Kristina R. Llewellyn

Associate Professor, Department of Social Development Studies (Education Specialization), Renison University College, University of Waterloo

Professor Llewellyn studies the History of Education, Oral History and Women’s History

Media

XIII Encontro Nacional de História Oral - Conferência de Abertura

Conferência de Abertura do XIII Encontro Nacional de História Oral, realizada em Porto Alegre, Rio Grande do Sul, no dia 1º de maio de 2016, no Teatro do Centro Histórico Cultural da Santa Casa. Ministrada pela Profa. Dra. Kristina R. Llewellyn, da Waterloo University, Canadá, com a temática 'Back to the Future: The Political Power of Oral History Education'.

Virtual reality a 'teacher's dream' but high cost keeps it largely out of schools

CBC News, June 19, 2017Online

URL: http://www.cbc.ca/news/entertainment/virtual-reality-education-1.4152384

And Kristina Llewellyn, a professor at the University of Waterloo and faculty member at The Games Institute is working on a $500,000 dollar VR project for Nova Scotia high school students — dubbed the Digital Oral Histories for Reconciliation (DOHR) project.

"There's great criticism about VR and technology generally for education, that it is about disconnection and a lack of communication skills for young people," she said. "This is meant to do the opposite."...

Some Truth and Reconciliation Recommendations More Easily Enacted Than Others

Yahoo! News, December 18, 2015Online

URL: https://ca.news.yahoo.com/blogs/dailybrew/some-truth-and-reconciliation-recommendations-more-212817701.html

“They cover everything from child welfare and education to a national centre of reconciliation, which has already been established, and work in the justice system,” Kristina Llewellyn, an associate professor of social development studies at University of Waterloo, tells Yahoo Canada News...

Education Must Follow Reconciliation Commission, UW Prof Says

The Record, June 5, 2015Online

URL: https://www.therecord.com/news-story/5662262-education-must-follow-reconciliation-commission-uw-prof-says/

It's now time to educate our children, says University of Waterloo associate professor and oral history expert Kristina Llewellyn.

That's one important way she believes aboriginals and non-aboriginals can go forward in the wake of the commission's findings and recommendations regarding "cultural genocide" spanning 130 years.

"We're trying to figure out a way in which this historical legacy of trauma can be addressed with our youngest generation," said Llewellyn, the president of the Canadian History of Education Association, who attended a few commission events in Ottawa...

The Canadian Oral History Reader
by Llewellyn, K., A. Freund, and N. Reilly (eds.).
Montreal and Kingston: McGill-Queen’s University Press
Oral History and Education: Theories, Dilemmas, and Practices
by Llewellyn, K., and N. Ng-A-Fook (eds.).
Palgrave - MacMillan
Democracy’s Angels: The Work of Women Teachers
by Llewellyn, K.
Montreal and Kingston: McGill-Queen’s University Press

Back to the Future: The Political Power of Oral History Education/ De volta para o Futuro: o poder político de Oral Educação História

by Llewellyn, K.

Published by São Leopoldo/RS: Editora Óikos

In M. Frotscher, L. Grinberg, e C.S. Rodeghero (Orgs.) História Oral, Práticas Educacionais e Interdisciplinaridade.

A Restorative Approach to Learning: Relational Theory as Feminist Pedagogy in Universities

by Llewellyn, K. and J. Llewellyn

Published by In T. Penny Light, J. Nicholas and R. Bondy (eds.) Feminist Pedagogy in Higher Education: Critical Theory and Practice.

Waterloo: Wilfrid Laurier Press, pp.11-31.

Introduction

by Llewellyn, K., A. Freund, and N. Reilly

Published by In K. Llewellyn, A. Freund, and N. Reilly (eds.) The Canadian Oral History Reader.

Montreal-Kingston: McGill-Queen’s University Press, pp. 3-21.

Productive Tensions: Feminist Readings of Women Teachers’ Oral Histories (2015)

by Llewellyn, K.

Published by In K. Llewellyn, A. Freund, and N. Reilly (eds.) The Canadian Oral History Reader.

Montreal-Kingston: McGill-Queen’s University Press, pp. 141-158.

Teaching June Cleaver, Being Hazel Chong: An Oral History of Gender, Race, and National ‘Character' (2013)

by Llewellyn, K.

Published by In C. Carstairs and N. Janovicek (eds.) Feminist History in Canada: New Essays on Women, Gender, Work, and Nation

Vancouver: UBC Press, pp. 178-199.

