scholarly journals Canadian History Blogging: Reflections at the Intersection of Digital Storytelling, Academic Research, and Public Outreach

2017 ◽  
Vol 27 (2) ◽  
pp. 1-39
Author(s):  
Tina Adcock ◽  
Keith Grant ◽  
Stacy Nation-Knapper ◽  
Beth Robertson ◽  
Corey Slumkoski
Keyword(s):  
Digital Storytelling ◽  
Academic Research ◽  
Historical Narratives ◽  
Public Outreach ◽  
Canadian History ◽  
University Campuses ◽  
Historical Practice

This article surveys the impacts of blogging on Canadian historical practice to date. Drawing upon the experiences and practices of five collaborative or multi-author Canadian history blogs — ActiveHistory.ca, The Otter~La Loutre, Findings/Trouvailles, the Acadiensis Blog, and Borealia — it explores how this activity is changing the ways in which Canadian historians tell stories, publish their research, teach, and serve academic and wider communities. Blogging has encouraged new forms of historical storytelling and the inclusion of underrepresented and marginalized voices in public discussions of Canadian historical narratives. It is being integrated into cycles of academic publication and undergraduate and graduate classrooms. Yet challenges remain with regard to determining the place and value of blogging within standard paradigms of academic labour. As more Canadian historians come to read, write for, and edit historical blogs, however, they will not only help shift the practice of Canadian history inside and outside university campuses, but will also experience the pleasures and rewards of this kind of digital historical work for themselves.

scholarly journals Narrating palimpsestic spaces

2017 ◽  
Vol 49 (5) ◽  
pp. 1163-1180
Author(s):  
David J Marshall ◽  
Lynn A Staeheli ◽  
Dima Smaira ◽  
Konstantin Kastrissianakis
Keyword(s):  
Urban Form ◽  
Digital Storytelling ◽  
Life Stories ◽  
Urban Life ◽  
Urban Transformation ◽  
Historical Narratives ◽  
Divided Societies ◽  
Medieval Manuscripts ◽  
Methodological Approaches ◽  
The City

The term ‘palimpsest’ refers to medieval manuscripts that have been multiply erased and inscribed with the overlapping texts of successive scribes. More recently and amongst academics, the term has become a metaphor for describing the city, including both the physical urban form as well as memories and experiences of everyday urban life. The palimpsest offers a way of thinking not only about urban transformation, where new and repurposed structures exist alongside the old, but also changes in how the city is experienced, or how life stories are written upon and rewrite existing spaces. This paper focuses on the latter. Though the palimpsest metaphor has been used to describe material transformations of the urban, the question that this paper raises is: how can the notion of the palimpsest inform methodological approaches to researching how the city is lived and seen? Collaborative, digital storytelling that combines images, narration, and sound can provide a method that emphasises the polyvocality and multi-temporality that the term palimpsest implies. A palimpsestic approach to digital storytelling, as a visual and narrative method, gestures at places as open to future readings and inscriptions. This is relevant to all cities, but perhaps most obviously in cities where historical narratives, memories of violence, and questions over the future political direction of the country in which the city is located are all highly contested. To illustrate these points, this paper draws upon research conducted with young people in Beirut, Lebanon as part of a wider study about how youth experience citizenship and belonging in divided societies.

Re-presenting Riel: 100 Years in the Canadian Historical Review

2021 ◽  
Vol 102 (s1) ◽  
pp. s1-s31
Author(s):  
M. Max Hamon
Keyword(s):  
Historical Review ◽  
Historical Research ◽  
Canadian History ◽  
Spiritual Leader ◽  
Introductory Essay ◽  
History Of ◽  
Professional History ◽  
Historical Practice

Linked to national crises, particularly the Resistances (previously called Rebellions) of 1869 and 1885, Riel is probably the most written about person in Canadian history. As a result, he has been presented and re-presented for different interests: Catholic martyr to Protestant violence, a French patriot crushed by English fanatics, a spiritual leader, a deranged lunatic, the father of a nation, and an Indigenous hero. This introduction reflects on the significance of Riel for Canadian historical research and writing over the hundred years of existence of the Canadian Historical Review (CHR). It argues that the CHR has been an important vehicle for the professionalization of historical practice in Canada, and Riel has played an important part in that process. This introductory essay provides context and a discussion of the shifting approaches and interpretations of Riel in the CHR, identifying four phases: Civilizing and un-Civilizing Riel; Americanizing and un-Americanizing Riel; Mystifying and De-Mystifying Riel; and Provincializing Canada. It concludes that the history of Louis Riel is entwined with the emergence of professional history in Canada.

scholarly journals Fancy Schools for Fancy People: Risks and Rewards in Fieldwork Research Among the Low German Mennonites of Canada and Mexico

