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Drawing on Martin and White's Appraisal Theory, we study the language of evaluation in a corpus of interviews selected from the archives of "The Magdalene Oral History Project." Apart from being deprived of proper food, clothing, and their identity, many of the women who spent their lives in Ireland's Magdalene institutions had been, or were, sexually assaulted, and physically and psychologically abused. Their criminalization led them to long-lasting incarceration for no apparent reason and, years further on, prevented them from developing any active social voice. Thus, the discursive patterns in these texts can be seen as the symptom of 'the discourse of female victimhood', which is mainly characterized by their difficulty to express their emotions and their opinions, and their tendency to avoid mentioning what happened to them and who the agent was. The Magdalene survivors felt both hatred and remorse, and seemed to be able to speak about their painful experience only by silencing others' liability, while making self-reproach and sympathy go hand in hand in their construal of both their past and themselves.

Eliza West and Emily Toettcher explain how a partnership between school and museum has evolved into a four-year enquiry into local history. The article focuses on the successful introduction of an oral history element in the GCSE syllabus and how the investigation into 'remembered' history helps students to appreciate the complexities of truth and perspective. While West writes on the purpose and potential of oral history, Toettcher explains how to implement oral history into the classroom and where it fits into the bigger curriculum picture.

Thoughtful and intentional collaborations among small, community-curated museums, colleges, and schools have the potential to create transformative learning opportunities for all partners while also improving access to, and preservation of, museum collections. In this article, we describe the Digital Scholarship in Museum Partnerships (DSMP) project, a project designed to establish authentic, technology-enhanced educational experiences that forge synergistic relationships between college students, area museums and public school educators. We focus on the first of a series of collaborations between DSMP and the rural, volunteer-led museums in Kent County, Maryland. Through intentional collaboration, and on a next-to-nothing budget, project members digitized more than 4,000 objects, collected oral histories, created two middle-school unit plans, and built a virtual reality (VR) tour with more than 70 interactive buttons. Here, we describe the collaborative and planning processes, as well as the strengths and challenges of collaborations of this kind, in order to provide a road map for other museums and educators interested in doing similar work.

First-generation college students have a profound impact both inside and outside the classroom on the strategic goals of universities, yet in-depth, firsthand information about their experiences are difficult for researchers and university administrators to find. Oral histories are a data-rich method of collecting narratives that legitimize the perspectives of underrepresented communities whose stories are often absent from the written record. This article provides a brief overview of first-generation populations, a review of literature relating to the increasing involvement of libraries and archives in capturing and preserving the stories of underdocumented communities in the twenty-first century, and shares three case studies of first-generation initiatives at public universities in California, Colorado, and Nebraska.

A team from the University of Dayton, consisting of undergraduate students, a faculty facilitator, and practitioner partners, conducted an innovative oral history project documenting the experiences of ordinary people who lived through the unrest following Michael Brown's death in 2014. The Moral Courage Project sought to investigate the spectrum of stories from Ferguson that failed to fit into the extreme and polarized narratives emerging from mainstream media coverage and were, therefore, overlooked. With the testimonies collected, the team produced a multimedia exhibit featuring portraits and audio materials, as well as a podcast series and a storytelling website. This paper describes the origins and outlines of this unique program in the context of an experiential learning framework. While accounting for the project's successes, the author also reflects on ways that student outcomes could have been improved had greater focus been placed on experiential learning processes and structures.

Contributing to the understanding of Steiner education as a localised practice, this paper traces the creation of two "second generation" Steiner schools in 1980s Victoria. A period of expansion for Steiner education in Australia, the 1980s saw the number of Steiner schools increase from 5 to 31. These schools were started mainly by groups of parents and teachers who not only advocated for them but also became involved in managing and teaching in them. While the success of these schools relied on favourable conditions for independent schools in Australia, they also depended on platforms of philosophical and educational understanding often a considerable time in the making. Oral history, as well as biographical sociology are utilised to examine the experience of founding members in creating these schools. Interviews with 17 Steiner educators are supplemented with documentary materials to trace the creation of each school, as each initiative sought to "grow out of its own soil". The largely positive relationship of each to the local "first generation" Steiner school is highlighted, along with the realisation of those involved that "each has to do the work anew". The importance of a shared vision, conceived partly as inner-work for those involved, is likewise traced for these groups, along with examination of an instance for each where this failed. In concluding, the growth of Australian Steiner education in subsequent decades is briefly touched on, in the context of a new framing for philosophical alternatives under the moniker of "choice".

