Oral History and Education - (Palgrave Studies in Oral History) by Kristina R Llewellyn & Nicholas Ng-A-Fook (Hardcover)

About the Book

"We issued an international call in 2014 for individuals to participate in a workshop on Oral History and Education. We are extremely grateful to those dedicated and innovative individuals who responded to the call from around the world and presented their work in May 2015 at the University of Ottawa."--Page v.

From the Back Cover

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.

Review Quotes

"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)

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.