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Information for

Kristina R. Llewellyn

Associate Professor, Social Development Studies

K. Llewellyn

Current Positions:

Associate Professor, Department of Social Development Studies, Renison University College, University of Waterloo

Associate Member, Department of Sociology, University of Waterloo

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

Additional Positions:

Past President, Canadian History of Education Association (CHEA) http://www.ache-chea.ca/english.html

Editorial Board, Oral History Forum/d’histoire orale http://www.oralhistoryforum.ca

Research Associate, Making History: Narrative and Collective Memory in Education, University of Ottawa http://www.makinghistory-fairehistoire.ca/

Research Fields:

History of Education; Oral History; Women’s History; History Education; Social Studies Curriculum; Citizenship Education; Global Citizenship Education; Teachers and Teaching; Restorative Approaches to Education; Sociology of Education; Child and Youth Studies; Qualitative Methods; Feminist Theory; Democratic Theory and Schooling

Education:

Post-Doctorate, Faculty of Education, University of Ottawa (2008)

Doctor of Philosophy, Educational Studies, University of British Columbia (2006)

Master of Arts, Theory and Policy Studies in Education, Ontario Institute for Studies in Education of the University of Toronto (2002)

Bachelor of Education, Queen’s University (Concurrent Education) (2000)

Bachelor of Arts (Honours), Queen’s University (1999)

Grants and Awards (abbreviated to last 5 years):

Partnership Development Grant, SSHRCC (2016-19), Digital Oral Histories for Reconciliation: The Nova Scotia Home for Colored Children History Education Initiative

Bob Harding and Lois Claxton Humanities and Social Sciences Endowment Fund Fellowship,  University of Waterloo (2016-17)

Short-Term Scholarly Events Grant, Canadian Society for the Study of Education (2016)

UBC Education’s 100, Faculty of Education, University of British Columbia (2015) http://educ.ubc.ca/alumni-supporters/year-of-alumni/educations-100/

Marion Dewar Award, National Capital Committee on the Scholarship, Preservation & Dissemination of Women's History (2015)

Connection Grant, SSHRCC (2015), Oral History and Education: International Workshop

Small Projects Grant, The History Education Network (THEN/HiER) (2014)

Renison Research Grant, Renison University College, University of Waterloo (2013 and 2014)

Sanford Riley Fellow in Canadian History, University of Winnipeg (2012)

Outstanding Publication in Curriculum Studies, Canadian Association for Curriculum Studies (2012)

Aid to Scholarly Publications Program Grant, SSHRCC (2011)

Standard Research Grant, SSHRCC (2010-2013, extended to 2016)

Publications (abbreviated to last 5 years):

Books

 Theories, Dilemmas and Practices Llewellyn, K., and N. Ng-A-Fook (eds.). (In Press, 2017). Oral History and Education: Theories, Dilemmas, and Practices. New York: Palgrave Macmillan. http://www.palgrave.com/us/book/9781349950188
Canadian Oral History Reader Llewellyn, K., A. Freund, and N. Reilly (eds.). (May, 2015). The Canadian Oral History Reader. Montreal and Kingston: McGill-Queen’s University Press. http://www.mqup.ca/canadian-oral-history-reader--the-products-9780773544963.php
 The Work of Women Teachers Llewellyn, K. (September 2012). Democracy’s Angels: The Work of Women Teachers. Montreal and Kingston: McGill-Queen’s  University Press. http://mqup.mcgill.ca/book.php?bookid=2919

Refereed Book Chapters and Articles (abbreviated to last 5 years)

Llewellyn, K. (In Press). Back to the Future: The Political Power of Oral History Education/ De volta para o Futuro: o poder político de Oral Educação História. In M. Frotscher, L. Grinberg, e C.S. Rodeghero (Orgs.) História Oral, Práticas Educacionais e Interdisciplinaridade. São Leopoldo/RS: Editora Óikos.

Llewellyn, K. and S. Cook. (In Press). Oral History as Peacebuilding Pedagogy. In K. Llewellyn and N. Ng-A-Fook (eds.) Oral History and Education: Theories, Dilemmas, and Practices. New York: Palgrave Macmillan.

Llewellyn, K., N. Ng-A-Fook, and H. Truong-White (Eds). (2016). Telling Tales in Schools: Oral History Education, Political Engagement, and Youth. Our Schools, Our Selves 25 (2): 97-159. (Not peer-reviewed) https://www.policyalternatives.ca/sites/default/files/uploads/publications/National%20Office/2016/02/osos122_oralhistory.pdf

Llewellyn, K. and J. Llewellyn. (2015). A Restorative Approach to Learning: Relational Theory as Feminist Pedagogy in Universities. 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.

Llewellyn, K., A. Freund, and N. Reilly. (2015). Introduction.  In K. Llewellyn, A. Freund, and N. Reilly (eds.) The Canadian Oral History Reader. Montreal-Kingston: McGill-Queen’s University Press.