Twelve leading Social Foundations of Education (SFE) scholars describe their professional work in the field. The research question within this oral history study is: In what ways do SFE scholars express the importance of the Liberal Arts (LA) framework for the community of educational stakeholders in a democracy? The respondents explain the degree to which democratic teaching and learning--building voice, perspective, and point-of-view of the individual within community--supports growth in society and prepares classroom teachers to do such work. Moreover, they identify SFE as a significant field that leverages the LA framework of critique and deep thinking in teacher preparation coursework. The respondents note the importance of a strong relationship between SFE and Schools of Education (SOEs) methods faculty. They describe how SFE, with LA, advances democratic practices, essential to the work of SOE methods faculty, teachers of PreK-20+ classrooms, and the communities they serve.

In recent years, the Danish education context has seen an increased concern about underperforming students with migratory histories (particularly students perceived as non-Western descendants) in the political and pedagogical discourses. There seem to be some historical tensions between the societal expectation of class mobility through education on one hand and the neglect of issues of class in the curriculum of schooling for migrant students on the other. These groups of students were labelled 'foreign workers' children' in the 1970s' education policy, with stress on 'the foreign' rather than 'the worker' part. Based on oral history interviews with former migrant students, this article explores how the class process for migrant students operated through racialized practices in Danish schooling in the 1980s. Contributing to the literature on migrant education and class experiences, the study finds that the migrant students' lived class experiences are woven into the processes of racialization in such a way that even the migrant students from academic homes had racialized struggles sustaining their middle-classed positionality in the Danish school. The arrangement of the power structures of class is hence strongly interwoven with the power structure of race in the historical context of Danish schooling.

Early childhood education changed in the twentieth century, from mother-at-home-care in the 1950s, to professional early education today. Theoretical and social-political choices of pioneers in ECE had a profound impact on the way children's education is conceptualized. We argue from a social constructivist perspective. The oral history method is used to document the professional life stories of 29 pioneers, born in Europe and the USA between 1940 and 1955. These pioneers were inspired by personal histories of growing up in the post-WWII / the cold war era, and, for some, their experience with poverty and discrimination based on social class and gender; but also by social-political movements of the 1970s. These experiences motivated to fight against discrimination, to support women's and children's rights, and communities, through the provision of high-quality services. They expressed concern that these values are at risk today by the dominance of economics and neoliberal policies.

This article examines the lived experiences of teachers who were either lay volunteers or Sister missionaries, working in education and health care. The research draws on oral histories, examining the responses of participants under a series of thematic headings that unpack the influence of family life, schooling and faith, while also exploring experience 'in the field'. The article attempts to compare the responses of lay women with Sisters (also sometimes known as nuns, or women religious), and finds that there were some factors that distinguished between the experiences of these two cohorts involved in voluntary work in education and health care in African countries, in the period under review.

The early twentieth century was a unique period of time in China's contemporary history. It has been marked as the beginning of China's modernization and liberalization. The circumstances and the long-term impacts of this political reform were certainly disputed. China's schooling materials mostly only indicate the bright side of the social changes. Other aspects of the sweeping social changes--such like the violence and political purges conducted among all communities in the process of Liberation War and Chinese Civil Wars (in 1927-1937, 1945-1949), the economic slump, the killing and massacres, the scattered families and the refugee crisis--are relatively unstudied. As a result, very little research has been conducted to investigate other sources of material for teaching history outside the frame of state-initiated models. To excavate ordinary people's perspectives missing from the current history curriculum, the author suggests that history educators at all levels should make an effort to include history participants' first-person accounts, oral histories, situated knowledge, and non-official records as the new teaching materials to better understand, and represent, the diverse historical "truth(s)" in education.

This article provides a portrait of the challenges and promise of Latino schooling in California's agricultural Central Valley, site of one of the largest and socioeconomically vulnerable Latino populations in the nation's most populous state. Through surveys, interviews, and participant observation, we document a multi-year "Placed-Based Education" project by which Latino and Filipino community college students learn of the region's legendary Farmworkers Movement through oral history methodology. We find that students attain great gains within historical thinking skills, biliteracy abilities, and positive bicultural identity. We discuss the implications of this approach at both the junior college and K-12 schooling levels.

We discuss oral history interviews with academics who laid the foundation of research and pedagogies in daycare for under three-year-olds in Europe and North and South America since the 1970s. Their work is clearly embedded in the social-political context of their country: the left-wing programmes for disadvantaged families in the U.S.A.; neoliberal policy and daycare because of employment of mothers in the U.S.A.; social-democratic policy and family support in Sweden; and state-controlled institutions for education in socialist-communist East Germany. The interviewees acknowledge the risk of infant daycare for emotional security. Related to values and social context in their country, the interviewees contributed to different interpretations of attachment theory, attachment policies and innovative insights such as multiple attachments, friendship between one-year-olds, group sensitivity, professional love and home-to-centre and vice versa transitions. All are convinced that today we have the knowledge to offer high-quality daycare, but that infant daycare can be a risk when economic demands are too dominant.

