Post-Truth Simulacra: Inviting Mutable Meaning-Making

“Post-Truth Simulacra” is an artwork created to confront post-truth realities and constructions of meaning in response to the articles in this journal issue. An aerial photograph of Miami is used to depict the way humanity has fully operationalized the territory of the barrier islands. Various overlays are used to think about social theorist Jean Baudrillard’s precession of simulacra. Using the lens of Baudrillard's phases of representation from a pedagogical perspective, an analysis of meaning-making processes for each of the articles is discussed. The editorial recognizes the importance of place and autoethnography in the context of Canadian curriculum studies

La Réalisation de la résilience

This special issue contains select refereed conference proposal abstracts of presentations planned for the cancelled Canadian Society for the Study of Education (CSSE) conference at Western University May 30-June 4, 2020. The abstracts represent paper presentations, round tables, symposia and panel presentations from the Canadian Association for Curriculum Studies (CACS) and CACS’ special interest groups including: the Arts Researchers and Teachers Society (ARTS), the Canadian Critical Pedagogy Association (CCPA), the Science Education Research Group (SERG), the Language and Literacy Researchers of Canada (LLRC), and the Regroupement pour l’étude de l’éducation francophone en milieu minoritaire (RÉÉFMM).Ce numéro spécial contient des résumés des propositions de conférence arbitrées sélectionnés des présentations prévues pour la conférence annulée de la Société canadienne pour l'étude de l'éducation (SCÉÉ) à l'Université Western du 30 mai au 4 juin 2020. Les résumés représentent des présentations sur papier, des tables rondes, des symposiums et des présentations de panel de l'Association canadienne pour l’étude du curriculum (ACÉC) et des groupes d'intérêt spéciaux de l’ACÉC, notamment : la Société des chercheurs/chercheuses et des enseignants/enseignantes des arts (SCEA/«ARTS»), l’Association canadienne de la pédagogie critique (ACPC/«CCPA»), le Groupement des recherches en éducation et des sciences (GRÉS/«SERG»), l’Association canadienne des chercheurs en langue et littératie (ACCLL/«LLRC») et le Regroupement pour l'étude de l'éducation francophone en milieu mineur (RÉÉFMM)

Creuser des puits, deviner un programme d'espoir face aux fidélités glissantes

Joanna Macy (2009) suggests that a shift toward a life-sustaining civilization includes reassessing values and relooking at perceptions of reality. In this editorial, the metaphor of divining is used to explain the creation of hope in the grief-filled epoque of the Chthulucene. Authors in this issue collectively ask: How do we live together? How do we see the world? How do we make meaning? How do we tell truths? How do we make a better world? Imagination is the self and the world merging and emerging, entanglements of making that challenge our commitments and obligations as researchers. As we conduct research, we are constructing new life worlds, dreaming and shaping futures. In this editorial, I’m thinking about hope, of metaphorically digging wells, committing to the difficult work of moving through layers of barriers toward the originary whys, and knowing there are multiple truths and needs. In this process we can come to places of relation, understanding, self- and world-healing.Joanna Macy (2009) suggère qu'un changement vers une civilisation qui soutient la vie comprend la réévaluation des valeurs et la relecture des perceptions de la réalité. Dans cet éditorial, la métaphore de la devination s’utilise pour expliquer la création de l'espoir à l'époque remplie de chagrin du Chthulucène. Les auteurs de ce numéro demandent collectivement : Comment vivons-nous ensemble? Comment voyons-nous le monde? Comment faire du sens? Comment pouvons-nous dire des vérités? Comment créer un monde meilleur? L'imagination est le moi et le monde qui fusionnent et émergent, des enchevêtrements de faire qui défient nos engagements et nos obligations en tant que des chercheuses et des chercheurs. Alors que nous menons des recherches, nous construisons de nouveaux mondes de vie, rêvons et façonnons des futurs. Dans cet éditorial, je pense à l'espoir, à creuser métaphoriquement des puits, à m'engager au travail difficile de franchir des couches de barrières vers le pourquoi originel et à savoir qu'il existe de multiples vérités et besoins. Dans ce processus, nous pouvons arriver à des lieux de relation, de compréhension, de guérison de soi et du monde

unFIX Me in the Red: Re/collections and Re/novations

In ruminating on authors’ contributions in this issue, Wiebe’s 2014 video, Curricular Fixations and Poetic Tactics, is used as an anchor to consider the limitations of official and Tylerian curriculum, thought of as infrastructure. The need for reconstructing meanings, deliberating ideas, and reflecting in solitude are suggested as means to unfix ourselves from the comforts of canonized bodies of knowledge which eliminate difference and confine possibilities

