Members

Sharon Anne Cook

Distinguished University Professor & Professor Emerita in the Faculty of Education, University of Ottawa; Professor Cook’s research interests include educational history and gender, peace education, and feminism and the academy.

 

 

Selected Publications:

  • Cook, S. A. (2018). A history of the faculty of education, University of Ottawa, 1875 – 2015. Baico Publishing.
  • Cook, S. A. (2018). “Who do you think you are?” Feminist change in post-secondary education, an uneven record. In D. Wallin & J. Wallace (Eds.), Transforming Conversations Feminism and Education in Canada since 1970 (pp. 22-41). McGill-Queens University Press.
  • Lewellyn, K., & Cook, S. A. (2017). Oral History as Peace Pedagogy. In K. Llewellyn & N. Ng-A-Fook (Eds.), Oral History and Education: Theories, Dilemmas, and Practices (pp. 17-41). Palgrave Macmillan Press.
  • Cook, S. A. (2012). Sex, lies and cigarettes: Canadian women, smoking and visual culture, 1880-2008. McGill-Queens University Press.

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Nicholas Ng-A-Fook

Professor of Curriculum Studies in the Faculty of Education, University of Ottawa; Professor Ng-A-Fook’s research interests include how Canada might address the educational mandates of the TRC (the Truth and Reconciliation Commission of Canada) in history education.

 

 

Selected Publications:

  • Brant, K., Ng-A-Fook, N., & Llewellyn, K. (2020). Restorying settler teacher education: Truth, reconciliation, and oral history. In N. Ng-A-Fook & K. Llewellyn (Eds.), Storying historical consciousness in times of reconciliation: Oral history, public education, and culture of redress. Routledge.
  • Hébert, C., Ng-A-Fook, N., Ibrahim, A., & Smith, B. (Eds.). (2019). Internationalizing curriculum studies: Histories, environments, and critiques. Palgrave Macmillan.
  • Smith, B., Ng-A-Fook, N., & Radford, L. (Eds.). (2018). Hacking education in a digital age: Teacher education, curriculum, and literacies. Information Age Publishing Inc.
  • Llewellyn, K. R., & Ng-A-Fook, N. (Eds.). (2017). Oral history and education: Theories, dilemmas, and practices. Palgrave Macmillan.

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Timothy J. Stanley

Professor Emeritus of Education Foundations and Antiracism Education, Faculty of Education and Institute of Indigenous Research and Studies in the Faculty of Arts, University of Ottawa; Professor Stanley’s research interests include antiracist historical understanding, antiracism education in Canada and its connections to historical research and teaching.

 

Selected Publications:

  • Stanley, T. J. (2020). Witnessing exclusion: Oral histories, historical provenance and antiracism education. In K. Llewellyn & N. Ng-A-Fook (Eds.), Oral history, education, and justice: The possibilities and limitations for redress and reconciliation. Routledge.
  • Stanley, T. J. (2017). Kishizo Kimura and the articulations of a society structured in dominance. In J. Stanger-Ross & P. Sugiman (Eds.), Witness of loss: Race, culpability and memory in the dispossession of Japanese Canadians. McGill-Queen’s University Press.
  • Stanley, T. J. (2016). The strong poetry of Won Alexander Cumyow: Rethinking narratives of connection across time and place. In N. Ng-A-Food, A. Ibrahim, & G. Reis (Eds.), Provoking curriculum studies: Strong poets and the arts of the possible. Routledge.
  • Stanley, T. J. (2016). John A. Macdonald, “the Chinese” and racist state formation in Canada. Journal of Critical Race Inquiry, 3(1).

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Stéphane Lévesque

Professeur auxiliaire à la faculté d’éducation, Université d’Ottawa et Directeur des études, CÉGEP St. Felicien. Ses recherches portent sur la pensée historique, l’identité, la conscience historique et les nouveaux médiaux en éducation.

 

 

Selected Publications:

  • Lévesque, S., & Croteau, J. P. (2020). Beyond History for Historical Consciousness: Students, Narrative, and Memory. University of Toronto Press.
  • Lévesque, S., & Croteau, J. P. (in press) L’avenir du passé: identité, mémoire et récits de la jeunesse québécoise et franco-ontarienne. Ottawa, Presses de l’Université d’Ottawa.
  • Lévesque, S. (2017). History as a ‘GPS’: On the uses of historical narrative for French Canadian students’ life orientation and identity. London Review of Education, 15(2), 227-242.
  • Lévesque, S., & Zanazanian, P. (2015). Developing historical consciousness and a community of history practitioners: A survey of prospective history teachers across Canada. McGill Journal of Education, 50(2/3), 389-412.

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Lorna McLean

Professor in the Faculty of Education and Director of the ERU, University of Ottawa; Professor McLean’s research interests include historical representations of citizenship and global citizenship education, gender, peace education, and pedagogy for teaching history.

