Homi Bhabha and Canadian Curriculum Studies: Beyond the Comforts of the Dialectic

Auteurs-es

  • Ingrid Johnston University of Alberta
  • George Richardson University of Alberta

DOI :

https://doi.org/10.25071/1916-4467.35439

Mots-clés :

Homi Bhabha, cultural difference, hybridity, third space, Canadian curriculum studies, social studies education, English language arts education, teacher education

Résumé

In this article we consider the potential for the work of the postcolonial theorist, Homi Bhabha, to engage us in important reflections on Canadian curriculum studies. Drawing on Bhabha’s writings and interviews, we offer possibilities for ways in which his concepts of cultural difference, hybridity, and the third space, could influence English language art education, social studies education and teacher education.

Bibliographies de l'auteur-e

Ingrid Johnston, University of Alberta

Ingrid Johnston is a professor in English language arts and curriculum studies in the department of Secondary Education, and Associate Dean in the Faculty of Graduate Studies and Research at the University of Alberta.

George Richardson, University of Alberta

George Richardson is an Associate Professor in Social studies Education and curriculum studies in the Department of Secondary Education, and Associate Dean International in the Faculty of Education at the University of Alberta.

Téléchargements

Publié-e

2012-07-17

Comment citer

Johnston, I., & Richardson, G. (2012). Homi Bhabha and Canadian Curriculum Studies: Beyond the Comforts of the Dialectic. La Revue De l’association Canadienne Pour l’étude De Curriculum , 10(1), 115–137. https://doi.org/10.25071/1916-4467.35439

Numéro

Vol. 10 No. 1 (2012)

Rubrique

Curriculum Lives

Licence

Creative Commons License
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