Slide

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) (Recipient of the 2023 R.W.B Jackson Award)

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. (SSHRC Funded) (Society of Professors of Education Outstanding Book Award, 2021; Canadian Association Foundations Education, Outstanding Edited Collection Book Award, 2021) 

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. (SSHRC Funded) (Canadian Oral History Association Prize; awarded to an outstanding example of oral history practice, 2018)

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.

Our Curriculum Theory Project research team is currently leading and collaborating on several different international, national, and provincially funded research grants. Our team seeks to support each other individually and collectively toward creating a caring, supportive, and sustainable teaching and research ecosystem. Several of our current research projects are in collaboration with different First Nations, Inuit, and Métis communities, NGOs, school boards, principals, teachers, families, youth, and children. Our team members’ research also focuses on issues such as but not limited to: Black and Indigenous Excellence, anti-racisms and anti-racist education, curriculum studies, life writing research methodologies (Oral History, Narrative Inquiry, Critical Ethnography, Autobiography, etc.), transnational migration, immigrant and refugees, settler colonialism, teacher education, higher education leadership, systemic inequities, digital citizenships, emergent technologies, culturally relevant, responsive, and relational pedagogies, ethical relationality, and so much more.

Dr. Nicholas Ng-A-Fook is the Principal Investigator of the Curriculum Theory Project research team.

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Our Curriculum Theory Project research team is currently leading and collaborating on several different international, national, and provincially funded research grants. Our team seeks to support each other individually and collectively toward creating a caring, supportive, and sustainable teaching and research ecosystem. Several of our current research projects are in collaboration with different First Nations, Inuit, and Métis communities, NGOs, school boards, principals, teachers, families, youth, and children. Our team members’ research also focuses on issues such as but not limited to: Black and Indigenous Excellence, anti-racisms and anti-racist education, curriculum studies, life writing research methodologies (Oral History, Narrative Inquiry, Critical Ethnography, Autobiography, etc.), transnational migration, immigrant and refugees, settler colonialism, teacher education, higher education leadership, systemic inequities, digital citizenships, emergent technologies, culturally relevant, responsive, and relational pedagogies, ethical relationality, and so much more.

Dr. Nicholas Ng-A-Fook is the Principle Investigator of the Curriculum Theory Project research team.

More ...

Transformative and Rebuilding Approaches to Interpreting Injustice: Reflecting on Teachers' Classroom Praxes (UNESCO Chair DCMÉT International Symposium )
National Day for Truth & Reconciliation: Universities and schools must acknowledge how colonial education has reproduced anti-Indigenous racism (The Conversation)
Celebrating French Canadian Language and Culture (Hurley in the Morning)
Indigenizing Education? (Hurley in the Morning)

Events

Transformative and Rebuilding Approaches to Interpreting Injustice: Reflecting on Teachers' Classroom Praxes (UNESCO Chair DCMÉT International Symposium )

National Day for Truth & Reconciliation: Universities and schools must acknowledge how colonial education has reproduced anti-Indigenous racism (The Conversation)
Celebrating French Canadian Language and Culture (Hurley in the Morning)
Indigenizing Education? (Hurley in the Morning)

Transformative and Rebuilding Appraoches to Interpreting Injustice: Reflecting on Teachers' Classroom Praxes (UNESCO Chair DCMÉT International Symposium )
National Day for Truth & Reconciliation: Universities and schools must acknowledge how colonial education has reproduced anti-Indigenous racism
Celebrating French Canadian Language and Culture