Growing Snowflakes—Unity in Difference

Authors

DOI:

https://doi.org/10.25071/1916-4467.40880

Keywords:

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

Abstract

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.

References

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Libbrecht, K. G. (n.d.). SnowCrystals.com: Your online guide to snowflakes, snow crystals, and other ice phenomena. http://snowcrystals.com

Libbrecht, K. G. (2021). Snow crystals: A case study in spontaneous structure formation. Princeton University Press. DOI: https://doi.org/10.1515/9780691223629

Moules, N. J., McCaffrey, G., Field, J. C., & Laing, C. M. (2015). Conducting hermeneutic research: From philosophy to practice. Peter Lang. DOI: https://doi.org/10.3726/978-1-4539-1473-1

Noddings, N. (2005). The challenge to care in schools: An alternative approach to education (2nd ed.). Teachers College Press.

Pinar, W. (1974). Currere: Toward reconceptualization. In J. Jelinek (Ed.). Basic problems in modern education (pp. 147‐171). Arizona State University.

This is an image of a twelve-branched snowflake. The branches radiate around the hexagonal centre like the hands of a clock. The snowflake is placed on a translucent blue-mauve background and the crystalline branches reflect hues of pink and light blue.

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Published

31-12-2023

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. https://doi.org/10.25071/1916-4467.40880

Issue

Vol. 20 No. 2-3 (2023)

Section

Editorial

License

Copyright (c) 2023 Dr. Holly Tsun Haggarty, Dr. Pauline Sameshima

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