Growing Snowflakes—Unity in Difference




curriculum studies, metaphor, snow crystals, unity, diversity, sameness, difference, improvisation, adaptation, environment, relational pedagogy, meaning, well-being, arts-integrating inquiry, epistemology


An image of a snowflake adorns the cover of this issue. It also serves as a guiding metaphor for our editorial discussion. The twelve articles in this issue have been gathered over two years and come from varying perspectives on a variety of topics pertinent to the study of curriculum. Each article was developed using a distinct research practice. Like snowflakes, each article is unique, nuanced with individuality. And yet, like snowflakes, there are recognizable patterns that repeat across the articles of this issue. As we read about issues of colonial alienation of First Nation communities, COVID restrictions, financial literacy gaps and student distress, we observe recurring psychological and social processes. And these processes show fascinating parallels to the molecular dynamics of snow crystal formation! For example, we see the impact of the environment on the process of learning. We see the benefit of an interactive, adaptive, relational pedagogy centred on care. And we see the value of viewing things from a different perspective, through a different taxonomy. The metaphor of the snowflake shows us richness in diversity, and it also reminds us that a genuine conversation will reveal unity across difference.

Author Biographies

Holly Tsun Haggarty, Lakehead University

Holly Tsun Haggarty PhD is a scholartist and metaphysician. She engages many art forms as she studies how beliefs about reality and being inform the epistemological constructs that, in turn, inform knowledge systems such as curriculum or methodology. In addition to her work as a scholarly writer and editor, she joyfully offers her talents as an artist-educator to many institutions and organizations in her community.

Pauline Sameshima, Lakehead University

Pauline Sameshima is a professor at Lakehead University, Ontario, Canada. She is also an editor, curator, curriculum theorist, writer and artist with an interest in mobilizing research, learning across broad audiences and innovating university-community learning collaborations. Her professional interests include community-engaged research and arts integrated studies through the lenses of curriculum theory, cultural studies, reparative pedagogies, contemplative inquiry, feminist studies, social justice, applied health sciences and sustainability.


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How to Cite

Tsun Haggarty, H., & Sameshima, P. (2023). Growing Snowflakes—Unity in Difference . Journal of the Canadian Association for Curriculum Studies, 20(2-3), 1–8.