ABSTRACT
This chapter introduces and defines place as a key concept in curriculum. Place is considered from notions of location, belonging, and space. It asks directly who belongs to the place called Canada, in light of the Truth and Reconciliation Commission’s call to acknowledge traditional Indigenous territory, and the global struggle with the legacies of colonialism. Donald traces place in curricular thought from the philosophy of the Enlightenment through other theories, including the ideas of Cynthia Chambers. He argues for a re-animation of place in curriculum and the honouring of places as living relatives. This introduction to the concept of place in curriculum theory is accompanied by personal reflections on the key concept from two individuals who further explore the relevance of place in human lives. The chapter concludes with some suggested discussion questions for use in curriculum studies courses and by curriculum theory students.
