Titlebook: Reconsidering Canadian Curriculum Studies; Provoking Historical Nicholas Ng-A-Fook,Jennifer Rottmann Book 2012 Palgrave Macmillan, a divisi

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Auto/ethno/graphy as Continental Driftwork: A Fragile Weathering of Icebergs Drifting and Stories Shetimes a storybook becomes an event. A story happens as a geographical event. As a teacher of English Language Arts, I want to engage the reader in the story of . (Takamado 1998) as geoliteracy. as eco-literacy.—as .—drawing from a teaching life as auto/ethno/graphy, and from a teaching praxis withi

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Forts, Curriculum, and Ethical Relationalityod. What is at stake indenoting uncommonness in our curricular considerations? My concern isthat the condition of being “uncommon” might be misunderstood as affiliated with celebrations of diversity, difference, and cosmopolitanism that sometimes operate in an axiological void, and thus provide little meaningful guidance on how to proceed.

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Educational Rights Language Rights and Rights to a Plural Education981 when Senator S. I. Hayakawa brought this issue before Congress, introducing—without any success—a constitutional amendment to make English official (Crawford 1992). I open with a very brief overview of the progress on linguistic human rights since the end of World War I, and how they address education.

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