Oral History as Peace Pedagogy

Abstract

Llewellyn and Cook argue in this chapter for oral history as a form of historical thinking that supports peace pedagogy. From the work of oral historians of mass atrocities to oral histories within truth and reconciliation processes, the connection between oral history and human rights is clear. Few scholars have articulated, however, how oral history education may support more robust peace education in the face of its languishing status in Canadian schools. Peace education attempts to address systemic injustice, including underlying causes, through (re)-building healthy relationships. Oral history can support such learning. Drawing on critical pedagogy, they focus on the democratizing and consciousness-raising potential of oral history for peace education. Oral history provides perspectives of those who have been marginalized over time, which potentially shake our historical consciousness and redress harms. Furthermore, oral history methodology, in particular shared authority, opens space for dialogic encounters that may disrupt injustice and build community. Llewellyn and Cook provide exemplars of oral history projects for peace education from an extensive survey of international education initiatives that focus on teaching about conflict and/or reconciliation. These exemplars illustrate how oral history can renew peacebuilding pedagogy in education—learning that is humanized, transformative, and affective.