Provoking Curriculum as Relational Ecologies: Frontispiece

Auteurs-es

  • Darlene E St Georges Concordia University

DOI :

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

Mots-clés :

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

Résumé

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."

Biographie de l'auteur-e

Darlene E St Georges, Concordia University

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

Téléchargements

Publié-e

2016-11-25

Comment citer

St Georges, D. E. (2016). Provoking Curriculum as Relational Ecologies: Frontispiece. La Revue De l’association Canadienne Pour l’étude De Curriculum , 14(1), 6–7. https://doi.org/10.25071/1916-4467.40301

Numéro

Vol. 14 No. 1 (2016): Études curriculaires canadiennes : un métissage de textualités polyphoniques

Rubrique

Provoking Curriculum as Relational Ecologies

Licence

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.