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OverviewFull Product DetailsAuthor: Kristina R. Llewellyn , Nicholas Ng-A-Fook (University of Ottawa, Canada)Publisher: Taylor & Francis Ltd Imprint: Routledge Weight: 0.453kg ISBN: 9781138896154ISBN 10: 1138896152 Pages: 202 Publication Date: 30 September 2019 Audience: College/higher education , Tertiary & Higher Education , Undergraduate Format: Hardback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsIntroduction: Oral History and Education: Hopes for Addressing Redress and Reconciliation Kristina R. Llewellyn, Nicholas Ng-A-Fook Section 1: Public Pedagogy, Memory, and Redress Chapter 1: Re-Storying and Restoring Pacific Canada: Alternative Pasts for a Changing Present Henry Yu, Sarah Ling, Denise Fong Chapter 2: Witnessing Exclusion: Oral Histories, Historical Provenance and Antiracism Education Timothy J. Stanley Chapter 3: Justice Sang the Adaawk: Restor(y)ing Historical Consciousness Aparna Mishra Tarc Chapter 4: The Power of Silence: Personal Memories and Historical Consciousness in Experiences of Racism in Canada Pamela Sugiman Chapter 5: Cracks in the Foundation: (Re)Storying Settler Colonialism Jennifer A. Tupper Section 2: Unsettling Pedagogies, Curriculum, and Reconciliation Chapter 6: Restorying Settler Teacher Education: Truth, Reconciliation, and Oral History Kiera Brant-Birioukov, Nicholas Ng-A-Fook, Kristina R. Llewellyn Chapter 7: What Does it Mean to Story our Shared Historical Present? The Difficult Work of Receiving Residential School Survivor Testimony as Bequest Lisa K. Taylor Chapter 8: The Teacher’s Call to Act Beyond Childhood Innocence: Picturing Reparation in Shi-shi-etko and Shin-Chi’s Canoe Lisa Farley, Tasha Henry Chapter 9: Restorying South Africa: A Digital Storytelling Praxis for Developing Historically Conscious Teachers Kristian Stewart Chapter 10: Developing Curriculum through Engaging Oral Stories: A Pedagogy for Reconciliation and Eco-Justice-Oriented Education Dan Roronhiakewen Longboat, Andrejs Kulnieks, Kelly YoungReviewsWe are living the consequences of settler-colonialism and the violence that was, and is still being, inflicted in the name of Canada. Oral History, Education, and Justice explores the generative possibilities of oral history in breaking collective silences, building reciprocal relationships, and furthering reconciliation. It is urgent work. Steven High, Professor, Concordia University, Canada, and author of Oral History at the Crossroads: Sharing Life Stories of Displacement and Survival Bringing their intellectual commitments and offering insights from varied contexts, contributors to this volume take up the limits and possibilities of oral history, very broadly defined. From stories of personal and socio-culturally fraught pasts to the performance of oral tradition within a courtroom, each contributor adds a dimension to the pedagogical (im)possibilities that lie within discourses of redress and reconciliation. The collection posits ideas for thought, practice, and reflection at a time when teachers and their students are hungering for direction as they work to reconcile and redress the colonial legacies on which our lives have been built. Celia Haig-Brown, Professor, Faculty of Education, York University, UK We are living the consequences of settler-colonialism and the violence that was, and is still being, inflicted in the name of Canada. Oral History, Education, and Justice explores the generative possibilities of oral history in breaking collective silences, building reciprocal relationships, and furthering reconciliation. It is urgent work. Steven High, Professor, Concordia University, Canada, and author of Oral History at the Crossroads: Sharing Life Stories of Displacement and Survival Bringing their intellectual commitments and offering insights from varied contexts, contributors to this volume take up the limits and possibilities of oral history, very broadly defined. From stories of personal and socio-culturally fraught pasts to the performance of oral tradition within a courtroom, each contributor adds a dimension to the pedagogical (im)possibilities that lie within discourses of redress and reconciliation. The collection posits ideas for thought, practice, and reflection at a time when teachers and their students are hungering for direction as they work to reconcile and redress the colonial legacies on which our lives have been built. Celia Haig-Brown, Professor, Faculty of Education, York University, Canada Winner of the 2021 Canadian Association of Foundations of Education Publication Award for Edited Book and the 2021 Society of Professors of Education Book Award We are living the consequences of settler-colonialism and the violence that was, and is still being, inflicted in the name of Canada. Oral History, Education, and Justice explores the generative possibilities of oral history in breaking collective silences, building reciprocal relationships, and furthering reconciliation. It is urgent work. Steven High, Professor, Concordia University, Canada, and author of Oral History at the Crossroads: Sharing Life Stories of Displacement and Survival. We are living the consequences of settler-colonialism and the violence that was, and is still being, inflicted in the name of Canada. Oral History, Education, and Justice explores the generative possibilities of oral history in breaking collective silences, building reciprocal relationships, and furthering reconciliation. It is urgent work. Steven High, Professor, Concordia University, Canada, and author of Oral History at the Crossroads: Sharing Life Stories of Displacement and Survival Bringing their intellectual commitments and offering insights from varied contexts, contributors to this volume take up the limits and possibilities of oral history, very broadly defined. From stories of personal and socio-culturally fraught pasts to the performance of oral tradition within a courtroom, each contributor adds a dimension to the pedagogical (im)possibilities that lie within discourses of redress and reconciliation. The collection posits ideas for thought, practice, and reflection at a time when teachers and their students are hungering for direction as they work to reconcile and redress the colonial legacies on which our lives have been built. Celia Haig-Brown, Professor, Faculty of Education, York University, Canada Author InformationKristina R. Llewellyn is Associate Professor in the Department of Social Development Studies at Renison University College at the University of Waterloo, Canada. Nicholas Ng-A-Fook is a Professor of Curriculum Theory and the Director of the Teacher Education program at the University of Ottawa, Canada. Tab Content 6Author Website:Countries AvailableAll regions |
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