Curriculum Studies /
_rDavid Blades -- The Chronotope of School: Students Negotiating Identities in The Social and Cultural Time/Space of an Urban High School /
_rIngrid Johnston and Jennifer Tupper -- The Curricular Problem of Indigenousness: Colonial Frontier Logics, Teacher Resistances, and The Acknowledgment of Ethical Space /
_rDwayne Trevor Donald -- Mirrors and Windows: Seeing Ourselves and Others Through Dual-Language Reading /
_rRahat Naqvi -- Getting To The Roots: Rethinking Canadian Forests as Curriculum /
_rPariss Garramone -- The Historical, Philosophical and Sociological Foundations That Contribute To The Institutionalization of Homophobia In Canadian Catholic Schools /
_rTonya 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 /
_rRobert Christopher Nellis -- Inhabiting The Hyphenated Spaces of Alienation And Appropriation: Currere, Language, and Postcolonial Migrant Subjectivities /
_rNicholas Ng-A-Fook -- Imagined Communities, Real Borders: Curriculum And The Complex Politics Of National Identity Construction In Western Canada /
_rG. H. Richardson -- Using Image as a Way Into a Knowledge Domain /
_rSuzanne De Froy -- Seeking the “Inter”: Contextualizing, Contesting And Reconceptualizing Internationalization of Curriculum /
_rKumari V. Beck -- Sound and Fury: Studied Response(S) of Curriculum and Classroom in Digital Times /
_rJames Nahachewsky and David Slomp -- Author Bios /
_rJames Nahachewsky and Ingrid Johnston -- Index /
_rJames Nahachewsky and Ingrid Johnston.
520 _aPrecisely 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.
588 _aDescription based on print version record.
650 0 _aEducation
_xCurricula
_xCanada.
650 0 _aCurriculum change
_xCanada.
700 1 _aNahachewsky, James,
_eeditor.
700 1 _aJohnston, Ingrid,
_eeditor.
776 0 8 _iPrint version:
_tBeyond 'Presentism': Re-imagining the Historical, Personal, and Social Places of Curriculum,
_dLeiden Boston : Brill | Sense, 2009
_w9789087909994
830 0 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856 4 _zDOI:
_uhttp://dx.doi.org/10.1163/9789460910012
999 _c14627
_d14627