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Multiple Solitudes: Digital Curriculum Access in the Pan-Canadian Context
Abstract
In this paper, the authors examine the potential and the reality of pan-Canadian digital curriculum policy access in the current web-enabled global landscape. The authors discuss theory related to the affordances offered by digital technologies for the sharing of research and policy, as well as theory relative to knowledge mobilization and communities of practice, both of which support collaboration and consultation for informed policy development. The authors present their findings from two investigations to test digital access to curriculum policies across Canada’s provinces and territories through their Ministry of Education websites. Through this analysis, the authors provide evidence of the current affordances and barriers related to digital access to curriculum policies and offer suggestions to facilitate knowledge mobilization around curricular responses to child and adolescent health issues.
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