Titlebook: Oral History and Education; Theories, Dilemmas, Kristina R. Llewellyn,Nicholas Ng-A-Fook Book 2017 The Editor(s) (if applicable) and The A

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When Oral History Calls on You: Stories from Nunavutrritory in northern Canada. It addresses the following questions: Why does oral history call on us? What invitations and potentialities are produced when conversations and relationships turn into oral history, or are called oral history, instead of something else? We use theoretical tools from Arthu

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Feminist Pedagogies and Histories of Choice: Using Student-Led Oral Histories to Engage Reproductiveg the case study of ., in which undergraduates interview women and men about their experiences with abortion pre- and post-., the authors argue that the application of feminist pedagogies to oral history disrupts conventional interviewer–narrator hierarchies and creates opportunities for developing

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STEM Histories: Complicating Dominant (Object-Oriented) Narrativeswing, inviting them to look at disciplinary knowledge through a lens of the human experience as opposed to seeing primarily, or even exclusively, through the lens of objective truths. Oral histories can elucidate for STEM students the influence of a scientist’s positionality on scientific findings,

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“We Tell Stories”: Oral History as a Pedagogical EncounterWhile there seems to be a growing utilization of oral history in public school history/social studies classrooms, they remain poorly understood by many educators who see the inclusion of such activities as a method to engage youth, prompt interest in history, and gain a knowledge base. This chapter

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Where Macro and Micro Histories Meet: Position, Trumps, and Pitfalls of Family History as a Form of n play an important part. Oral family history can be understood as the construction of a family history, through the use of oral history methods and techniques. It addresses the historical stories circulating via oral tradition within families, who range over three to five generations. This chapter

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Ethical Complexities for History Teachers: Accredited Oral History Training in Australiabed Australian Curriculum where oral history methodology is embraced. While innovative pedagogical approaches are being developed and implemented within schooling and post-compulsory training, I pose the following questions: Are educators familiar with the practice of oral history? Are they cognizan

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Re-Visioning Self-Determination: Planning for Culturally Sustaining/Revitalizing Oral Histories withl educational contexts in North America have typically privileged Eurocentric, settler histories over Indigenous histories. The purpose of this chapter is to advance the conversation regarding the development and distribution of oral histories . Indigenous peoples. Three projects illustrate ways tha

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Remembrance as a Digitally Mediated Practice of Pedagogye-making project that unfolded in one First Nations community, where Grade 8 students documented the return of Elders to the site of a long-abandoned Hudson’s Bay Company where the Elders and their families had participated in trade commerce in the first half of the twentieth century. Upon return to

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