A Topography for Canadian Curriculum Theory

Canada—as a place—is often absent from the topography of curriculum theorizing. Looking to Canadian literature that explores the themes of survival and alienation/ victimization within a varied and demanding physical, imaginary, and sociopolitical landscape, this article presents four challenges to Canadian curriculum theorists: to create curriculum languages and genres that name the sociopolitical, geophysical, and imagina- tive landscape in which Canadians live now, as well as the landscapes of the past and the future; to turn to Canadian scholars, indigenous languages, and traditions for that language and those genres; to seek new interpretive tools for understanding what it means to be Canadian and what Canadians might become in the 21st century; and, finally, to create curriculum theory that is written at home but works on behalf of everyone. Le Canada — en tant que lieu — est souvent absent de la topographie des theories sur les  programmes scolaires. Analysant des documents canadiens qui explorent les themes de la survie et de l’alienation ou de la victimisation, l’auteure presente quatre defis aux theoriciens canadiens des programmes scolaires : creer des genres et des langages quitiennent compte du paysage sociopolitique, geophysique et imaginaire dans lequel vivent les Canadiens; trouver ce langage chez les chercheurs canadiens ainsi que dans les langues vernaculaires et les traditions; chercher de nouveaux outils d’interpretation pour com-prendre ce que signifie le fait d’etre Canadien et ce que les Canadiens pourraient devenire au XIX siecle; en somme, creer une theorie des programmes scolaires qui soient bien notres.