Oral History and Education: Theories, Dilemmas, and Practices

by Kristina R. Llewellyn (Editor), Nicholas Ng-A-Fook (Editor)

Overview

This book considers if and how oral history is ‘best practice’ for education. International scholars, practitioners, and teachers consider conceptual approaches, methodological limitations, and pedagogical possibilities of oral history education. These experts ask if and how oral history enables students to democratize history; provides students with a lens for understanding nation-states’ development; and supports historical thinking skills in the classrooms. This book provides the first comprehensive assessment of oral history education – inclusive of oral tradition, digital storytelling, family histories, and testimony – within the context of 21st century schooling. By addressing the significance of oral history for education, this book seeks to expand education’s capacity for teaching and learning about the past.

Product Details

ISBN-13:	9781349950195
Publisher:	Palgrave Macmillan
Publication date:	04/03/2017
Series:	Palgrave Studies in Oral History
Sold by:	Barnes & Noble
Format:	eBook
Pages:	388
File size:	1 MB

About the Author

Kristina R. Llewellyn is Associate Professor of Social Development Studies at Renison University College, University of Waterloo, Canada. She is the co-editor of The Canadian Oral History Reader (2015) and the author of Democracy’s Angels: The Work of Women Teachers (2012).

Nicholas Ng-A-Fook is a Professor of Curriculum Theory and the Director of the Teacher Education program at the University of Ottawa, Canada. He is the co-editor of Reconsidering Canadian Curriculum Studies. He is the founder of A Canadian Curriculum Theory Project.

Table of Contents

1. Introduction: Oral History Education for 21^st Century Schooling

I.  Conceptual and Theoretical Approaches

2. Oral History as Peace Pedagogy                                                         

3. Pedagogical Approaches to Oral History in Schools

4. Historical Thinking, Oral History, and Reconciliation Education  

5. When Oral History Calls on You: Stories from Nunavut

6. Feminist Pedagogies and Histories of Choice: Using Student-Led Oral Histories to Engage Reproductive Rights

7. STEM Histories: Complicating Dominant (Object-Oriented) Narratives

II. Methodological and Pedagogical Dilemmas

8.^tory

9. Where Macro and Micro Histories Meet: Position, Trumps, and Pitfalls of Family History as a Form of Oral History in Flemish Education            

10. Ethical Complexities for History Teachers: Accredited Oral History Training in Australia

11. Re-Visioning Self-Determination: Planning for Culturally Sustaining/Revitalizing Oral Histories with Indigenous Communities  

12. Remembrance as a Digitally Mediated Practice of Pedagogy

III. Programs and Practices

13. Inspiring Pedagogy: Talking to Educators about Oral History in the Classroom                              

14. Collecting Family Oral Histories in an Elementary Classroom: Shaping Stories as they Shape Us

15. Developing Student Teachers’ Historical Thinking: Oral History in Teacher Education

16. Oral History Pedagogy in Situations of Conflict: Experiences from Colombia, 1996-2014

17. Learning with and from Rwandan Survivor-Historians: Testimonial Oral History as Relationship Building in School 

18. Learning with Digital Testimonies in Germany: Educational Material on Nazi Forced Labor and the Holocaust

 

What People are Saying About This

From the Publisher

“In an age when historical thinking is often dismissed as irrelevant to education, this collection of international essays reminds us of the power of oral history to build bridges across time, space, and place as a critical praxis of democratic engagement. Addressing theoretical, methodological, and pedagogical issues, this volume attests to the potential of oral history as a revolutionary practice for educators across all disciplines.” (Petra Munro Hendry, St. Bernard Chapter of the LSU Alumni Association Endowed Professor, Louisiana State University, USA)

Editorial Reviews

Llewellyn and Ng-A-Fook’s edited collection is an examination of the ways oral history education can serve a wider social purpose by which authority and knowledge can be shared through multiple participants. … consider the role of oral history as a vital research tool and source for scholars, teachers, and students alike.” (Funké Aladejebi, Historical Studies in Education, Vol. 31 (1), 2019)

From the Publisher