Overview
- Investigates the practices of oral history with an eye toward critiquing its failures in relationship to other strands of historical analysis
- Provides a comprehensive examination of the conceptual approaches, methodological limitations, and pedagogical possibilities of oral history within formal and informal educational settings from around the world
- Includes contributions from international scholars in the field
- Includes supplementary material: sn.pub/extras
Part of the book series: Palgrave Studies in Oral History (PSOH)
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About this book
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.
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Keywords
Table of contents (18 chapters)
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Front Matter
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Conceptual and Theoretical Approaches
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Front Matter
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Methodological and Pedagogical Dilemmas
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Front Matter
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Programs and Practices
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Front Matter
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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)
“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)Editors and Affiliations
About the editors
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.
Bibliographic Information
Book Title: Oral History and Education
Book Subtitle: Theories, Dilemmas, and Practices
Editors: Kristina R. Llewellyn, Nicholas Ng-A-Fook
Series Title: Palgrave Studies in Oral History
DOI: https://doi.org/10.1057/978-1-349-95019-5
Publisher: Palgrave Macmillan New York
eBook Packages: History, History (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2017
Hardcover ISBN: 978-1-349-95018-8Published: 04 April 2017
Softcover ISBN: 978-1-349-95706-4Published: 21 June 2018
eBook ISBN: 978-1-349-95019-5Published: 03 April 2017
Series ISSN: 2731-5673
Series E-ISSN: 2731-5681
Edition Number: 1
Number of Pages: XXI, 388
Number of Illustrations: 2 b/w illustrations, 3 illustrations in colour
Topics: Oral History, History of Education, Higher Education