‘Better Teachers, Biologically Speaking’: The Authority of the ‘Marrying-Kind’ of Teacher in Postwar Schools

by Llewellyn, K.

Published by In P. Gentile and J. Nicholas (eds.), Contesting Bodies and Nation in Canadian History

Toronto: University of Toronto Press, pp. 347-367.

Beyond Facts and Acts: The Implications of ‘Ordinary Politics’ for Youth Political Engagement (2009)

by Llewellyn, K. and J. Westheimer

Published by Citizenship Teaching and Learning 5 (2): 50-61

[Special issue on Canadian citizenship education, guest edited by A. Sears.]

The State and Potential of Civic Learning in Canada. Ottawa (2007)

by Llewellyn, K., S. Cook, J. Westheimer, A. Molina and K. Suurtamm

Published by Canadian Policy Research Networks, pp. 1-54.

[Collection of articles produced by CPRN, Lost in Translation: (Mis)Understanding Youth Engagement.]

URL: http://www.cprn.org/documents/48798_EN.pdf

Oral History as Peacebuilding Pedagogy

by Llewellyn, K. and S. Cook

Published by In K. Llewellyn and N. Ng-A-Fook (eds.) Oral History and Education: Theories, Dilemmas, and Practices

New York: Palgrave Macmillan

Introduction: Oral history education for twenty-first-century schooling

Published by Oral History and Education

Educating for active compliance: Discursive constructions in citizenship education

Published by Citizenship Studies

2011 This article examines the discursive construction of ‘active citizenship’ within recent civics curriculum documents across three provinces in Canada. New secondary school civics curricula have emerged across liberal democratic states since the year 2000, presumably in response to the perception of youth as disengaged from political involvement. Many of the new curricula subsequently emphasize ‘active’ engagement within the polity. The central task of this paper is to better understand what such ‘active citizenship’ actually means, via the methodological tool of discourse analysis. Engaging a theoretical frame that incorporates Foucauldian governmentality theory and cultural theories of the role of the state in creating subjectivities, the paper ultimately argues that the ‘active citizen’ of contemporary civics curricula is, in fact, a deeply neoliberal subject. The article then draws on feminist theories of citizenship in order to assess the forms of exclusion that the curriculum documents inadvertently create, arguing that they ultimately participate in a long tradition of devaluing such elements of citizenship as relationality and emotional ties. We conclude that one of the fundamental goals of citizenship education – to expand access to citizenship participation for all – has failed.

URL: http://www.tandfonline.com/doi/abs/10.1080/13621025.2011.600103

Civic learning: Moving from the apolitical to the socially just

Published by Journal of Curriculum Studies

2010 This study examines the knowledge and skills that characterize civic learning for young people. Building on a literature review, it reports an exploratory case study with students and teachers in four secondary schools in the Ottawa, Canada region. The perspectives of researchers co‐operating with educators and students against a backdrop of provincial government curricula and secondary literature on youth citizenship engagement provide an enriched understanding of the state and potential of civic learning. It concludes that current civic learning is primarily characterized by procedural knowledge and compliant codes of behaviour that do not envelope students in collective action for systemic understandings of political issues. This study argues for renewed efforts to put social justice at the heart of student learning. To present a convincing civic educational programme, schools should prepare students to analyse power relationships, investigate the ambiguities of political issues, and embrace opportunities for social change.

URL: http://www.tandfonline.com/doi/abs/10.1080/00220271003587400

Biography

Dr. Llewellyn has broken new ground internationally in the study of oral history, history education, citizenship education, and the history of education. In 2012, she authored Democracy’s Angels: The Work of Women Teachers. The Canadian Oral History Reader, which she co-edited and published in 2015, is the first primer on oral history scholarship ever produced in Canada. Oral History and Education: Theories Dilemmas and Practices, published in 2017, is the first comprehensive assessment of oral history education within 21st century schooling. She is the author of dozens of award-winning journal articles and book chapters; an impressive volume for an early-career scholar in history and education. Now an Associate Professor of Social Development Studies, she has spoken at more than 20 national and international conferences, including several invited keynotes.

She recently served as President of the Canadian History of Education Association and an advisor for the national traveling museum exhibit Trailblazing Women in Canada. Llewellyn is the Principal Investigator of the SSHRC project Citizens of the World: Youth, Global Citizenship, and the Model United Nations. She is also the Director of the SSHRC project Digital Oral Histories for Reconciliation. This project creates virtual reality oral histories with former residents of the Nova Scotia Home for Colored Children to assess how virtual storytelling may redress historical harms with youth in schools.

