Nicholas Ng-A-Fook – författare

This book addresses oral history as a form of education for redress and reconciliation. It provides scholarship that troubles both the possibilities and limitations of oral history in relation to the pedagogical and curricular redress of historical harms. Contributing authors compel the reader to question what oral history calls them to do, as citizens, activists, teachers, or historians, in moving towards just relations. Highlighting the link between justice and public education through oral history, chapters explore how oral histories question pedagogical and curricular harms, and how they shed light on what is excluded or made invisible in public education.The authors speak to oral history as a hopeful and important pedagogy for addressing difficult knowledge, exploring significant questions such as: how do community-based oral history projects affect historical memory of the public? What do we learn from oral history in government systems of justice versus in the political struggles of non-governmental organizations? What is the burden of collective remembering and how does oral history implicate people in the past? How are oral histories about difficult knowledge represented in curriculum, from digital storytelling and literature to environmental and treaty education?This book presents oral history as a form of education that can facilitate redress and reconciliation in the face of challenges, and bring about an awareness of historical knowledge to support action that addresses legacies of harm. Furthering the field on oral history and education, this work will appeal to academics, researchers and postgraduate students in the fields of social justice education, oral history, Indigenous education, curriculum studies, history of education, and social studies education.

Comprised of chapters written by established Canadian curriculum scholars as well as junior scholars and graduate students, this collection of essays provoke readers to imagine the different ways in which educational researchers can engage the narrative inquiry within the broader field of curriculum studies.

Provoking Curriculum Studies pushes forward a strong reading of the theoretical and methodological innovations taking place within curriculum studies research. Addressing an important gap in contemporary curriculum studies—conceptualizing scholars as poets and the potential of the poetic in education—it offers a framework for doing curriculum work at the intersection of the arts, social theory, and curriculum studies. Drawing on poetic inquiry, psychoanalysis, phenomenology, life writing, and several types of arts-based research methodologies, this diverse collection spotlights the intellectual genealogies of curriculum scholars such as Ted Aoki, Geoffrey Milburn and Roger Simon, whose provocations, inquiries, and recursive questioning link the writing and re-writing of curriculum theory to acts of strong poetry. Readers are urged to imagine alternative ways in which professors, teachers, and university students might not only engage with but disrupt, blur, and complicate curriculum theory across interdisciplinary topographies in order to seek out blind impresses—those areas of knowledge that are left over, unaddressed by ‘mainstream’ curriculum scholarship, and that instigate difficult questions about death, trauma, prejudice, poverty, colonization, and more.

Provoking Curriculum Studies pushes forward a strong reading of the theoretical and methodological innovations taking place within curriculum studies research. Addressing an important gap in contemporary curriculum studies—conceptualizing scholars as poets and the potential of the poetic in education—it offers a framework for doing curriculum work at the intersection of the arts, social theory, and curriculum studies. Drawing on poetic inquiry, psychoanalysis, phenomenology, life writing, and several types of arts-based research methodologies, this diverse collection spotlights the intellectual genealogies of curriculum scholars such as Ted Aoki, Geoffrey Milburn and Roger Simon, whose provocations, inquiries, and recursive questioning link the writing and re-writing of curriculum theory to acts of strong poetry. Readers are urged to imagine alternative ways in which professors, teachers, and university students might not only engage with but disrupt, blur, and complicate curriculum theory across interdisciplinary topographies in order to seek out blind impresses—those areas of knowledge that are left over, unaddressed by ‘mainstream’ curriculum scholarship, and that instigate difficult questions about death, trauma, prejudice, poverty, colonization, and more.

