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Oral History and Education
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Table of Contents

1. Introduction: Oral History Education for 21st Century SchoolingI. Conceptual and Theoretical Approaches2. Oral History as Peace Pedagogy 3. Pedagogical Approaches to Oral History in Schools4. Historical Thinking, Oral History, and Reconciliation Education 5. When Oral History Calls on You: Stories from Nunavut6. 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 Dilemmas8.^tory9. 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 PedagogyIII. Programs and Practices13. 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 Us15. Developing Student Teachers' Historical Thinking: Oral History in Teacher Education16. Oral History Pedagogy in Situations of Conflict: Experiences from Colombia, 1996-201417. 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

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.

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." (Funke Aladejebi, Historical Studies in Education, Vol. 31 (1), 2019)

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