Montessori schooling in Kansas City, Missouri emerged during a time of considerable conflict and legal turmoil within the public educational system. Indeed, the Kansas City, Missouri School District was in the midst of a decades-long struggle for racial, social, and educational equity resulting in a 2 billion dollar court case when the first Montessori schools grew into existence (Davis 2004). The filing of the desegregation case, its ongoing need for oversight from state officials, and its ultimate resolution became the backdrop for Montessori school creation in the city. So, the authors wondered just how Montessori education, an approach founded in the early twentieth century by one of Italy's first female physicians and recognizable by one of the iconic learning materials she designed known as the Pink Tower, took hold within a school district and city mired in racial division. The following research questions drove this work: (1) How did the first Montessori schools come into existence in Kansas City, Missouri?; (2) What was the relationship between the Montessori schools and the Kansas City, Missouri School District during the years under review?; and (3) How did this unconventional program fare during its first phase of operation from 1988 to 2005? To respond to these questions, the authors relied on recollections of the key individual responsible for these schools' initial development and who bore witness not only to the events taking place in the overall school district but also to the front-line efforts of so many educators committed to bringing Montessori education to the city. The authors also relied on archival documents to expand on these recollections and to provide context for them.

Based on the oral history testimonies of Sister-teachers, this study provides an insight into the impact of the Free Education Scheme (1967) on the lives of women religious in Ireland. This major initiative was generated and driven by men; however, it had a direct impact on the professional lives of thousands of women who ran schools. The article outlines the development of Irish convent schools as a form of 'voluntary secondary schooling' and the roles performed by women religious (nuns). It then considers the impact of the Free Education Scheme on convent schooling and how Sister teachers and Sister principals responded and adapted to these changes and increased demands. The article draws on oral history accounts, in which women religious articulate their own thoughts on this period of dramatic change in their lives as educators.

The targeting life skills model created by Dr. Patricia A. Hendricks represents the skills developed by youths participating in 4-H. The model is used to identify desired learning and action outcomes of positive youth development programs. An article related to the origins and validation of the model was never published. This oral history describes Hendricks's Extension background, explains the circumstances that led her to create the model, traces the model's genesis, and reveals why the model lacks empirical validation and confirmation. The research-referenced, universally accepted model remains a valuable and systematic approach to planning and engaging youths in high-quality youth development experiences.

Current research into Massive Online Open Courses (MOOCs) has neglected the potential of using learner comments for discipline-specific analysis. This article explores how MOOCs, within the historical discipline, can be used to generate, investigate, and document personal narratives, and argues that they serve as a rich platform for historical resource generation. Through these narratives, this research explores changing perceptions of learning; from learning history at school to learning about history in a MOOC. This exploration uses a qualitative thematic analysis of learner comments related to personal narratives of learning history at school from the Trinity College Dublin/Futurelearn "Irish Lives in War and Revolution: 1912-1923" MOOC. These personal narratives were generated both directly and indirectly through four pedagogical tools; reflective questions, multimedia resources, external links, and inter-learner interaction. Broad themes emerged from the analysis of personal narratives including attitudes toward history at school, biased and inadequate teaching, and MOOC teaching compared with school experiences. The analysis demonstrated that MOOCs serve as a generative repository for personal and family historical narratives, and described how MOOCs can change perceptions of teaching and learning history. This paper contributes a novel understanding of MOOCs for discipline-specific analysis, provides a framework for MOOC historical resource generation, and describes changing perceptions of learning from the perspective of MOOC learners.

The aim of this research is to determine the views of history teacher candidates towards an oral history project carried out in the Special Teaching Method Course of the history pedagogy program of the Fatih Faculty of Education (FFE) at Karadeniz Technical University in Turkey. An open-ended questionnaire and semi-structured interview were the main data collection tools of this study based on a qualitative approach. 86 history teacher candidates in the pedagogy program filled out the questionnaire and 20 of them participated in interviews. In light of the gathered data it seems that teacher candidates gained basic knowledge and skills in how to conduct oral history in history education. Besides this, they also recognized that oral history is one of the important approaches to supporting active learning in history lessons, and that this approach could make history lessons interesting and enjoyable.

This article draws on oral history testimonies to examine the experiences of participants in the inaugural 1990 cohort of Teach For America (TFA)--a group of young people dubbed the "best and brightest" of their generation and tasked with "saving" urban education. For 25 years, TFA has operated according to the principle of the "best and brightest," in which it is assumed that participants' personal qualities and prior academic achievement can stand in for deep professional knowledge and experience. Yet as our data show, the presumptions--that any "smart" person should be able to pick up teaching by doing it, that there is no specialized knowledge needed in order to teach, and that "outsiders" with little knowledge of a school community and its families can "swoop in" and "rescue" underserved students--ultimately set up and demoralized the participants with whom we spoke when they could not live up to such unrealistic expectations. Through participants' words and experiences, framed in historical context, we raise questions about the myth of the "best and brightest," the theory of action promoted by TFA, and what it takes to teach in urban classrooms.

