口述史、教育与正义：补偿与和解的可能性与局限性
基本信息
Kristina R. Llewellyn and Nicholas Ng-A-Fook (eds.), Oral History, Education, and Justice: Possibilities and Limitations for Redress and Reconciliation, London and New York: Routledge, 2020.
内容与作者简介
About this book
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.
展开剩余69%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.
关于本书
本书探讨口述史作为一种教育形式在历史补偿与和解方面的作用。本书提供的学术研究深入探讨了口述史在应对历史伤害的教学与课程补偿方面的可能性与局限性。参与撰写的作者促使读者思考：作为公民、活动家、教师或历史学家，口述史召唤他们采取什么行动来建立公正的关系。通过口述史凸显公共教育与正义之间的联系，各章节探讨了口述史如何质疑教学与课程中的伤害性内容，以及它如何揭示公共教育中被排除或隐形的内容。
作者们探讨了口述史作为一种重要的教学方法在处理困难知识方面的希望，探索了一些重要问题，例如：基于社区的口述史项目如何影响公众的历史记忆？我们从政府司法体系中的口述史相比非政府组织的政治斗争中能学到什么？集体记忆的负担是什么，口述史如何使人们与过去产生牵连？关于困难知识的口述史如何在课程中呈现，从数字讲故事和文学到环境和条约教育？
本书将口述史呈现为一种教育形式，它能够在面对挑战时促进补偿与和解，并带来对历史知识的认识，以支持解决伤害遗留问题的行动。本书推进了口述史和教育领域的研究，将吸引社会正义教育、口述史、原住民教育、课程研究、教育史和社会研究教育等领域的学者、研究人员和研究生。
About the Author
Kristina R. Llewellyn is Associate Professor in the Department of Social Development Studies at Renison University College at the University of Waterloo, Canada.
Nicholas Ng-A-Fook is a Professor of Curriculum Theory and the Director of the Teacher Education program at the University of Ottawa, Canada.
关于作者
克里斯蒂娜·R·卢埃林是加拿大滑铁卢大学雷尼森大学学院社会发展研究系副教授。
尼古拉斯·吴阿福克是加拿大渥太华大学课程理论教授兼教师教育项目主任。
中国人民大口述史研修班（第五期）报名（点击下方海报链接）
中国人民大学口述史研修班（第五期）汇集口述史研究领域知名学者，深入探讨口述史的理论框架、方法论创新与实践应用。课程设置涵盖口述史的问题意识与操作方法、深度访谈技巧、集体记忆理论、情感转向研究以及AI赋能下的可能性路径等前沿议题。同时，通过农村减贫、乡村振兴、传统生态知识、非遗传承人与音乐家口述史等多领域实践案例，展示口述史在记录中国社会变迁、传承文化记忆方面的独特价值。本研修班旨在培养学员系统把握口述史理论框架、掌握访谈实操技能、提升口述史分析能力，推动口述史研究方向着更加自主创新的方向发展，为记录和理解当代中国的社会变迁提供新的研究视角与方法路径。
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