Day: September 2, 2014
CFP: Oral History and Education
CALL FOR PAPERS
Book edited by Dr. Kristina R. Llewellyn and Dr. Nicholas Ng-A-Fook
Deadline for Abstracts: September 30th, 2014
Deadline for Full Submissions: March 1st, 2015
This collection will address oral history as a “best practice” for researching and engaging the past with students. The aim of this collection is to provide educators, students, and researchers with a comprehensive examination of the curricular innovations and pedagogical possibilities of oral history within formal and informal educational settings.
The value of oral history is now a well-established educational praxis within Indigenous communities. Elders tell stories about the past in order to teach younger generations how to understand the world today and tomorrow. Acknowledging its pedagogical values, along with the rise of social history, schools adopted oral history to bring eyewitness accounts of the past to life for students. Most notably, The Firefox Project, comprised of students at Rabun Gap-Nacoochee School, conducted life histories with Southern Appalachian elders. Since this initial school-based project, oral tradition, testimony, and life histories have become an integral part of educational programming, from elementary schools to museums. Yet, oral history has been neither an explicit nor a common curricular objective or pedagogical method. With shifting emphasis on concepts like historical literacy, thinking, and inquiry, the curricular focus for the 21st century classroom has changed. History teachers are now asked to create pedagogical spaces that attempt to understand our individual and collective lived experiences with the past as a critical compass for interpreting both the possibilities and limitations of our “nation-state’s” social development (e.g. Truth and Reconciliation Commissions). It is also widely acknowledged that the process of recording, preserving, and disseminating our understandings of the past through life narratives makes history more experiential and inclusive for learners. Consequently, educators are embracing oral history methods and sources to join what is now global social movement to democratize history. Educators, from elementary schools to universities, are increasingly equipping their students with digital devices to record the lives of people in their communities. They are also increasingly drawing upon existing oral history sources, including from veterans and Holocaust survivors, to better understand the legacy of political injustices.
While oral history is experiencing resurgence in education, there has been limited interrogation of what this movement means internationally for history education and for history educators. Some of the questions that need to be explored include: Where does oral history fit within the history curriculum? What does it mean to ‘do’ oral history in today’s classroom or alternative education forums (e.g. NGOs or museums)? Does oral history challenge traditional pedagogy, and, if so, how? In what ways do oral history methods support social justice-oriented education? In what ways does oral history address historical thinking? What are the relationships among doing oral history and developing one’s historical consciousness? What are the effects and affects of a growing use of oral histories for education? Without careful examination of these questions, the rich, democratizing potential of oral history for education remains pedagogically, politically, and socially restricting. Therefore, our hope is that the essays put forth in this book will collectively seek to uncover this potential through a critical exploration of the relationship between oral history and education.
Topics may include, but are not limited to, the following areas of research:
- The history of oral history in public education;
- Theoretical frameworks for oral history as an educational praxis;
- Methodological innovations in oral history teaching or learning;
- Implications of oral history for and within curriculum policy;
- The role of oral history for social justice-oriented learning (e.g. citizenship education, peace education; human rights education; anti-racist education; indigenous education; feminist education);
- Pedagogical approaches to oral history in schools;
- The relationship of oral history and historical consciousness;
- Oral history and the development of historical thinking skills.
We welcome both theoretical and empirical papers from contributors working on the role of oral history in teaching and learning within formal and informal educational settings (e.g. academics, teachers, public historians, and museum curators). The working language of the collection will be English.
Deadline for Abstracts: September 30th, 2014
Content: 300-500 words abstract with title, author’s name, a short bio with affiliation, and contact information.
Invitations to submit a full paper will be sent to selected authors by October 30th, 2014.
Deadline for Full Draft Submissions: March 1st, 2015
Full papers should be between 5500-7000 words, including endnotes.
Final acceptance is conditional upon peer-review assessments.
Authors will be invited to a workshop for the collection during the International Association for the Advancement of Curriculum Studies from May 26-29, 2015 at the University of Ottawa.
The final papers, inclusive of revisions following peer-review, will be due in the fall of 2015. The anticipated publication date for the collection is the fall of 2016.
The Department of Educational Policy Studies, University of Alberta, invites applications for a full time, tenure track appointment in International Education. The appointment will commence on January 1, 2015 and will be made at the Assistant Professor level.
The Department of Educational Policy Studies is a multidisciplinary department that excels in developing and disseminating scholarship that explores educational policies and practices as they pertain to leadership, society, culture, and lifelong learning. The Department enrolls a large number of graduate students in master’s and doctoral programs and fulfills a major commitment to the undergraduate programs of the Faculty of Education. In graduate studies, the Department fosters flexible and collaborative programming for specializations in Adult & Higher Education, Educational Administration and Leadership, Indigenous Peoples Education, and Theoretical, Cultural, and International (TCI) Studies in Education.
For many years, the Faculty of Education at the University of Alberta has been a leader in the research and the practice of International Education at the graduate and undergraduate level. The successful applicant would be based in TCI specialization (formerly Foundations of Education) which focuses on the theoretical, philosophical, historical and ideological underpinnings of education as well as critical analysis of the social and cultural contexts in which education takes place.
The candidate must be well grounded in aspects of Foundations of Education. Responsibilities of appointment would include: continuing to build a demonstrated scholarly record of funded research and publications in the specialization area, teaching graduate and undergraduate courses, graduate student advisement and doctoral supervisory committees, participation in department administration and committees and other duties as negotiated with the Chair of Educational Policy Studies.
