There is continuity between the past two stories because several scholars have played a very important role in the development of curriculum in Canada. The main reason as to why establishment of a curriculum in Canada is geographical division of the country. This has made the people of Canada to be disunited and isolated into ethnic groups. They are not united by common tradition, religion and language. The curriculum theorists of Canada have developed specific curricula in their respective universities. It can be picked out from the Chamber’s story that Canada is inhabited with immigrants from different places across the world. For instance, it is important to note that writer’s father was a Scottish while his mother was Irish. The writer’s father family was landless and only worked in the shale mines as source of income. On the other hand the mother’s family had a lot of land. This reading shows how the people living in Canada have different traditions, religions and even beliefs.

Some of the renowned scholars such as Wadhams and Gould have conducted several research studies on the curriculum development. These individuals alongside other scholars continue to theorize curriculum through rapprochements, juxtapositions and even composition of narrative counterpoints. This shows continuity between the Ng-A-Fook and the Chamber’s stories.

Curricular in Canada has exhibited historical movements and continue to spark continuous conversation among the stakeholders. There is need for a reiterative plays and improvised interpretive for the Canadian curriculum conversation.

It can be apprehended from the past two weeks study materials that in Canada there are two different people. People from the north and people from the southern part of Canada; what Ng-A-Fook refers to as the Artics and Artica. The people from these different regions have different religious and traditional beliefs. Canadians are struggling to adopt living literacy of the United States.

There are people in this Canada who think that there are original Canadians and undefined Canadians. It is even difficult to hear these Canadians participate in the classrooms. It is for this particular reason why most of Canadian scholars have developed specific curricular for their own children. It is difficult for most of the Canadians to define themselves as Ng-A-Fook has put in his work that was discussed in the past studies. Everyone in Canada think that are not Canadians and believe they are different from each other. This makes it impossible to accept the curricular developed by people whom they consider are not of their own.

A curriculum listener is Canadian student who is more willing to compare themselves with people from other nations. Canadians do not even know their actual identity. They would rather appreciate the curricular developed in the United States of America than to accept their own. They want American identity and would not accept anything apart from that.

Everything that transpired during the colonial period made scars on the lives of the Canadians and they are yet to be healed. It has proven futile to develop a common curricular for the Canadians because they would only accept things that are foreign. The collective historical consciousness of the Canadians is still haunted by these scars that were inflicted on the lives of the Canadians during the colonial period. This is what has caused the Canadians to stop thinking about curriculum with respect to national identity.

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