Homi Bhabha and Canadian Curriculum Studies: Beyond the Comforts of the Dialectic

Ingrid Johnston, George Richardson

Abstract


In this article we consider the potential for the work of the postcolonial theorist, Homi Bhabha, to engage us in important reflections on Canadian curriculum studies. Drawing on Bhabha’s writings and interviews, we offer possibilities for ways in which his concepts of cultural difference, hybridity, and the third space, could influence English language art education, social studies education and teacher education.

Keywords


Homi Bhabha; cultural difference; hybridity; third space; Canadian curriculum studies; social studies education; English language arts education; teacher education

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