 

 

Selected Publications:

  • McLean, L. & Cook, S. (forthcoming, 2020). Historically invisible: The women’s international league for peace and freedom, 1914-1919. In S. Barker, G. Donaghy & J. Campbell-Miller (Eds.), Breaking barriers, shaping worlds: Women and the search for global order, 1919-2019. Vancouver: UBC Press.
  • McLean, L. & Baroud, J. (2019). Democracy needs education: Performance, peace and pedagogy, Julia Grace Wales. International Journal of the History of Education, 1-17.
  • McLean, L., Cook, S., Levesque, S., Stanley, T. with editorial assistance by Rogers, P. & Baroud, J. (2017). Special capsule on historical consciousness. Canadian Journal of Education, 40(1), 170.
  • McCallum C. & McLean, L. (2016). Raising the Allumettières (Matchworkers) in Sites of Collective Remembering. Journal of the Canadian Association of Curriculum Studies 14, 2, 66-85.

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Ruby Heap

Professeur émérite, Université d’Ottawa. Professeure Heap spécialiste en histoire des femmes, de l’éducation et des professions au Canada anglais et dans le Québec francophone, dont les plus récents travaux portent sur les femmes en science et génie.

Selected Publications:

  • Heap, R, (forthcoming, 2021). Annie Lewisa Laird. Dictionary of Canadian Biography.
  • Denis, A., & Heap, R. (2019). Less of a minority in university education in engineering? An intersectional analysis of female and male students in Canada. International Journal of Gender, Science and Technology, 11(1), 41-54.
  • Heap, R. (2019). Still an uncharted territory: Learning and writing about the lives of Canadian women in STEM through autobiography. Education Review, 6(1), 36-39.
  • Cook, S. A., Heap, R., & McLean, L. (2018). The writing of women into Canadian educational history in English Canada and Francophone Quebec, 1970 to 1995. Historical Studies in Education, 30(1), 9-23.

Cynthia Wallace-Casey

Adjunct Professor in the Faculty of Education, University of Ottawa; Professor Wallace-Casey’s research interests include national narratives, difficult histories, and museum education.

 

 

Selected Publications:

  • Wallace-Casey, C. (2019). ‘I want to remember’: Student narratives and Canada’s History Hall. International Journal on Research in History Didactics, 40, 181-200.
  • Wallace-Casey, C. (2018). Constructing patriotism: How Canada’s History Hall has evolved over 50 years. History Education Research Journal, 15(2), 292-307.
  • Wallace-Casey, C. (2017). De-constructing cabinets of curiosity: Learning to think historically in community history museums. Sense Publishers.
  • Wallace-Casey, C. (2017). “I like to take everything and put it in my own words”: Historical consciousness, historical thinking, and learning with community history museums. The Canadian Journal of Education, 40(1), 1-27.

Marie-Hélène Brunet

Professeure adjointe à la faculté d’éducation, Université d’Ottawa; Professeure Brunet   s’intéresse à l’agentivité historique chez les futurs enseignantes de même qu’au développement d’un esprit critique en histoire.

 

 

Selected Publications:

  • Brunet, M. H., & Heap, R. (2019). Rédaction du numéro spécial de la Revue d’éducation. Genre et récit, 6(1).
  • Brunet, M. H., Demers, S. (2018). Déconstruire le manuel d’histoire pour (re)construire des savoirs plus justes: Récit de pratique en formation initiale et continue des enseignantes et des enseignants. Recherches féministes, 31(1), 123-140.
  • Brunet, M. H. (2018). Les femmes canadiennes dans les récits scolaires et dans la mémoire collective, rétrospective des recherches depuis. Revue d’histoire de l’éducation 30(1), 42-53.
  • Brunet, M. H. (2017). Des histoires du passé: Le féminisme dans les manuels d’histoire et d’éducation à la citoyenneté selon des élèves québécois de quatrième secondaire. Revue des sciences de l’éducation de McGill, 52(2), 409-432.

Associated Members

Kristina Llewellyn

Associate Professor in the Department of Social Development Studies, University of Waterloo; Professor Llewellyn’s research interests include the history of education, oral history, women’s history, and the social studies curriculum.

Selected Publications:

  • Llewellyn, K & Ng-A-Fook, N. (Eds.). (2019). Oral History, Education, and Justice: Limitations and Possibilities for Redress and Reconciliation. New York, NY: Routledge.
  • Llewellyn, K. & Ng-A-Fook, N. (Eds.). (2017). Oral History and Education: Theories, Dilemmas, and Practices. New York, NY: Palgrave Macmillan. [Awarded the Canadian Oral History Association Prize for 2018.]
  • Llewellyn, K., Freund, A., and Reilly, N. (Eds.). (2015). The Canadian Oral History Reader. Montreal-Kingston, ON: McGill-Queen’s University Press.
  • Llewellyn, K. (2012). Democracy’s Angels: The Work of Women Teachers. Montreal and Kingston, ON: McGill-Queen’s University Press.

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