Llewellyn, K. (2015). Productive Tensions: Feminist Readings of Women Teachers’ Oral Histories. In K. Llewellyn, A. Freund, and N. Reilly (eds.) The Canadian Oral History Reader. Montreal-Kingston: McGill-Queen’s University Press.

Llewellyn, K. and J. Llewellyn. (2015). A Restorative Approach to Learning: Relational Theory as Feminist Pedagogy in Universities.  In T. Penny Light, J. Nicholas and R. Bondy (eds.) Feminist Pedagogy in Higher Education: Critical Theory and Practice.  Waterloo: Wilfrid Laurier Press.

Llewellyn, K. (2013). Caring for Feminist History: Relationality in the Work of Veronica Strong-Boag.  Atlantis: Critical Studies in Gender, Culture & Social Justice 36 (1): 137-140.

Llewellyn, K. (2013). ‘Better Teachers, Biologically Speaking’: The Authority of the ‘Marrying-Kind’ of Teacher in Postwar Schools.  In P. Gentile and J. Nicholas (eds.), Contesting Bodies and Nation in Canadian History. Toronto: University of Toronto Press, pp.347-367.

Llewellyn, K. (2013). Teaching June Cleaver, Being Sadie Chow: An Oral History of Gender, Race, and National ‘Character.’  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.

Llewellyn, K., and J. Westheimer.  (2012). Vibrant Democracy Requires More Than Facts and Acts: “Ordinary Politics” for Youth Political Engagement. In A.A. Abdi and P. R. Carr (eds.) Educating for democratic consciousness: Counter-hegemonic possibilities. New York: Peter Lang.

Kennelly, J. and K. Llewellyn. (2011). Educating for Active Compliance: Discursive Constructions in Citizenship Education.  Citizenship Studies 15 (6-7): 897-914. [This article was awarded the Outstanding Publication in Curriculum Studies.]

Work in Progress (also see Current Research Projects):

Ng-A-Fook, N. and K. Llewellyn (Editors). (Forthcoming, Contract October 2016). Oral History Education, Public Schooling, and Social Justice: Troubling Cultures of Reconciliation. New York: Routledge.

Current Research Projects:

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

This SSHRC-funded research partnership creates virtual reality oral histories for schools with former residents of the Nova Scotia Home for Colored Children. The NSHCC opened in 1921 as a welfare institution for black children who were segregated from white-only religious orphanages and industrial schools. Residents suffered the effects of institutionalized racism and abuse during the almost 70 years of operation. In 2014, NS Premier McNeil committed to a public inquiry. The NSHCC Restorative Inquiry has as its mandate to understand what has happened in the past in order to ensure a better future for African Nova Scotian children and their communities. DOHR addresses this mandate by using cutting-edge technology – the Oculus Rift with 3-D, 360 degree immersive visuals and user interactive capabilities – to engage secondary school students with the personal storytelling of former residents as they walk together through the changing historical landscape of the NSHCC and of race relations in the province.

Citizens of the World: Youth, Global Citizenship, and the Model United Nations

I am currently studying the history of educational programs aimed at youth global citizenship, with a particular focus on the Model United Nations in Canada from post-WWII to the present. This project is supported by a Standard Research Grant from the Social Sciences and Humanities Research Council of Canada (SSHRC). This work is complemented by my on-going research on civic learning for young Canadians. This work includes an examination of Grade 10 Civics in schools, students’ conceptions of citizenship, teachers’ approaches to informed citizenship, and active citizen discourses in curriculum. 

Feminist Relational Theory and a Restorative Approach to Learning

I am beginning a research study on restorative approaches in Canadian schools with Professor Jennifer Llewellyn (Dalhousie University). The restorative movement in schools is about approaches that seek to protect the conditions of relationships that allow communities and the individuals within them to flourish.  It is antithetical to market-driven objectives and standardized accountability measures that are increasingly defining classrooms. A restorative approach provides no definitive model, but a pedagogical emphasis away from the rational individual learner towards the interactive aspects of learner communities. Although school boards across Canada are starting to adopt restorative approaches, there is little research that demonstrates what restorative approaches are being implemented, how restorative justice is being interpreted, and what outcomes have been produced from restorative approaches in schools. 

Teaching (Recent Courses):

SDS 131R Social Ideas, Social Policy, and Political Practice

SDS 205R History of Education

SDS 220R Changing Concepts of Childhood

SDS 220R Changing Concepts of Childhood (CEL)

SDS 398R Independent Study

SDS 415R Gender and Education

SDS 425R Equity and Education

SDS 425R Equity and Education (CEL)

SDS 495R Research Apprenticeship

SDS 499R Senior Honours Essay

Supervision Availability:

I am available for supervision of students for SDS 495R Research Apprenticeship and SDS 499A/B or SOC 499 Senior Honours Essay.  Students enrolled under my supervision for SDS 495R work on projects related to youth global citizenship, restorative justice in schools, or oral history education. I am available for supervision of graduate students with a project in one of my research fields (please see above).

Affiliation: 
University of Waterloo

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