Indigenizing PostSecondary Curricula with Indigenous Curriculum Specialists: A Pilot Collaborative Study at University of Ottawa
This research examines strategies employed by Indigenous Curriculum Specialist to Indigenize course curricula; challenges and opportunities ...
Co-Curricular-Making: Honouring Indigenous Connections to Land, Culture, and the Relational Self
The goals of this project are to articulate reciprocal curricular pathways for educators and their students; to enhance understandings of Indigenous cultures and supports related to these groups ...
Just because we’re small doesn’t mean we can’t stand tall: Reconciliation education in the elementary classroom
This project studies how teachers in the Ottawa-Gatineau region use reconciliation-based campaigns designed by the First Nations Child and Family Caring Society of Canada ...
Indigenizing PostSecondary Curricula with Indigenous Curriculum Specialists: A Pilot Collaborative Study at University of Ottawa
This research examines strategies employed by Indigenous Curriculum Specialist to Indigenize course curricula; challenges and opportunities ...
Co-Curricular-Making: Honouring Indigenous Connections to Land, Culture, and the Relational Self
The goals of this project are to articulate reciprocal curricular pathways for educators and their students; to enhance understandings of Indigenous cultures and supports related to these groups ...
Just because we’re small doesn’t mean we can’t stand tall: Reconciliation education in the elementary classroom
This project studies how teachers in the Ottawa-Gatineau region use reconciliation-based campaigns designed by the First Nations Child and Family Caring Society of Canada ...
Howell, L. & Ng-A-Fook, N. (2022). Unsettling Beneficiaries as Curriculum Inquiries: A Case of Senator Lynn Beyak and Anti-Indigenous Systemic Racisms in Canada. Canadian Journal of Education, 45(1), pp. 1-34. (SSHRC Funded)
Llewellyn, K. & Ng-A-Fook, N. (2020). (Eds.). Oral History, Education, and Justice: Possibilities and Limitations for Redress and Reconciliation. New York, New York: Routledge. (Society of Professors of Education Outstanding Book Award, 2021; Canadian Association Foundations Education, Outstanding Edited Collection Book Award, 2021) (SSHRC Funded)
Llewellyn, K., & Ng-A-Fook, N. (2017). (Eds.). Oral History and Education: Theories, Dilemmas, and Practices. New York, New York: Palgrave Macmillan, pp. i-388. (Canadian Oral History Association Prize; awarded to an outstanding example of oral history practice, 2018). (SSHRC Funded)
Ng-A-Fook, N., & Lee, C., & Oguanobi, I. H. (2020). (Introduction to Special Issue). Living Stories of Migrancy: Exile, Unconditional Hospitality and Transnational Citizenship. Cultural and Pedagogical Inquiry, 12(2), pp. 1-5.
Howell, L. & Ng-A-Fook, N. (2022). Unsettling Beneficiaries as Curriculum Inquiries: A Case of Senator Lynn Beyak and Anti-Indigenous Systemic Racisms in Canada. Canadian Journal of Education, 45(1), pp. 1-34. (SSHRC Funded)
Llewellyn, K. & Ng-A-Fook, N. (2020). (Eds.). Oral History, Education, and Justice: Possibilities and Limitations for Redress and Reconciliation. New York, New York: Routledge. (Society of Professors of Education Outstanding Book Award, 2021; Canadian Association Foundations Education, Outstanding Edited Collection Book Award, 2021) (SSHRC Funded)
Llewellyn, K., & Ng-A-Fook, N. (2017). (Eds.). Oral History and Education: Theories, Dilemmas, and Practices. New York, New York: Palgrave Macmillan, pp. i-388. (Canadian Oral History Association Prize; awarded to an outstanding example of oral history practice, 2018). (SSHRC Funded)
Ng-A-Fook, N., & Lee, C., & Oguanobi, I. H. (2020). (Introduction to Special Issue). Living Stories of Migrancy: Exile, Unconditional Hospitality and Transnational Citizenship. Cultural and Pedagogical Inquiry, 12(2), pp. 1-5.