Through the course of Indigenous history, cultural and spiritual knowledge remains, in many places as faint as the smoke rising from the embers of last night's fire; in other places, with enough flame to ignite another log. In spite of the genocidal acts portrayed through colonialism's experimentation through religious doctrine, residential school, legislation, treaties broken and unbroken, reservations, and spiritual disregard, the Indigenous peoples of Turtle Island remain living, breathing and believing that their history is alive through the oral stories of their beginnings and endings. Indigenous education can only be defined through the culture of the people themselves. Historical Indigenous education was transferred orally for thousands of years with very little disruption or inconsistencies; therefore distinct meanings and connections were continuously addressed through one's lifetime through the wisdom of elder's legends and stories. The investigation of the role of legends and storytelling in an early childhood setting in Kahnawa:ke, Quebec is portrayed through a combination of research literature, classroom observations and personal interviews documented as portraiture. The main finding was that cultural legends and stories familiar to historical, ceremonial and spiritual practices are vital to the cultural foundation of the Haudenosaunee (peoples of the longhouse or the Iroquois) and Kahnawake'hró:non (people of Kahnawa:ke).

Problem Statement: Contrary to traditional historiography, which mainly focuses on men's experiences and ignores the women, historiography today includes all people, genders and social groups. Accordingly, school history also needs to regard female actors of the past in order to present a more gender-balanced past that makes visible not only the men's but also the women's experiences. However, objectives on the subjects of women, women's history and gender in the social studies/history curricula in Turkey are very limited. In this sense, teachers need to think about how studies/activities/projects, where women and women's pasts are more visible in environments outside the school, can be conducted considering the skills in the curricula of social studies/history in order to make students aware of women's experiences in the past, empowerment of female students through investigating the pioneer/successful/challenged women in the past and provide gender equality on the educational base. Women's history, which is not sufficiently covered in the curricula and textbooks, could be studied by being integrated with the local and oral history studies. Purpose of the Study: The study aims to show that students could be upskilled in terms of the history discipline in general and women's history and gender education in particular by ensuring they work on the women's history/experiences based on local and oral history approaches taking part in the current social studies curricula in Turkey. Method: The study employs a qualitative research design and the action research method. The study was conducted, having a preparation period of two weeks and also two weeks for application, with 19 students who had just finished the 5th grade. The students studied the past sportswomen of the Sinop Black Sea Sail Club. Video footage of the process, observation notes of the researcher and the opinions of students received in writing constitute the data set of the study. The triangulation method was adopted and the opinions of two expert academicians were asked in order to ensure validity and reliability. The data were analyzed using the descriptive analysis method. Findings and Results: In this study, it was found that even students at relatively young ages (11 years) can be upskilled in studying with historical sources, designing and asking questions, having an awareness of gender, appreciating the pioneer women of the past, having an eagerness for researching the lives of these women and feeling excited in a short time through the well-organized small scale, oral, and local history studies. Conclusion and Recommendations: This study showed that awareness could be raised in both the history discipline and the history of women in students via the oral and local history studies. In this respect, it was recommended that teachers design studies that make women in the local environment visible, people to be researched in the first stage to be chosen among the pioneer women who were successful in their fields, providing sufficient quality and quantity of sources to conduct oral history studies and preferring subjects from socio-cultural fields such as the recent history and sports history, where students can easily perceive change and continuity.

This study engages with a participatory oral history project that explores 3 themes. First, Cambodian participants included in the study will narrate from their perspectives how the evolution of social engagement and identity among African American and Cambodian refugee communities residing in historically Black neighborhoods of Oakland, California, informed their English language development. Second, it is the author's intent through data collected for the study to explore participants' acquisition of English language as a mode of resistance and empowerment for Cambodian refugees in the US. Finally, in detailing the power of oral history to bridge generational, linguistic, and global divides, the participants in this study express the importance of learning "English as an additional language" for the promotion and preservation of Cambodian history and tradition. The themes of this study will be framed by the theories of microagression and critical race theory in relation to English language construction.

Oral history is presented in this article as an interpretative exercise for historical events in a Spanish course for heritage language learners at the university level. Through the interview of a Latino immigrant family, students re-examined the history of their own families and increased their linguistic self-esteem. They were guided to become good researchers and good interviewers so that they could lead the informants into offering other perspectives when telling their stories. At the same time students were engaged in the practice of oral history, they were initiated into research while improving their oral and writing skills in a formal setting. This article describes each stage of the oral history project and the advantages and limitations of this technique with the purpose of assessing this project in a Spanish course for heritage language learners' course.

