Where Are We? Finding a Canadian Curriculum

Authors

DOI:

https://doi.org/10.25071/1916-4467.40915

Keywords:

Canadian curriculum, equity, diversity, inclusion, decolonization, reconciliation, ethical relationships

Abstract

This issue defines a Canadian curriculum amid political pressures and colonial legacies, emphasizing ongoing relational and experiential processes that foreground equity, diversity, inclusion and decolonization. Rather than treating curriculum as static content, contributors emphasize curriculum-as-encounter—approaching curriculum in ways that value ethical relationships, sustained engagement with colonial histories and the integration of Indigenous ways of knowing. Authors in this issue advocate for the unsettling of normalized settler colonial structures, and they invite new ways of living together in Canada. By upholding ethical responsibility, place and people, this issue advances a complex vision for Canadian curriculum rooted in reconciliation and authentic engagement.

Author Biographies

Pauline Sameshima, Lakehead University

Pauline Sameshima serves as Full Professor at Lakehead University, Ontario, Canada. She is 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.

Carol Lee, University of Ottawa

Carol Lee obtained her PhD from the Faculty of Education, at the University of Ottawa. She currently serves as Assistant Editor with the Journal of the Canadian Association for Curriculum Studies (JCACS). She has also been the Editor-In-Chief (English) of the University of Ottawa's education JOURNAL de l’éducation, a graduate student journal for the Faculty of Education. Prior to her doctoral studies, Carol worked as a writer, editor, training developer and documentation manager in the private high-tech sector. She is also a poet and a mother.

Holly Tsun Haggarty, Lakehead University

Holly Tsun Haggarty, PhD, polyglot, enjoys engaging and interacting with languages (and their speakers). She creates, learns and teaches with diverse media, including poetry, dance and photomontage. She integrates the arts into all her scholarly, philosophic projects. Holly has served as Managing Editor of the Journal of the Canadian Association for Curriculum studies since 2015. When not at her desk, she might be out playing with her many grandchildren.

Cindy Erasmus explaining Tlicho (Dogrib) dictionary at Tree of Peace Annual General Assembly at Latham Island Community Centre in Yellowknife.

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Published

20-06-2025

How to Cite

Sameshima, P., Lee, C., & Tsun Haggarty, H. (2025). Where Are We? Finding a Canadian Curriculum. Journal of the Canadian Association for Curriculum Studies, 21(2), 1–4. https://doi.org/10.25071/1916-4467.40915

Issue

Vol. 21 No. 2 (2024)

Section

Editorial

License

Copyright (c) 2025 Pauline Sameshima; Carol Lee, Holly Tsun Haggarty

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International 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.