When Is the Teacher? Reflections on Life Writing, Social Fiction, and Film

Authors

  • Adrian McKerracher Visiting Post-Doctoral Fellow at Teachers College, Columbia University, with the Social Sciences and Humanities Research Council of Canada (SSHRC) Post-Doc Fellowship Program.
  • Anita Sinner Concordia University
  • Erika Hasebe-Ludt University of Lethbridge
  • Carl Leggo University of British Columbia
  • Shauna Rak McGill University
  • Claire Ahn University of British Columbia
  • Jana Boschee University of Lethbridge

DOI:

https://doi.org/10.25071/1916-4467.40305

Abstract

In this paper, seven Canadian curriculum researchers investigate and discuss life writing as a mode of educational inquiry and curricular theorizing through which educators can attend to the tensions and complexities of teaching and learning in a variety of curricular and pedagogical contexts. Drawing from their individual and collective research in creative methods of arts-based inquiry, they explore how life writing, with its multiple modalities between creative nonfiction, fiction, poetry, theatre arts, fine arts, and multimedia, can open up possibilities for researchers, teachers, and students to rethink and re-enact education as an inspiriting, heart-full, and empathetic endeavour.

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Published

25-11-2016

How to Cite

McKerracher, A., Sinner, A., Hasebe-Ludt, E., Leggo, C., Rak, S., Ahn, C., & Boschee, J. (2016). When Is the Teacher? Reflections on Life Writing, Social Fiction, and Film. Journal of the Canadian Association for Curriculum Studies, 14(1), 92–107. https://doi.org/10.25071/1916-4467.40305

Issue

Vol. 14 No. 1 (2016): Canadian Curriculum Studies: A Métissage of Polyphonic Textualities

Section

Provoking Curriculum as Pedagogical Imaginaries

License

Creative Commons License
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