Weaving Vocabularies and Counterpoint in Canadian Curriculum Studies

The focus on Canadian curriculum landscapes in this issue is imaginatively re-formed through playing with a composite digital artwork and a poem created from photographs and text taken from the current issue's submissions. The metaphor of a personal métissage through time by weaving threads from JCACS' first issue through to the current issue is used to describe the verdant terra of Canadian curriculum studies

Le sous-bois de base : un curriculum de l’inter-relationnel

This editorial is an inquiry into the curriculum of interrelation. In preparation of the articles for this issue, I was struck by the spiritual, ecological, and genealogical resonances in the complex search for meaning. My makings invite you on a thread that networks here and there in a synaptic ontological question of re-storing experience in the languages we know. Through reverence, restoration, reflection and reparation, how might we find grace in the curriculum of learning life? What is the understory of education?Cet éditorial est une enquête sur un curriculum de l’interrelationnel. En préparant les articles de ce numéro, j’étais saisie par les résonances spirituelles, écologiques et généalogiques dans la recherche de signification. Je défile des questions ontologiques ici. Je demande si, par révérence, restauration, réflexion et réparation, nous pouvons trouver de la grâce dans le curriculum de vie. Aussi, quel est le sous-bois de l’éducation

Geração de si mesmo: catequeses na poesia

As a means to develop Canadian economic security, more attention in the last decade has been given to supporting the creative economy and building Canadian creative capacity. One of the stumbling blocks to nurturing the growth of creativity is the popular belief that creativity is innate. Research refutes this dated notion; What is lacking are explanations of strategies and pedagogical practices for researchers and learners to engage in, to enable them to begin to see themselves as creative. This paper focuses on the procedural steps and possibilities of a creative process called the Catechization Process. This work stems from the Parallaxic Praxis Model wherein investigations take place through arts-making. In this explanation, We share seven response poems created in the Catechization Process to theorize the imaginative space of producing knowledge through creative inquiry. When researchers can imagine themselves as creative and experimenting with new strategies for generating new ideas, their work will open new possibilities for understanding. Neste artigo, os autores ilustram como os sujeitos criativos podem usar um aspecto específico do modelo Praxis Parallaxic da PaulineSameshima, o “Processo de Catequização”. Eles descrevem os passosprocessuais e as possibilidades de catequese, um processo que a Sameshima desenvolveu para promover o significado e a geração de criatividade na pesquisa. O processo beneficia sujeitos criativos em vários campos e pode ser aplicado sempre que as investigações ocorrem por meio da criação em artes. Nesta explicação, os autores compartilham sete poemas de resposta criados no Processo de Catequização para teorizar o espaço imaginativo de produzir conhecimento por meio da investigação. Quando pesquisadores podem se imaginar como sujeitos criativos e experimentam mais estratégias para gerar novas ideias, seu trabalho abre novas possibilidades de compreensão

Engajamento acadêmico através do fazer: uma resposta ao livro Pesquisa e Ensino baseados nas artes e nas práticas Contemplativas

This paper describes the intent, rationale, and processes of using an arts integrated contemplative research framework to review, engage, and respond to the book Arts-based Contemplative Practices in Research and Teaching (Walsh, Bickel, & Leggo, 2014). Weimagine possibilities for reviewing, responding, analyzing data, and engaging with scholarship through arts integrated contemplative, reparative models that involve metaphor and making. We offer how this review was conducted through a reparative model of “making love” as contemplative mindful research. We advocate mindfulness as a thriving practice that allows individuals to increase attentional awareness, providing a means of mediating generative and creative meaning-making within the interaction space between the self and experience.Este artigo reconstrói a revisão do livro acadêmico ao responder a “Pesquisa e Ensino baseados nas artes e nas Práticas Contemplativas”, editado por Walsh, Bickel e Leggo, em 2014, um texto rico e sagazmente pensado que informará o futuro do campo simbiótico das artes e práticas contemplativas no currículo. Os autores respondem à antologia através da Praxis Parallaxic, um modelo de pesquisa que desencadeia abordagens artísticas contemplativas que a equipe usou especificamente para enfrentar os desafios contemporâneos de tempo, atenção e conexão. O livro reestrutura as possibilidades de aprendizagem dentro do espaço interativo entre o sujeito e a experiência e, por sua vez, ilustra o engajamento acadêmico por meio da realização de uma prática sustentável e deliberada de ações contemplativas e críticas