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"Ng-A-Fook, Nicholas"
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Reconsidering Canadian curriculum studies : provoking historical, present, and future perspectives
\"Reconsidering Canadian Curriculum Studies is a thought-provoking book, where curriculum scholars at different stages in their academic careers experiment with innovating theoretical and methodological ways to research the concept of \"curriculum.\" Each chapter showcases examples of the dynamic intellectual work being done within the international field of curriculum studies across the diverse geographical and cultural regions here in Canada and the United States. In this book, the authors provoke us to ask more of curriculum studies in relation to other fields of study like environmental education, anti-racist education, multicultural education, internationalization, indigenousness, cultural studies, cultural geography, interdisciplinary studies, phenomenology, hermeneutics, and poststructuralism. This book is an excellent introductory text for any curriculum studies course either here in Canada or abroad\"-- Provided by publisher.
Book
Just Because We’re Small Doesn’t Mean We Can’t Stand Tall: A Child and Youth Rights Movement
In this article, the authors share their research on a curriculum for social justice, truth, and then reconciliation as put forth by the First Nations Child and Family Caring Society (Caring Society). The Caring Society is a non-profit organization that advocates for equity and social justice for First Nations children and creates social justice educational materials for Canadian learners. The authors provide an overview of the Caring Society campaigns and educational research. More specifically, they discuss how the Caring Society is creating educational resources that center a child and youth-driven civil rights movement across the school curriculum. Such curricular and pedagogical approaches focus on truth and then reconciliation, Indigenous sovereignty, and position a social justice pedagogy. They then discuss some of the ways we might advocate relational forms of citizenship that seek to honour the truth, and then reconciliation education.
Journal Article
Oral history, education, and justice : possibilities and limitations for redress and reconciliation
\"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\"-- Provided by publisher.
Book
A Case of Senator Lynn Beyak and Anti-Indigenous Systemic Racism in Canada
On March 7, 2017, Canadian Senator Lynn Beyak stood up in the Red Chamber and delivered a lengthy speech urging Canadians to recognise the positive aspects of the Indian Residential Schooling system that the Truth and Reconciliation Commission had failed to acknowledge. In their positions as settler teacher educators, the authors examine how Senator Beyak’s statements expose the depth of systemic settler colonialism, anti-Indigenous racisms, and unsettling beneficiary narratives here in Canada. The authors call on teacher educators to examine these systemic anti-Indigenous racisms in relation to how they can confront and disrupt settler Canadian colonialism and historical settler consciousness within teacher education and school curricula. Drawing on recent research done by educational researchers at Faculties of Education across Canada, the authors maintain that settler colonial benevolence and colonial systemic anti-Indigenous racisms can be unlearned and learned through ethical relationality, truth, and a critical praxis of reconciliation.
Journal Article
Oral history and education : theories, dilemmas, and practices
\"This book considers if and how oral history is 'best practice' for education. International scholars, practitioners, and teachers consider conceptual approaches, methodological limitations, and pedagogical possibilities of oral history education. These experts ask if and how oral history enables students to democratize history; provides students with a lens for understanding nation-states' development; and supports historical thinking skills in the classrooms. 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. By addressing the significance of oral history for education, this book seeks to expand education's capacity for teaching and learning about the past.\"--Back cover.
Book
Spinning Curriculum Designs at a Crossroads: Big Ideas, Conversations, and Reconciliation
Ng-A-Fook examines ideas, conversations and reconciliations with regard to curriculum designs in Canada.
Journal Article