Recognition/Reconnaissance

UBC Education’s 100, Faculty of Education, University of British Columbia

2015

Renison Research Grant, Renison University College, University of Waterloo

2013 and 2014

Sanford Riley Fellow in Canadian History, University of Winnipeg

2012

Short-Term Scholarly Events Grant, Canadian Society for the Study of Education

2016

Small Projects Grant, The History Education Network (THEN/HiER)

2014

Standard Research Grant, SSHRCC

2010 - 2013, extended to 2016

Outstanding Publication in Curriculum Studies, Canadian Association for Curriculum Studies

2012

Partnership Development Grant, SSHRCC, Digital Oral Histories for Reconciliation: The Nova Scotia Home for Colored Children History Education Initiative

2016 - 2019

Marion Dewar Award, National Capital Committee on the Scholarship, Preservation & Dissemination of Women's History

2015

Connection Grant, SSHRCC, Oral History and Education: International Workshop

2015

Aid to Scholarly Publications Program Grant, SSHRCC

2011

Bob Harding and Lois Claxton Humanities and Social Sciences Endowment Fund Fellowship, University of Waterloo

2016 - 2017

Additional Titles and Affiliations

Member : The Games Institute, University of Waterloo

Research Associate : Making History: Narrative and Collective Memory in Education, University of Ottawa

Past President : Canadian History of Education Association (CHEA)

Editorial Board : Oral History Forum/d’histoire orale

Director : Digital Oral Histories for Reconciliation (DOHR): The Nova Scotia Home for Colored Children History Education Initiative

Associate Member : Department of Sociology, University of Waterloo

Associate Member : Women’s Studies Program, University of Waterloo

Past Talks

Llewellyn, K. (June 2016). Restorative Approaches to Education: Beyond Discipline

Presented at Exploring Possibilities: A Restorative Approach to Climate and Culture in Education, Workplaces and Professions

Halifax, Nova Scotia

Llewellyn, K. (May 2016). Community, Cosmopolitanism, and Creativity: On the Mobility of Shared Time and Curricular Conversation

Presidential Panel for the Canadian Association for Curriculum Studies

University of Calgary

Llewellyn, K. (May 2016). What is ‘Good’ Feminist Oral History: Truth, Language, and Identity

Centre for Research and Documentation of Contemporary History of Brazil (CPDOC)

Getúlio Vargas Foundation (FGV), Rio de Janeiro, Brazil

Llewellyn, K. (April 2016). What is ‘Good’ Feminist Oral History: Truth, Language, and Identity

Department of History, Federal University of Rio Grande do Sul (UFRGS), Porto Alegre, Brazil.

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Llewellyn, K. (May 2016). Back to the Future: The Political Power of Oral History Education

Brazilian Oral History Association

Porto Alegre, Brazil

Llewellyn, K. (April 2016). The Oral History Education Project

Governor General Awards for Excellence in History Teaching Symposium

Canada’s History Society, University of Ottawa

Llewellyn, K. (September 2015). Why Young People Should Tell Tales: Oral History Education and Canada’s Political Future

Centre for Oral History and Tradition

University of Lethbridge

Llewellyn, K. (October 2015). Oral History in Canada, Past and Present

International Workshop on Oral History

Oral History Centre, University of Winnipeg

Llewellyn, K. (September 2015). Oral History as a Feminist Encounter

Faculty Workshop for Centre for Oral History and Tradition

University of Lethbridge

Llewellyn, K. (July 2015). Oral History and Peace Education

Program in Education, Duke University

Oral Histories in Education (CULANTH 290S.01)

Llewellyn, K. (June 2015). Model United Nations and Global Citizenship: Character, Politics, and Currency

The UN at 70: Canadian Perspectives (Symposium)

McMaster University

Llewellyn, K. (October 2012). Schooled for Democracy: The History of Education in Canada

H. Sanford Riley Fellowship in Canadian History Lecture

Centre for Canadian History, University of Winnipeg

Expertise

  • Virtual Reality Storytelling
  • Women’s History
  • Oral History
  • History Education
  • History of Education
  • Citizenship Education

Education/Éducation

  • University of Ottawa
    Post-Doctorate, Faculty of Education, 2008
  • University of British Columbia
    Educational Studies
    Ph.D., 2006
  • Queen’s University
    Concurrent Education
    B.Ed., 2000
  • Queen’s University
    B.A., 1999
  • Ontario Institute for Studies in Education of the University of Toronto
    Theory and Policy Studies in Education
    M.A., 2002

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