CFP: Oral History and Education Publication
Friday, August 08, 2014
Posted by: Associate Administrator
CALL FOR PAPERS: Oral History and Education Publication
Edited by Dr. Kristina R. Llewellyn and
Dr. Nicholas Ng-A-Fook
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
- Methodological innovations in oral history
teaching or learning;
- Implications of oral history for and within
- The role of oral history for social
(e.g. citizenship education, peace education; human rights education;
anti-racist education; indigenous education; feminist education);
- Pedagogical approaches to oral history in
- The relationship of oral history and historical
- Oral history and the development of historical
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
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
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. Please send proposals to Dr. Kristina R. Llewellyn: email@example.com
AND Dr. Nicholas Ng-A-Fook: firstname.lastname@example.org.