Ng-A-Fook, Nicholas, and Smith, Bryan (2017) Doing oral history education toward reconciliation. In: Llewellyn, Kristina R., and Ng-A-Fook, Nicholas, (eds.) Oral History and Education: theories, dilemmas, and practices. Palgrave Studies in Oral History . Palgrave Macmillan, New York, NY, USA, pp. 65-86.

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Abstract

In this chapter, we explore the (im-)possibilities of using oral histories with teacher candidates as a praxis of reconciliation. As part of a larger research project looking at the role of technology in history education more broadly, we sought to better understand how the production of oral histories by a cohort of teacher candidates with Aboriginal community members both helped students develop a relationship with the production of oral historical content and, concurrently, helped students develop an understanding of the need to listen to the stories of indigenous community members as part of a broader ethical commitment to reconciliation. We begin by looking at results from a survey that highlights gaps in teacher candidate knowledge about the history of residential schooling. Following this, we critically engage history education practice in Canada with a specific discussion about the proliferation of historical thinking and its ethical limits as they pertain to teaching something like the history of residential schooling. In the final section, we explore how oral history education might enhance teacher candidate capacities to address the ethical obligation to reread and rewrite the past as a praxis of reconciliation.

Item ID:	54173
Item Type:	Book Chapter (Research - B1)
ISBN:	978-1-349-95018-8
Keywords:	teacher candidate; oral history; citizenship teaching; residential school; grand narrative
Date Deposited:	25 Jun 2018 00:38
FoR Codes:	39 EDUCATION > 3901 Curriculum and pedagogy > 390199 Curriculum and pedagogy not elsewhere classified @ 100%
SEO Codes:	93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930201 Pedagogy @ 100%
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