Representation, (Re)Mediation, and Curricular Forms: Multimodal Possibilities and Challenges for Curriculum Studies

Authors

  • Chloë Brushwood Rose York University

DOI:

https://doi.org/10.25071/1916-4467.31273

Abstract

Editorial introduction for JCACS Volume 8, Number 2.

Author Biography

Chloë Brushwood Rose, York University

Chloë Brushwood Rose is an Assistant Professor of Curriculum Theory in the Faculty of Education at York University. Her current research examines practices of multimedia storytelling and autobiography, with a particular emphasis on theories of aesthetic experience and psychoanalytic theories of learning. In particular, her current research explores how the digital stories of newcomer women, and the processes of their production, might function as transitional and transnational spaces that allow for the complex negotiation of multiple selves, times and places. Her scholarly work has appeared in several journal publications, including the International Journal of Leadership in Education, Canadian Journal of Learning and Technology, and Gender and Education, and she is co-author of "Policy Unplugged: Dis/connections between Technology Policy and Practice in Canadian Schools" (McGill-Queens University Press, 2007). She is co-editor of the Lambda short-listed anthology "Brazen Femme: Queering Femininity" (Arsenal Pulp Press, 2002) and is curator and author of a DVD compilation of video shorts and study guide for Video Out in Vancouver, entitled "Gender Currents" (2007). Chloё is a member of the Public Access Collective and Editorial Board, which publishes the journal PUBLIC (www.publicjournal.ca), and is co-editor of the Journal of the Canadian Association of Curriculum Studies (www.csse.ca/cacs/jcacs).

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Published

07-02-2011

How to Cite

Brushwood Rose, C. (2011). Representation, (Re)Mediation, and Curricular Forms: Multimodal Possibilities and Challenges for Curriculum Studies. Journal of the Canadian Association for Curriculum Studies, 8(2), 1–5. https://doi.org/10.25071/1916-4467.31273

Issue

Vol. 8 No. 2 (2011)

Section

Editorial

License

Creative Commons License
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