Undergraduate teacher education program students have the opportunity to work with diverse student populations in a local school district in the Four Corners Area in the Northwest part of New Mexico. The family oral history practicum is a way to connect theory and practice while recognizing the issue that language is not a neutral landscape. What better way to demonstrate this complementarity than through stories. The goal is to bring an awareness of respect for oral language in relationship to literate language and explore how to balance both perspectives in school culture as prospective teachers. Preservice teacher candidates become storytelling coaches and team up with third graders in semester long storytelling projects, collaborating with local elementary school teachers. Students' family stories become the content and context for teaching and learning. With a diverse classroom population of Navajo, Hispanic, Mexican, and White students, family stories are the heart and central theme of the project. Storytelling coaches learn the nuances of diversity when theory is massaged with authentic experience of students as they share what they have learned beside their young storytellers and authors.

Geologic time scale is a very important concept for understanding long-term earth system events such as climate change. This study examines forty-three 4th-8th grade Native American--particularly Ojibwe tribe--students' understanding of relative ordering and absolute time of Earth's significant geological and biological events. This study also examines how these students understand the time scale of human history in relation to the longer geologic time scale of the earth and of the Ojibwe's unique history. The students participated in a 15-hour lesson unit focused on the topic of climate change in Earth history. The two major sources of data included: 1) students' relative ordering and written descriptions of ten given Earth historical events and 2) student groups' placing of nineteen events on an absolute time line. Students' relative ordering of ten given events and student groups' placing of nineteen events on an absolute time line were analyzed quantitatively by descriptive statistics, whereas students' written descriptions of the relative ordering of the ten given events were analyzed qualitatively. The results show that the students understand Earth's geological events as three distinctive zones: near the beginning of Earth history, relative recent events, and between these two categories. The results also show that many students interpret general historical events in human history like "starting agriculture" through the lens of their own history and cultural viewpoints. This study shows that younger children have a general knowledge of major events in Earth's history, such as continental movement, but cannot organize an accurate chronological order of these events. This study also shows that indigenous students' knowledge of their own cultural and historical events affects their understandings of human history.

Objects with difficult histories present profound opportunities for learning and teaching alike because of their authenticity, relatability and quite often their ability to inspire empathy. The following article constructs a multivalenced account of a student's vandalised violin by utilising a narrative framework to layer various perspectives into an educational history. Recent theory in historiography, oral history and material culture will help to navigate the ethics of telling sensitive and difficult stories from the past. The version of history I present positions the student's violin as the central character in the lives of its caretakers. As a result, we see the instrument not a as static object, but as a piece of material culture in a constant state of becoming. This article offers its readers an opportunity to reflect on the meaning we give to classroom objects, the agency these objects possess, and the necessity to pursue new ways to teach empathy.

Pedagogies employing critical traditions have increasingly been used to ameliorate achievement disparities and centralize issues of power in the education of Students of Color. In this study, I trace a teacher's journey--new to critical pedagogies--as she learned about community cultural wealth and incorporated family histories as counterstorytelling curricula with her sixth-grade class of immigrant students in California's Central Valley. I examine the pedagogical implementation with examples of students' meaning making. The teacher and students demonstrated what I am advancing as migration capital--or knowledges, sensibilities, and skills cultivated through the array of migration/immigration experiences to the United States or its borderlands. This study highlights the potential of community cultural wealth pedagogies and as pedagogical tools to counter deficit narratives with Latina/o immigrant youth.

Teaching in Greece, a country with extensive recent experience of immigration, Maria Vlachaki and Georgia Kouseri were interested to examine how they might use family history as a means of exploring the historical dimensions of this potentially sensitive topic. They hoped that encouraging pupils to explore their relatives' stories would prove an effective means of informing them about the movements of peoples -- many seeking refuge in times of crisis -- that had shaped their own families as well as their localities. But they also wondered whether their pupils could effectively integrate insights from oral sources with those gained from archival materials and textbook accounts, creating more collective and democratic histories, as well as developing genuinely historical thinking. In this article they explain how they worked together (across different schools) to develop, refine and evaluate their teaching, richly demonstrating its impact on pupils' understanding of the complexity and multiplicity of the past.

Background: The Royal College of Speech and Language Therapists (RCSLT) celebrates its 75th anniversary in 2020. The historical study of speech and language therapy (SLT) has been very limited. A small number of publications have traced the changes in the profession over time, but to date there has been no comprehensive work undertaken to gain an insight into the experiences of UK speech therapists who entered the newly formed profession after 1945. Aims: To use an oral history methodology to explore the life stories of early members of the profession. Methods & Procedures: Participants were recruited through RCSLT networks. Interviews were held across England and Scotland. Conversations were audio recorded and analysed using thematic network analysis. Archive material was used to complement participants' narratives. Outcomes & Results: Participants were 19 women who qualified between 1945 and 1968. Three global themes emerged: personal, professional and political stories. On a personal level, each reported steps towards autonomy and agency within the social constraints they experienced. Professionally, all commented on the vast expansion in the range of identifiable clinical fields between 1945, when the first participant qualified, and 2008, when the last participant retired. Politics and social policies impacted upon their lives and, sometimes to their surprise, the participants found themselves campaigning politically in pursuit of fairness for their profession. Conclusions & Implications: This paper offers a unique insight into the challenges and achievements participants experienced over their careers as early practitioners in the UK profession.