Religions ◽  
2019 ◽  
Vol 10 (1) ◽  
pp. 39
Author(s):  
Robyn Sneath
Keyword(s):  
Iterative Process ◽  
Minority Group ◽  
Academic Research ◽  
Canadian History ◽  
Security Risks ◽  
Religious Minority ◽  
Canadian Prairie ◽  
Low German ◽  
Selection Research ◽  
People Group

In the 1920s, conflict over schooling prompted the exodus of nearly 8000 Mennonites from the Canadian prairie provinces of Manitoba and Saskatchewan to Mexico and Paraguay; this is the largest voluntary exodus of a single people group in Canadian history. Mennonites—whose roots are found in the 1520s Reformation—are an Anabaptist, pacifist, isolationist ethnic, and religious minority group, and victims of a fledgling Canada’s nation-building efforts. It is estimated that approximately 80,000 descendants of the original emigrants have subsequently returned to Canada, where tensions over schooling have persisted. The tensions—then, as now—are rooted in a fundamentally different understanding of the purposes of education—and it is this tension that interests me as an ethnographer and education researcher. My research is concerned with assessing attitudes towards education within the Low German Mennonite (LGM) community in both Canada and Mexico. Too often academic research is presented as a tidy finished product, with little insight shed into the messy, highly iterative process of data collection. The purpose of this article is to pull back the curtain and discuss the messiness of the process, including security risks involved with methodology, site selection, research participants, and gaining access to the community.

Promoting the Success of US Industry/University Research Centres

1999 ◽  
Vol 13 (2) ◽  
pp. 101-111 ◽  
Author(s):  
Louis Tornatzky ◽  
Kay Lovelace ◽  
Denis O. Gray ◽  
S. George Walters ◽  
Eliezer Geisler
Keyword(s):  
Leadership Style ◽  
Academic Research ◽  
Research Centre ◽  
Cooperative Research ◽  
Organizational Boundaries ◽  
University Campuses ◽  
Leadership Challenges ◽  
The Usa ◽  
Critical Leadership ◽  
Research Centres

The industry/university (I/U) research centre, once a novelty on university campuses, has become the dominant vehicle for industry's funding of academic research in the USA. While the authors' recent volume, ‘Managing the Industry/University Cooperative Research Center’, documents a variety of skills and competencies needed to build and sustain these boundary-spanning organizations, none plays a more important role in centre success than leadership. Drawing on the literature on leadership and over fifteen years of experience with and research on the National Science Foundation's Industry/University Cooperative Research Centers programme, the authors define and illustrate leadership in the context of an I/U research centre. Leadership in a cooperative research centre often involves helping constituencies to deal with adaptive challenges, situations which require learning both to define the problem and to develop and implement a solution. Since these situations usually involve constituencies with conflicting values and priorities, they are typically best resolved by a participatory leadership style. Critical leadership challenges observed in cooperative research centres are discussed, including: exercising intrapreneurship, creating a compelling technical vision, spanning organizational boundaries, creating cooperative research teams, managing a changing centre and knowing oneself.

scholarly journals Creating a Culture of Activism in the Education Doctorate

2021 ◽  
Vol 6 (1) ◽  
pp. 53-56
Author(s):  
Christine Lynn Mcclure
Keyword(s):  
Higher Education ◽  
Academic Research ◽  
Institutions Of Higher Education ◽  
Political Values ◽  
Education Doctorate ◽  
University Campuses ◽  
College And University ◽  
Specific Career ◽  
College And University Campuses ◽  
Activist Movements

 Attempting to combine activism and scholarship would seem natural because most academic research is born out of a deep-rooted desire to change, eradicate, or transform a societal issue. As such, translating research into practice by way of activism would seem conventional for most scholars, because it is “informed by both personal and political values and the need to engage our emotional responses to the world around us” (Derickson & Routledge, 2015, p. 5). However, the elite, “ivory-tower” of the academy is not so accepting of scholar-activists. Perhaps it is because activism places higher education in the cross hairs of the criticisms, critiques, and call-outs that activism seeks to influence. Institutions of higher education have done a mediocre job at cultivating spaces for academics to freely engage in activism, as academics who desire to participate in activism face considerable and specific career-related risks (Flood et al., 2013). Loss of tenure, reduced opportunities for collaboration, decreased funding, isolation, and oftentimes physical threats are but a few strategies used against academics who openly participate in activism. While many activist movements have been birthed on college and university campuses, very few demonstrate a willingness to embrace the causes or individuals involved in these activist movements. As institutions of higher education try to strengthen both the policies and practices related to diversity, equity, and inclusion it is imperative that they also examine the oppressive structures, antiquated hiring practices, and exclusionary curriculum that inhibit the culture of activism from thriving. These three specific areas are the focus for this article.

