Abstract
I begin with reference to the conference theme that inspired this chapter: “An Uncommon Countenance: Provoking Past, Present, and Future Perspectives within Canadian Curriculum Studies.” I find the concept of “an uncommon countenance” as suggested by William Pinar (2008)and subsequently picked up by the conference organizers, to be an extremely important, timely, and a provocative problématique for us as curriculum scholars to engage with together. However, I’m also simultaneously curious and cautious about how the suggestion of an “uncommon countenance” for Canadian curriculum is interpreted and understood. What is at stake indenoting uncommonness in our curricular considerations? My concern isthat the condition of being “uncommon” might be misunderstood as affiliated with celebrations of diversity, difference, and cosmopolitanism that sometimes operate in an axiological void, and thus provide little meaningful guidance on how to proceed.1
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© 2012 Nicholas Ng-A-Fook and Jennifer Rottmann
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Donald, D. (2012). Forts, Curriculum, and Ethical Relationality. In: Ng-A-Fook, N., Rottmann, J. (eds) Reconsidering Canadian Curriculum Studies. Curriculum Studies Worldwide. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137008978_3
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DOI: https://doi.org/10.1057/9781137008978_3
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