The aim of the paper is to point out a specific segment of education of children in Slovakia in the period of Socialism (1948-1989) through the example of confessional education of children in the environment of the secret Church. After the Second World War, a significant turnover in education occurred in Czechoslovakia under the impact of Soviet politics. Schools were nationalised, which in fact meant the disappearance of church schools and plurality in education. After the Communist coup in 1948, education was immediately reformed by the Education Act of 21 April 1948, which unified the system of education and made it a state monopoly with a pro-Soviet orientation. The socialist school was indoctrinated by the ideology of Marxism-Leninism; the content of education at all levels, as well as leisure time activities of children. Work with children and youth in a religious spirit was harshly punished and considered an anti-state activity. Therefore, in the period of political liberation in the 1960s (Prague Spring), the so-called secret Church started its activity. The paper is focused on an analysis of the model of working with children in the secret Church in Slovakia between 1973 and 1989 through the method of oral history.

Research has shown that a young person's situation at school, and pupils' relationships with their teachers, have a clear impact on the processes which lead to young people being radicalized. The present study is a retrospective study based on interviews with former neo-Nazis and their teachers at the time when they became involved in neo-Nazi organizations or milieus in Sweden. In order to better understand the logics of pedagogy and what their teachers' decisions to intervene and to confront their extremist beliefs and lifestyles led to, we focus on a particular case study. The results show that teachers' attempts to isolate these students, and thereby contain the "problem", failed. Confrontations and strategies designed to discipline the students instead led to resistance and stigmatization. Reflecting upon this situation today, both students and teachers agree that these confrontational strategies fueled the radicalization process.

This article attempts to reconstruct the life and work of Roger Noel Armfelt with a particular emphasis on his role in watching the development and implementation of educational legislation relating to secondary education. Armfelt focussed on observing practice and steering secondary education reform in local communities during the 1920s and 1930s. He held significant posts whilst legislation was being developed. He has not been the subject of any biographies or peer reviewed articles. There are no extensive collections of his papers held in archives accessible to researchers. A small selection of materials can be found in various archival collections and these have been drawn on for this study. This article is structured around three themes: monitoring the development of secondary education for all; think tanks, committees and reflecting on secondary educational reform in print; and media intersections with educational reform. The article revisits Armfelt's circle of friends including publishers and broadcasting administrators. It reconstructs some aspects of the overlapping worlds of education and broadcasting, which shaped Armfelt's struggles and opportunities. Alongside archival collections consulted, oral history interviews were also conducted, including discussions with Armfelt's elder daughter Robinetta Gaze and granddaughter Harriet Gaze.

"To publish or parent?" should never be the question. The disjunctive conjunction "or" indicates that propositions of being a mother and professor cannot coexist. Despite the change over time in women's receipt of PhDs and academia's gender profile, society continues to perpetuate gendered norms of productivity and the mythical notion of work-life balance--both of which endlessly complicate the conceptualization and operationalization of the female academic's success. Amplifying the voices of other mother scholars' oral histories and weaving them with reflections of personal journeys, this study posits a reflective checklist that prompts female academics to make choices, give priority and engage in both worlds to the best of their ability with their own concepts and measures of success. Women cannot give in to this concept of two separate worlds, which splinters the self. We are not mothers and scholars, we are MotherScholars. It is important for women in academia to claim our entire personhood, professional and parent, if we are to seek freedom from feeling "torn" between these spheres. [Note: The publication year (2021) shown via the URL is incorrect. The correct year is 2020.]

This program profile describes an intergenerational workshop focused on the 1967 Detroit Rebellion. The workshop was nested within a 15-week community-based intermediate composition course in which undergraduates interviewed older adults while older adults wrote personal narratives of their firsthand experiences during the rebellion. The workshop is an example of how intergenerational collaboration built around inquiry into historical events can be the basis for authentic community-university relationships.

Trangression is an act of challenging boundaries that separate apparently distinct oppositional categories objects. Examples are categories such as such as civilised/primitive, male/female, master/servant, Lordship/bondage. The article deals with such transgressions related to the evolution of class consciousness transgressive critical thinking. It is said to be particularly important and at risk in higher education today, as performativity reforms have closed the spaces for transgressive reflexivity, making it difficult for students to make sense of the possibilities and costs for the self that higher education can create. However, although the now professionally managed entrepreneurial university might appear to form a difficult space for developing critical thinking, critique is also a basis for the expansion of capitalism in the university, and through transferability this can create spaces for critical reflection.

