Rahat Naqvi is an associate professor in the area of Language and Diversity Education at the Faculty of Education, University of Calgary. She holds a PhD in Didactics of Languages and Cultures from the Université de la Sorbonne, Paris. She has taught in various international settings that include the National Institute for Oriental Languages, Université de la Sorbonne, Paris and most recently at the University of Hamburg in Hamburg, Germany. Dr. Naqvi is the Associate Director of the Language Research Center at the University of Calgary. Her focused fields of expertise are primarily in language and literacy pedagogy, identity issues and emergent literacy. Hans Smits recently retired from the Faculty of Education at the University of Calgary where he served as Associate Dean with responsibilities for teacher education. His areas of teaching and writing were in social studies education, curriculum theory, and teacher education.

• Table of ContentsAbout the CoverAcknowledgmentsIntroduction: The World on the Verge of a “Nervous Breakdown,” by Rahat Naqvi & Hans SmitsChapter One: Challenging the Frames of Curriculum Hans Smits & Rahat NaqviChapter Two: Facing the War in Afghanistan: A Curriculum Journey of a “Good Canadian”, by David BladesChapter Three: Re-Framing: Un-Neighbourly Love, Haunting Inquiry, Perfectibility, by Robert NellisChapter Four: Sound Curriculum: Recognizing the Field, by Walter GershonChapter Five: Running head: After the war Narrative Reconstructions, Broken Frames: Sendai Before and After the War, by Craig McDonaldChapter Six: Depicting and Framing the Trauma of Another, by Patricia KostourosChapter Seven: Teaching Social Justice in English Language Arts: Working Toward Transformative Learning, Karen MagroChapter Eight: Global Justice Education as a Pedagogy of Loss: Interrupting Frames of War, by Lisa TaylorAbout the AuthorsBibliographyIndex

Reframing the curricular challenge educators face after a decade of war, the contributors to this remarkable collection testify to the ethical demands of our time, our place, and our profession. What does it mean for us to teach now, in a time laced by hate, suffering, and trauma but professionally determined to find a very different future? Each of these essays provides provocative paths, theoretical and practical, to that future. In this resounding collection we hear once again the sound of silence breaking, supporting us to rearticulate our pedagogical convictions in this time of terrorism, reframing curriculum as committed to intercultural understanding and global justice.