Book Review: The Holistic Curriculum


  • Chenkai Chi University of Windsor
  • Yuchen Jiang University of Edinburgh
  • Sihan Hua University College London
  • Bowen Huang Peking University



Book review


Drake, S. M., Bebbington, J., Laksman, S. et al. (1992). Developing an integrated curriculum using the story model. OISE Press.

Drake, S. M., & Burns, R. C. (2004). Meeting standards through integrated curriculum. ASCD.

Drake, S. M., & Reid, J. L. (2021). The Story Model Empowering students to design their future. Education Canada, 61(2), 1-8.

Khoo, Y., & Lin, J. (2023). “Asia as method” as a quest of the spirit and finding we-togetherness: a collaborative autoethnography. Asia Pacific Education Review, 1-13.

Loy, D. (1988). Nonduality: A Study in comparative philosophy. Humanities Press.

Miller, J. P. (2019). The holistic curriculum (3rd ed.). University of Toronto Press.

Miller, R. (1992). What are schools for: Holistic education in American culture (2nd ed.) Holistic Education Press.

Morcom, L. A. (2017). Indigenous holistic education in philosophy and practice, with wampum as a case study. Foro de Educación, 15(23), 121-138.

Robinson, H. (2020). Dualism. In N. Z. Edward. (Ed.), The Stanford Encyclopedia of Philosophy.

White, L. (2022, March). “Momma, today we were Indian chiefs!” Pathways to Kan’nikonhrí: io† through Indigenous holistic education. Frontiers in Education, 7.

Xu, S. (2017). Cross-cultural schooling experiences of Chinese immigrant families: In search of home in times of transition. Springer.

Xu, S., & Connelly, F. M. (2022). Reciprocal learning in teacher education between Canada and China in a globalized context. In I. Mentor (Ed.), The Palgrave handbook of teacher education research (pp. 1-30).




How to Cite

Chi, C., Jiang, Y. ., Hua, S. ., & Huang, B. . (2023). Book Review: The Holistic Curriculum. Canadian Journal of Education/Revue Canadienne De l’éducation, 46(2), vi-ix.