History has much to offer education in emergencies scholars and practitioners. Most research in this field comprises qualitative case studies and, to a lesser extent, quantitative experimental studies, both of which tend to focus on either the impact of interventions or whether education processes or structures are a cause or effect of conflict. I argue that historical approaches enable researchers to ask different questions, to construct a narrative that establishes why specific policies and programs for refugee education were developed by the United Nations High Commissioner for Refugees or in particular refugee camps or settlements, and to determine why and how the field has changed over time. This enables the researcher to consider why and how policy and programmatic changes often have not brought lasting change to the challenges of refugee education, and to critically consider what future changes might be possible. In this article, I make the case for a turn to historical approaches in refugee education research by providing an example of how I used historical methods to reconstruct the education narrative of Kenya's Dadaab and Kakuma refugee camps.

The purpose of this exploratory paper is to introduce key aspects of Bush Cree storytelling methodology. In this essay, I provide a foundation for further articulation using a Cree worldview framework as an umbrella for northern-based storytelling discourse. The underlying current in this paper makes links to Cree stories that teach, heal, and transform.

The objective of the study is to lay bare the educational memories of primary school students in 1950s' Yozgat city which is in the center of Turkey. Memories that belong to education are also reflections of the individuals' past educational practices. Why they take part in lives of individuals as memories may let us see the importance of educational practices at schools. The method of the study is oral history which helps us see the hidden educational experiences of primary school students in the form of memories. The people chosen for the research group were reached by the snowball method. 22 interviews were actualized. Two of them were for testing. Unlike the real names of the interviewed people, the narratives of the graduates of the period were presented in their original form. Different narratives which are exclusive due to their originalities take place in the memories of the students of period. There are also memories which cover their experiences out of school as well. Being beaten, enjoyed by their teachers, their educational practices, playing games, looking after their animals or cattle and poverty are some of the practices which appear in their memories. The memories are considerably significant not only for the educational practices at school but also for the history of children and educational institutions.

This study zeros in on rendering the teachers' discriminations among their students in various aspects in the narratives of primary school students of 1950s, 1970s and 1980s' Turkey. Construction and reconstruction of personal and social stories of teachers and students is also a sort of education and educational research. The method of the research is oral history through the agency of which it was possible to disclose the narratives of primary school students about their teachers' discriminations that basically appear as male-female, poor-rich and hardworking-lazy. In doing so, twenty students from 1950s, fifty students from 1970s and thirty students from 1980s' Turkey have been reached and interviewed at different times since 2010. Apart from these hundred students, ten more interviews were carried out for testing. About thirty of the interviewees assert that their teachers had segregated them because of being rich or poor, hardworking or lazy and gender. There are also about ten other students who state that their teachers had discriminated them due to being children of civil servant, neighbor relations, children of working mothers, speaking Turkish properly and parents' political views. The narratives in the research denote that teachers' discriminations had kept going in the course of time despite the progress in the social, economic, political and educational conditions of country. While their narratives are originally presented in the text, the real names of the narrators are not used, instead they are renamed. These narratives are crucial to see the teachers' educational practices in the words of their students who reveal on what basics their teachers discriminated them or not. The study exposes that despite the fact that forty three students remark their teachers discrimination resulted from certain factors, fifty seven students do not recollect any discriminations and believe that their teachers behaved them equally. It displays that discrimination is remarkably faced due to the students' success, their social and economic conditions; gender and income rates. It also proves that the words of most of the students gainsay how their teachers had been fair to their students.

This article introduces and discusses a research which sought to comprehend, through the analysis of the narratives of the grandchildren of victims of the Civic-Military Dictatorship in Chile, the phenomena of transgenerational psychosocial trauma. The research involved 14 grandchildren of former political prisoners (FPP), between 18 and 25 years old, both from the Metropolitan Region of Chile and from the Araucanía Region. It considered life story as the productive technique, and applied a narrative analysis to the sample collected. The results of this study allow us to state that the life story of the grandchildren of FPP is included in a logic of transgenerational transmission and appropriation of the psychosocial trauma. Which implies that inside the families of FPP still persists the avoidance and silence dynamic around the torture's experience, determining the relationship of the grandchildren with the traumatic experience. Also, the results show that there are important gendered features to take into consideration while listening to the narratives of transgenerational transmission.