This book addresses oral history as a form of education for redress and reconciliation. It provides scholarship that troubles both the possibilities and limitations of oral history in relation to the pedagogical and curricular redress of historical harms. Contributing authors compel the reader to question what oral history calls them to do, as citizens, activists, teachers, or historians, in moving towards just relations. Highlighting the link between justice and public education through oral history, chapters explore how oral histories question pedagogical and curricular harms, and how they shed light on what is excluded or made invisible in public education.The authors speak to oral history as a hopeful and important pedagogy for addressing difficult knowledge, exploring significant questions such as: how do community-based oral history projects affect historical memory of the public? What do we learn from oral history in government systems of justice versus in the political struggles of non-governmental organizations? What is the burden of collective remembering and how does oral history implicate people in the past? How are oral histories about difficult knowledge represented in curriculum, from digital storytelling and literature to environmental and treaty education?This book presents oral history as a form of education that can facilitate redress and reconciliation in the face of challenges, and bring about an awareness of historical knowledge to support action that addresses legacies of harm. Furthering the field on oral history and education, this work will appeal to academics, researchers and postgraduate students in the fields of social justice education, oral history, Indigenous education, curriculum studies, history of education, and social studies education.

Comprised of chapters written by established Canadian curriculum scholars as well as junior scholars and graduate students, this collection of essays provoke readers to imagine the different ways in which educational researchers can engage the narrative inquiry within the broader field of curriculum studies.

This book considers if and how oral history is ‘best practice’ for education. 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.

This book considers if and how oral history is ‘best practice’ for education. 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.

In this collection, the authors put forth different philosophical conceptions of 'hacking education' in response to the educational, societal, and technological demands of the 21st century. Teacher Educators are encouraged to draw on the collection to rethink how 'hacking education' can be understood simultaneously as a 'praxis' informed by desires for malice, as well as a creative site for us to reconsider the possibilities and limitations of teaching and learning in a digital era.How do we hack beyond the limits of circumscribed experiences, regulated subjective encounters with knowledge and the limits imposed by an ever constrained 21st century schooling system in the hopes of imagining better and more meaningful futures?How do we foster ingenuity and learning as the end itself (and not learning as economic imperative) in a world where technology, in part, positions individuals as zombie-like and as an economic end in itself?Can we 'hack' education in such a way that helps to mitigate the black hat hacking that increasingly lays ruin to individual lives, government agencies, and places of work?How can we, as educators, facilitate the curricular and pedagogical processes of reclaiming the term hacking so as to remember and remind ourselves that hacking’s humble roots are ultimately pedagogical in its very essence?As a collection of theoretical and pedagogical pieces, the chapters in the collection are of value to both scholars and practitioners who share the same passion and commitment to changing, challenging and reimagining the script that all too often constrains and prescribes particular visions of education. Those who seek to question the nature of teaching and learning and who seek to develop a richer theoretical vocabulary will benefit from the insightful and rich collection of essays presented in this collection. In this regard, the collection offers something for all who might wish to rethink the fundamental dynamics of education or, as Morpheus asks of Neo in The Matrix, bend the rules of conventional ways of knowing and being.

In this collection, the authors put forth different philosophical conceptions of 'hacking education' in response to the educational, societal, and technological demands of the 21st century. Teacher Educators are encouraged to draw on the collection to rethink how 'hacking education' can be understood simultaneously as a 'praxis' informed by desires for malice, as well as a creative site for us to reconsider the possibilities and limitations of teaching and learning in a digital era.How do we hack beyond the limits of circumscribed experiences, regulated subjective encounters with knowledge and the limits imposed by an ever constrained 21st century schooling system in the hopes of imagining better and more meaningful futures?How do we foster ingenuity and learning as the end itself (and not learning as economic imperative) in a world where technology, in part, positions individuals as zombie-like and as an economic end in itself?Can we 'hack' education in such a way that helps to mitigate the black hat hacking that increasingly lays ruin to individual lives, government agencies, and places of work?How can we, as educators, facilitate the curricular and pedagogical processes of reclaiming the term hacking so as to remember and remind ourselves that hacking’s humble roots are ultimately pedagogical in its very essence?As a collection of theoretical and pedagogical pieces, the chapters in the collection are of value to both scholars and practitioners who share the same passion and commitment to changing, challenging and reimagining the script that all too often constrains and prescribes particular visions of education. Those who seek to question the nature of teaching and learning and who seek to develop a richer theoretical vocabulary will benefit from the insightful and rich collection of essays presented in this collection. In this regard, the collection offers something for all who might wish to rethink the fundamental dynamics of education or, as Morpheus asks of Neo in The Matrix, bend the rules of conventional ways of knowing and being.