We are fortunate that conversation about/as curriculum is a wide and deep river in education at present. In the words of those contributing to this documentation’s conversations, it is crucially connected to what educators, students and communities can be with and through education. Transformation certainly appears in deliberate and shared processes, though also typically it is both imperilled (in that it is political and engaged with a strong historical status quo) and errant (taking its own course, becoming visible only partially).
If curricular innovation, or curriculum as innovation are to survive, they must continually express and name their search, legitimating and sharing themselves as they go, in a fulsome and eruptive landscape of creation and emergence – no longer just in what some know or have known, but rather in how we engage the questions of that knowing, and the hopefully perennial questions of what it is to live. Especially in times of ecological crisis, political change and widespread social and historical inequities and upheaval, if only to remain hospitable to the great infinitum that always escapes (and pursues) us, educators need continually to be “opening the windows” to curricular change.
Privileged to be part of such conversations, and applauding those who have hazarded them throughout rural education in BC in recent years, we know from them only that we dare not stop searching. While there is certainly much too lose, there is also everything to gain, and for us all.
With inestimable gratitude to those who have lent their thoughts, voices, hopes and commitments to this series of conversations.
Exploring New Pathways 