Weaving Vocabularies and Counterpoint in Canadian Curriculum Studies

Pauline Sameshima


The focus on Canadian curriculum landscapes in this issue is imaginatively re-formed through playing with a composite digital artwork and a poem created from photographs and text taken from the current issue's submissions. The metaphor of a personal métissage through time by weaving threads from JCACS' first issue through to the current issue is used to describe the verdant terra of Canadian curriculum studies.


Canadian curriculum studies, métissage, counterpointed compositions, poetry, conversations, art

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