The Four Fields of Archaeology

2003 ◽  
Vol 68 (4) ◽  
pp. 611-618 ◽  
Author(s):  
Charles R. McGimsey
Keyword(s):  
Resource Management ◽  
Academic Research ◽  
Research Field ◽  
Public Outreach ◽  
Full Time ◽  
Teaching Management ◽  
Research Activities ◽  
Full Flowering ◽  
Single Field ◽  
Archaeological Resource Management

The increase in funding associated with new legislation subsequent to the late 1960s and the introduction of Cultural Resource Management (CRM) research has changed archaeology in many ways. Not the least of these changes is the first full flowering of archaeology's four fields of endeavor (research and report writing, teaching, management, and outreach) to the extent that it is now possible for individuals to devote major portions of their career to a single field, and increasingly they are doing so, though a career that entails some work in more than one field is still, and probably should remain, the rule. Within the research field, academic research and research activities related to archaeological resource management (ARM) should develop as complementary rather than as compartmentalized approaches to the database. The teaching field must emphasize training students for service in all four fields. Management and public outreach should be recognized as legitimate fields of full-time archaeological endeavor, and public accountability should be embraced.

Elements of Resilience

2017 ◽  
Author(s):  
Robin P. Harris
Keyword(s):  
Health Assessment ◽  
Historical Narratives ◽  
Epic Tradition ◽  
Continuity And Change ◽  
Language And Music ◽  
Applied Ethnomusicology ◽  
Effective Transmission ◽  
Historical Practice

Chapter 5 draws on preceding chapters devoted to historical narratives and UNESCO to inform a discussion of continuity and change in revitalization. Building on well-researched parallels in language and music shift from the fields of sociolinguistics and applied ethnomusicology, this chapter demonstrates two keys in providing resilience for an epic tradition—effective transmission and appropriate levels of innovation. A diagnostic chart created for the Graded Genre Health Assessment (Schrag 2015) reveals that innovation requires engagement with both stable and malleable elements, allowing traditions like olonkho to maintain connections with historical practice while still remaining dynamic enough to adapt to changing contexts.

scholarly journals Combien ou comment ? Les femmes canadiennes dans les récits scolaires et dans la mémoire collective, rétrospective des recherches depuis 1980

2018 ◽  
Author(s):  
Marie-Hélène Brunet
Keyword(s):  
Collective Memory ◽  
Historical Narratives ◽  
Canadian History ◽  
Critical Perspective ◽  
History Teaching ◽  
Representation Of Women ◽  
Slow Evolution ◽  
Narrative Framework ◽  
Faculties Of Education ◽  
Memoire Collective

L’histoire des femmes peine toujours à faire sa place dans la mémoire collective et dans l’enseignement de l’histoire au Canada. Le présent article propose une courte recension des écrits publiés depuis 1980 à ce sujet. Si certaines recherches ont posé la question à savoir « combien » de femmes étaient présentes dans les récits, c’est surtout le « comment » qui a intéressé les chercheuses et les chercheurs. Les études, provenant des départements d’histoire et des facultés d’éducation, ont porté sur trois aspects : la mémoire collective, les manuels scolaires et la compréhension des élèves du rôle des femmes dans l’histoire. Malgré la très lente évolution de la représentation des femmes dans la trame narrative de l’histoire canadienne, l’analyse des recherches sur cette question permet un regard critique sur la construction des récits historiques et mène à une réflexion nécessaire sur les événements commémoratifs récents. Women’s history is still waiting to gain more place in collective memory and history teaching in Canada. This article provides a brief review of the literature published since 1980 on this topic. While some research has posed the question of "how many" women are present in the narratives, "how they are represented" was the focus of most researchers. Studies from history departments and faculties of education concentrated on three aspects: collective memory, textbooks, and student understanding of women’s agency. Despite the very slow evolution of the representation of women in the narrative framework of Canadian history, this paper allows a critical perspective at the construction of historical narratives and leads to a necessary closer look on recent commemorative events.

scholarly journals Authentic learning across disciplines and borders with scholarly digital storytelling

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Kelly Schrum ◽  
Niall Majury ◽  
Anne Laure Simonelli
Keyword(s):  
Higher Education ◽  
Northern Ireland ◽  
Case Studies ◽  
Digital Storytelling ◽  
Academic Research ◽  
Authentic Learning ◽  
The United States ◽  
Scholarly Work ◽  
Digital Products ◽  
Digital Skills

Scholarly digital storytelling combines academic research and digital skills to communicate scholarly work within and beyond the classroom. This article presents three case studies that demonstrate efforts to integrate scholarly digital storytelling, a technology-enhanced assessment, across disciplines, geographic locations, and teaching contexts. The case studies originate in the United States, Northern Ireland [UK], and Norway, and represent learning across multiple disciplines, including history, higher education, geography, and biology. This article explores the potential for scholarly digital storytelling, when carefully planned, scaffolded, and implemented, to engage students in authentic learning, teaching students to think deeply and creatively about disciplinary content while creating sharable digital products.

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