Conceptualizing scholars as poets and the potential of the poetic in education, this volume explores theoretical and methodological innovations taking place within curriculum studies research at the intersection of the arts, social theory, and curriculum studies.

Foreword by Judith RobertsonIntroduction by Awad Ibrahim, Nicholas Ng-A-Fook, Giuliano Reis PART I: THINKING THROUGH THE POETICIntroduction by Nicholas Ng-A-FookChapter 1: The Curriculum of Wonder: Poetry as Play, Prophecy, & Pedagogy by Carl LeggoChapter 2: Poetic osmosis: revealing the fluid edges of community through poetic representation in a narrative inquiry of curriculum making and community by C.L. Clarke & M. Shaun Murphy, Chapter 3: The poetics of relationship: thinking through personal pedagogy across time using narrative inquiry and poetic inquiry by John J. Guiney Yallop & Carmen ShieldChapter 4: The strong poets as unconscious mentor metaphors by Sean WiebePART II: TRAUMATIZING MOMENTS IN EDUCATION: THE PAINFULLY UNDESIREDIntroduction by Giuliano ReisChapter 5: Minority by Jenna Tenn-YukChapter 6: The Strong Poetry of Won Alexander Cumyow: Rethinking Solidarity across Time and Place by Timothy J. StanleyChapter 7: Trackin’ The Arab Uprisings: Battlin’ the imperial production of death in the post 9/11 world through Arab hip hop by Chandni DesaiChapter 8: Provoking digital common sense: Reddit, racialized language and the final vocabulary of race by Bryan SmithPART III: NARRATING THE STRONG POETRY OF THE UNCONSCIOUSIntroduction by Awad IbrahimChapter 9: Copying and creativity: on the strong poetry of psychoanalysis by Lisa FarleyChapter 10: "And yet": storying complexity in teacher narratives by Amarou Yoder & Teresa Strong-WilsonChapter 11: Digital Dreamwork: Becoming Teachers’ Stories of Trauma by Avril Aitken & Linda RadfordChapter 12: The reader’s read and the dreamer’s dream: fringing the unconscious by David LewkowichChapter 13: Un/bearable witnessing: sex scandal, historical trauma, and literature of historical witness in Monsieur Lazhar by Jane Griffith & Cristyne HébertChapter 14: Mindfully Changing the Metaphors by Which we Live: The Fox and the Lotus Flower by Rebecca Lloyd & Vanessa HermansPART IV: STORIES WE LIVE BY: DESIRING CURRICULAR MOMENTS OF HOPEIntroduction by Nicholas Ng-A-Fook & Giuliano Reis,Chapter 15: Our problem lies in our thinking by William E. Doll Jr. Chapter 16: From vigour to rigour: tensionality and Ontario’s unbalanced curriculum, 1963 – 2013 by Kurt ClausenChapter 17: Pedagogically succeeding in life: executing a consequently unprepared program by Douglas D. KarrowChapter 18: A dissertation / not a dissertation: Working the tensioned spaces of Aokian discourse by Diane P. WattChapter 19: On the Pedagogy of a Folded Napkin: Lessons of Delight from the observation of Children by Scott HughesChapter 20: Living ‘a’ life as Strong Poets by Nikki RotasAbout the Editors and ContributorsIndex