Memories, Crossings, and Station Stops: Displaced Pasts into Present Teaching of Language and Art


  • Cynthia Marlene Morawski Faculty of Education University of Ottawa
  • Geneviève Cloutier University of Ottawa


narrative, teaching, language, arts, memory, place


Whether photographed from the missing pages of a summer day, or surrounded by the light of spectral clouds passing through a whisper, stories that provoke connections between person and place can be both powerful and inspiring in the recurring creation of teaching narratives. What happens when we, a professor and a doctoral student, come together to critically inquire into the displaced pasts of our present selves for future teachers of language and art? Which locations will we select? Where will our dialogue take us? We respond in a composition of poetry, prose, and image.

Author Biographies

Cynthia Marlene Morawski, Faculty of Education University of Ottawa

Cynthia Morawski, Professor in the Faculty of Education, University of Ottawa, received her Doctorate from Columbia University Teachers College in teaching and curriculum with a specialization in reading and language arts. Her research interests include teaching narratives, adolescent literacies, multimodald learning, learning differences, and poetics of memory work. She teaches both graduate and undergraduate courses in literacy, the arts, and children’s and young adult literature.

Geneviève Cloutier, University of Ottawa

Geneviève is a mother, artist, researcher, and teacher who received a bachelor of Media Arts from Emily Carr University of Art and Design. She is currently an on-call english/art teacher, a PhD student, and a Teaching and Research Assistant at the University of Ottawa. Her arts-based research interests include a/r/tography, literacy, contemporary art, and alternative education. She is also a member of Blink Art Collective in Ottawa, Ontario.




How to Cite

Morawski, C. M., & Cloutier, G. (2016). Memories, Crossings, and Station Stops: Displaced Pasts into Present Teaching of Language and Art. Journal of the Canadian Association for Curriculum Studies, 14(1), 55–74. Retrieved from



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