We investigated connections between the natural and the cultural history of the Flathead Indian Reservation through the integration of geoscience, traditional tribal knowledge, and oral narratives for the purpose of improving Earth Science education in the tribal community. The project served as an avenue for the incorporation of indigenous knowledge into science curricula by providing parallel perspectives for the same landscapes while considering compatibilities between Western science and Native knowledge. We developed educational resources through collaborations with local school communities, tribal elders, and cultural experts who approved the materials for general distribution. Participants identified multiple localities throughout the reservation that served as field sites critical to understanding geoscience concepts, tribal scientific knowledge, and oral histories. One such place (the Big Draw Valley west of Flathead Lake) figures prominently in both geoscience and indigenous accounts of the evolution of the land. Compatible perspectives of local landscape formation are indicated by similarities between the interconnected Earth Science and Native narratives. Indigenous knowledge reveals potential locations for additional scientific research that could prompt a reconsideration of current geoscience theories regarding the glacial history of the region. Preliminary research suggests that culturally congruent instruction using the Flathead Geoscience Education Project materials was effective in supporting increased American Indian student achievement in geosciences on the reservation. We believe that curricular materials similar to those produced during this project can also be developed for and successfully used in other tribal communities.

Sometimes the small initiatives that school boards undertake can create a major and lasting difference in the learning opportunities offered in the classroom. Almost always these initiatives are championed by an individual or team whose efforts determine their success or failure. The following historical account will highlight one successful initiative by a school board and the champion who maintains its success. The Artsjunktion is a space allocated by the Toronto District School Board (TDSB) for businesses, organizations and individuals to donate their "stuff" to be used in all areas of the arts curriculum. This paper will touch on budgetary concerns, arts leadership and environmental impacts, but most importantly this history will be a multi-layered reconstruction of archival research, oral history, and material culture.

This paper explores the data produced from an oral history project about a Black pioneer settlement in Grey County, Ontario. Twelve area residents were interviewed and the data produced points to various community practices of both remembering and forgetting. I employ Avery Gordon's (2008) theorization of ghosts and hauntings to make sense of the gaps, silences, and contradictions that populated the interviews. The paper ends with a consideration of Roger Simon's (2000, 2005) plea for a practice of remembrance that is both ethical and pedagogical.

Having been concerned with the recruitment, enrollment, and retention of teachers of color nationally and at State University (all names of persons, places, and institutions in this article have been given pseudonyms) where she serves as chair of elementary education, author Mary Gomez was intrigued by the experiences that students of color were having in a course she devised for aspiring teachers (those not yet admitted to a teacher education program). She began teaching this course, featuring the intersections of race, class, gender, social class, sexual orientation, and language background in fall 2011, and has taught it to groups of mostly freshmen and sophomores each semester since that time. To date, 167 undergraduates have enrolled in Critical Aspects of Teaching, Schooling, and Education. Of these students, 146 have been White, 16 have been students of color, and five have been international students. Gomez writes that she was especially interested in exploring the life experiences, thinking, and discourses of students of color as they are an under-represented group on campus and in the teaching profession as well. This article focuses on one aspiring teacher who was one of Gomez's most articulate and engaged students. Because Mandi expressed understandings about teaching that were both like and unlike those of many of her white female peers, Gomez was especially intrigued by conversations with her. Mandi seemed to be having an internal debate about what worked in supporting student learning and achievement: Did the answers lie in implementation of social justice pedagogy or perhaps in students' conformity to explicit school rules and teachers' tacit beliefs about how a "good" student behaves? Based on these conversations, Gomez asks two questions: (1) What understandings did one aspiring teacher of color bring to the course and how did she respond to the intersectional dimensions of race, class, gender, language background, and sexual orientation discussed during the course? (2) How did the course confirm or disrupt discourses that this student was confronting? and (3) What ideas did she encounter that became internally persuasive ones for her? This article provides examples of how mentoring with new internally persuasive discourses might be implemented in schools. Gomez believes that teacher educators can play a role in this process by leading discussions with and creating possibilities for aspiring teachers to generate and enact equitable classroom practices. Teacher educators are encouraged to create possibilities for aspiring teachers to develop relationships that foster imagining and re-imagining themselves and their students for the benefit of both. Gomez adds that it seems especially important to do so for aspiring teachers of color like Mandi, who may face many more challenges in their paths to teaching and mentoring youth than their majority peers.

Changes to Title IX allowing the growth of single-sex schools have garnered media attention promoting the benefits of separating boys and girls. Alternately, civil rights groups such as the ACLU continue to oppose any type of school segregation. Within this context, a private philanthropy, the Foundation for the Education of Young Women (FEYW) has established public-private partnerships with six Texas school districts to open all-girls' public college prep magnet schools with plans to expand. This multi-year ethno-historical case study explores the meaning making of one community in the FEYW network as it attempts to make sense of federal policy at the local level. The topic is important to the field of education because it is timely: changes to Title IX and the growth in single-sex arrangements pose interesting legal and sociological questions about equity and justice since it links Title IX (an equity-driven policy) with the choice provisions in NCLB (a market-driven policy). The significance of this study lies in the unique use of ethnography as interpretive policy analysis to show how local communities (re)interpret federal policy to better align with their personal values and more adequately address contextual complexities in their attempts to do what they believe is best for students.