Symposium: Emerging Perspectives on the Internationalization of Curriculum Studies

Authors

  • Ashwani Kumar Mount Saint Vincent University Halifax, Canada
  • Susan M. Brigham Mount Saint Vincent University
  • Adrian M. Downey University of New Brunswick
  • Amélie Lemieux Mount Saint Vincent University
  • Mohamed Kharbach Mount Saint Vincent University
  • Bonnie Petersen Mount Saint Vincent University
  • Sean Wiebe University of Prince Edward Island

DOI:

https://doi.org/10.25071/1916-4467.40516

Keywords:

internationalization of curriculum studies, colonialism, ideology, neoliberalism, Indigenous, autobiography, meditative inquiry

Abstract

This symposium is concerned with understanding the forces that shape and influence curriculum in international contexts. The study of curriculum in international contexts reveals the insidious impacts of colonial, ideological and neoliberal influences on contemporary curriculum development in a variety of geo-cultural, political and economic contexts (Kumar, 2019). Four theoretical responses—Indigenous, critical, autobiographical and meditative—that provide thoughtful perspectives to challenge these negative influences will be explored in the symposium. The impact of intellectual movements such as Marxism and postmodernism on curriculum theory in varied political and economic settings will also be underscored. The symposium invites and initiates a complicated conversation around the internationalization of curriculum studies by inviting panelists from posthuman, Indigenous, black feminist, critical discursive and foundational perspectives to respond to the aforementioned colonial, ideological and neoliberal influences on curriculum development.

Author Biographies

Ashwani Kumar, Mount Saint Vincent University Halifax, Canada

Ashwani Kumar is an Associate Professor at Mount Saint Vincent University, where he teaches and conducts research in fields of curriculum studies, holistic education, and philosophy of education. He is the author of Curriculum As Meditative Inquiry (2013) and Curriculum in International Contexts: Understanding Colonial, Ideological, and Neoliberal Influences (2019).

Susan M. Brigham, Mount Saint Vincent University

Susan M. Brigham, PHD is Full Professor in the Faculty of Education at Mount Saint Vincent University (MSVU). Her research interests include adult education, higher education, immigration, critical theories, and arts-informed research methods. Susan has conducted research and presented her work in North America, the Caribbean, Africa, Asia, and Europe.

Adrian M. Downey, University of New Brunswick

Adrian M. Downey is a Mi’kmaw PhD Candidate at the University of New Brunswick, Fredericton. He holds undergraduate degrees from Bishop’s University in music and education and a Master of Arts in Education focused in curriculum theory from Mount Saint Vincent University. His dissertation work is focused on death education.

Amélie Lemieux, Mount Saint Vincent University

Amélie Lemieux, PhD, is an Assistant Professor of Literacy and Technology at the Faculty of Education of Mount Saint Vincent University, Nova Scotia, Canada. Her research interests include maker education and literacy development informed by new materialist and posthumanist perspectives. A Lieutenant-Governor’s Medal Recipient (Quebec) for academic excellence and community engagement, she received SSHRC and FRQSC funding to investigate digital literacy practices, working with adolescents and teachers, by documenting literacy event processes using mapping and arts-based methodologies.

Mohamed Kharbach, Mount Saint Vincent University

Mohamed Kharbach is a PhD candidate in Mount Saint Vincent University in Halifax, Canada. His doctoral research centers on the critical analysis of the discourse of ISIS textbooks. Mohamed has presented his academic work in various conferences at both national and international level. He is also a junior affiliate with the Canadian Network for Research on Terrorism, Security, and Society .

Bonnie Petersen, Mount Saint Vincent University

Bonnie Petersen grew up in Halifax, NS, and worked for many years as a teacher and educator in the UK at colleges for 16-25 year olds experiencing social, behavioural, or learning difficulties. Now living again in Nova Scotia, Bonnie is currently a student in the Phd (education) program at Mount Saint Vincent University, exploring the fundamentals of teaching, learning, and experiential education

Sean Wiebe, University of Prince Edward Island

Sean Wiebe is a Professor of Education at the University of Prince Edward Island, teaches courses in multiliteracies, curriculum theory, and critical pedagogy. He has been the principal investigator on four Canadian Social Sciences and Humanities Research Council funded projects exploring the intersections of creativity, the creative economy, language and literacies, and arts informed inquiries. His current grant, based on findings generated from multiple sites across Canada, investigates how establishing a creative ethos in schools might support teachers as contributors to Canada’s creative economy.

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Published

27-06-2020

How to Cite

Kumar, A., Brigham, S. M., Downey, A. M., Lemieux, A., Kharbach, M., Petersen, B., & Wiebe, S. (2020). Symposium: Emerging Perspectives on the Internationalization of Curriculum Studies. Journal of the Canadian Association for Curriculum Studies, 18(1), 28–30. https://doi.org/10.25071/1916-4467.40516

Issue

Vol. 18 No. 1 (2020)

Section

Curricular and Pedagogical Provocations

License

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