Provoking Curriculum as Relational Ecologies: Frontispiece

Authors

  • Darlene E St Georges Concordia University

DOI:

https://doi.org/10.25071/1916-4467.40301

Keywords:

provoking curriculum, relational ecologies, arts-integrated research, poetic inquiry

Abstract

This arts-integrated work, "Life Lines," reflects one of the sub-themes -- Provoking Curriculum as Relational Ecologies -- of this special issue of JCACS. The theme and title of this special issue is "Canadian Curriculum Studies: A Métissage of Polyphonic Textualities."

Author Biography

Darlene E St Georges, Concordia University

Darlene St. Georges, PhD Candidate with Concordia University. Part-time faculty in Art Education.

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Published

25-11-2016

How to Cite

St Georges, D. E. (2016). Provoking Curriculum as Relational Ecologies: Frontispiece. Journal of the Canadian Association for Curriculum Studies, 14(1), 6–7. https://doi.org/10.25071/1916-4467.40301

Issue

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

Section

Provoking Curriculum as Relational Ecologies

License

Creative Commons License
Copyright for work published in JCACS belongs to the authors. All work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International license.