We are proud to showcase the AlterNative 10 Year Anniversary Video which has gone live with the launch of our new website today.
Please take a few minutes to watch the editors Associate Professor Tracey McIntosh and Professor Michael Walker talk about their involvement with the journal, its contribution to disseminating indigenous knowledge and the creation of an international community of indigenous scholarship.
Click here to visit our new website and view the video.
Katharina Bauer, PhD | Journal and Production Coordinator
AlterNative: An International Journal of Indigenous Peoples
P. 09 3737599 ext: 85371
Ngā Pae o te Māramatanga | New Zealand’s Indigenous Centre of Research Excellence
“Some university teaching practices are held sacred, but perhaps college professors can learn from progressive teaching tactics of K-12 classrooms.
Case in point: Joshua Spodek who attended EduCon, a conference designed for K-12 educators mostly out of curiosity, left the weekend committed to revamping a New York University graduate level business course using what he learned about the tenets of inquiry-based learning. Educators at the conference helped him think through how it would work and pointed out how well suited his class would be for inquiry — for one primary reason: His students pay money to take courses they have already expressed interest in learning.
“As I heard more people talking, I realized that [an inquiry] style of teaching would be more useful to me than the traditional style,” Spodek said. He’d originally prepared to lead the entrepreneurial marketing and sales class the way many professors do; he sat down and figured out what he wanted students to know, put that information in a specific order and mapped out how he’d teach the content to them. He planned on giving them homework to make sure they were understanding the information he fed them and he would test them to make sure they were doing the work.”
“We’re glad that you’ve found your way to this website. This is not one official website, but only a general presentation which was made many years ago when there wasnt any presentation of us the Sami people on the Internet.
It used to have one official status however. So if you are a webmaster or maintainer of any kind of online information and have this site linked with a text referring to any kind of “officialhood” for this website, please make appropriate changes.
(find the official page here)
Saemieh, the reindeer people.
The Sami’s language, traditional clothing, handicraft, and music, are distinctively different from other ethnic groups in Scandinavia.
In Sweden there is 44 native communitys where the familys derives most of the income from their reindeers, an economy that in most cases is combined with fishing, hunting and crafts.
A majority of the Sami population pursue other careers however, since there isn’t enough space for everyone in a habitat that is constantly shrinking due to mining operations, clean-cutting of the forests and the construction of hydroelectric powerplants.
The “Reindeer Husbandry Law” of 1971, allows the Sami some freedom for the economical life within the native communitys. The present law, like its predecessors, does however only regulate the rights of Sami’s involved in the reindeerhusbandry. So only those Sami’s who carry out reindeer herding have any native land and water rights in the Sami nation. The land and water rights of Sami fishermen and hunters or other Sami’s have never been covered by law.”
“The Justice Department has weighed in on a class-action lawsuit in South Dakota pitting Native American tribes against state officials, and come down resoundingly in support of tribes.
It’s the first time the department has intervened in a federal district court case involving the Indian Child Welfare Act, a law meant to keep Native American families together. The department filed an amicus brief in the case concluding that the state is violating the rights of Native American parents.”
|We invite scholars to join us at the international conference Contemporary Indigenous Realities to be held at the Faculty of Philosophy, Niksic, University of Montenegro, on June 25-27, 2015.
Realities, being “attributes and circumstances that shape one’s perspective,” invite contributions from a variety of disciplines including cultural and ethnic studies, philosophy, sociology, anthropology, history, arts, literature, linguistics, and education. By “contemporary” we mean exclusively turn-of the twenty-first century phenomena related to indigenous peoples. We hope that scholars working within this broad range of fields should be able to easily tailor their current research around this topic.
We are interested in creating a vivid mosaic of contributions that would also involve performances, story-telling events, screenings, exhibitions, and poster sessions. We anticipate participation of several renowned scholars and filmmakers from Canada and the USA and are working towards an event at which scholars and artists would meet and temporarily work together towards new ideas.
Dr. Timothy Petete, from the University of Central Oklahoma, Edmond, OK, USA, will open the conference addressing Generation X and Indigenous Literature.
Abstracts containing up to 250 words (in Word format), up to 10 keywords, and a bio sketch, should be sent by March 1, 2015 to either Dr. Marija Krivokapic at firstname.lastname@example.org or Dr. Sanja Runtic at email@example.com.
The conference fee is 70,00 euros for teachers and 50,00 euros for students. It includes conference material with the book of abstracts, conference dinner, conference excursion, refreshments, a CD of performances, and the book of proceedings.
The conference fee is to be paid by May 1, 2015. The bank account details will be sent to the authors after the registration deadline.
For the Organizing Committee,
Dr. Marija Krivokapic
Dr. Timothy Petete
Dr. Sanja Runtic
For the Academic Committee,
Dr. Janko Andrijašević, University of Montenegro
Dr. Jeanine Belgodere, University La Havre, France
Dr. Carla Comellini, University of Bologna, Italy
Dr. Marija Krivokapic, University of Montenegro
Dr. Vesna Lopicic, University of Nis, Serbia
Dr. Aleksandra Nikcevic-Batricevic, University of Montenegro
Dr. Timothy Petete, University of Central Oklahoma, USA
Dr. Sanja Runtic, University of Osijek, Croatia
Faculty of Philosophy
Danila Bojovica bb
Visit the website at http://web.ffos.hr/cir/?id=1