Nicholas Ng-A-Fook is deeply committed toward integrating various community service learning social action curriculum projects within the courses he teaches at the Faculty of Education. In 2007, he travelled with Bachelor of Education students to Raceland, Louisiana to work with the United Houma Nation who suffered the devastating effects of Hurricane Katrina. The Houma people continue to rebuild their infrastructure despite suffering the continued frontline effects of recurring hurricanes and the recent Gulf of Mexico oil spill. As part of this international CSL project students worked with elders at a New Orleans Jazz Festival non-profit food booth, created podcasts to share their stories, and attended eco-justice workshops with indigenous community activists. For his commitment to the United Houma Nation he received their Tribal Advocate Award in 2004. He is the current acting director of A Canadian Curriculum Theory Project and Developing a Global Perspective for Educators (for more information see www.curriculumtheoryproject.ca and www.developingaglobalperspective.ca). He is also an associate member of the Making History/Faire Histoire Educational Research Unit (see www.makinghistory-fairehistoire.ca). Nicholas Ng-A-Fook continues to work toward building educational partnerships on various social action curriculum development projects with international and local indigenous communities like the United Houma Nation and the Kitigan Zibi. As a curriculum theorist he has published several articles and book chapters on the various social action curriculum projects that both he and students have developed and engaged either here in Canada or abroad. In recognition of such work he received the University of Ottawa's Community Service Learning Outstanding Achievement and the Faculty of Education New Researcher Awards. Nicholas Ng-A-Fook continues to research how curriculum theorizing as a social justice orientated praxis can provoke historical and present conceptions of curriculum policy and its respective development and implementation in public schools across Ontario. He remains deeply indebted to colleagues, committed teacher-candidates, generous community partners, the Centre for Global and Community Engagement, and the people who work there and continue to support the social justice orientated work he does here at the Faculty of Education.

Telephone : 613-562-5800 ext. 2239
E-Mail Address : nngafook@uOttawa.ca
WWW : http://www.curriculumtheoryproject.ca/


  • Associate Professor

:

  • Ph.D., Curriculum and Instruction, Louisiana State University, US, 2006
  • M.A. in Education, Multicultural Education, York University, CA, 2001
  • Graduate Diploma Education, Secondary Science and History, University of Western Sydney, AU, 1998
  • B.A., Classical Studies, University of Ottawa, CA, 1996

:

  • Curriculum
  • History of education (oral history)
  • Life-writing research (autobiography and narrative inquiry)
  • Critical youth studies (first generation immigrant and indigenous youth)
  • Community-based research

Publications

Books Authored

  1. Ng-A-Fook, N., An Indigenous Curriculum of Place: The United Houma Nation's Contentious Relationship with Louisiana's Educational Institutions, New York, Peter Lang, 2007, pp. i-232.

Books Edited

  1. Ng-A-Fook, N., & Reis, G., & Ibrahim, A., Provoking Curriculum Studies: Strong Poetry and the Arts of the Possible in Education, New York, New York, Routledge, 2014, (in-press)

  2. Ng-A-Fook, N. & Rottmann, J. (Eds.), Reconsidering Canadian Curriculum Studies, New York, Palgrave Macmillan, 2012, i-262.

Editor Special Series

  1. Mclean, L. & Ng-A-Fook, N., , “Teaching from a Global Perspective”, REVUE D’EDUCATION/EDUCATION REVIEW, 3(2), 2013, 22.

  2. Ng-A-Fook, N., and Cook, S. (Eds.), , “Making Educational Oral Histories in the 21st Century”, Oral History Forum, 32(2), 2012

Chapters In Books

  1. Ng-A-Fook, N., “Autobiography, Intellectual Topographies, and Teacher Development”, Autobiography and Teacher Development In China: Subjectivity and Culture in Curriculum Reform, William F. Pinar & Zhang Hua, New York, New York, Palgrave Macmillan, 2015, (in-press)

  2. Radford, L. & Ng-A-Fook, N., “Framing Radical Hope within Forbidden Cities: Social Networks, Curriculum, and Adolescent Desires”, Framing Peace: Thinking About and Enacting Curriculum as "Radical Hope", Rahat Naqvi and Hans Smits, New York, New York, Peter Lang, 2015, 145-157.

  3. Reis, G., Ng-A-Fook, N., & Glithero, L., “Provoking Ecojustice: Taking Citizen Science and Youth Activism Beyond the School Curriculum”, Ecojustice, citizen science and youth activism, M. Mueller & D. Tippings, New York, Springer International Publishing Switzerland, 2015, 39-61.

  4. Ng-A-Fook, N., Radford, L. & Ausman, T., “Living Hyph-E-Nations: Marginalized Youth, Social Networking, and Third Spaces”, The Critical Youth Studies Reader, Shirley Steinberg & Awad Ibrahim, New York, New York, Peter Lang, 2014, 240-254.

  5. Ng-A-Fook, N., “Contemplating A Canadian Curriculum Theory Project: Currere, Denkbild and Intellectual Genealogies”, Contemplating Curriculum: Genealogies/Times/Places, Erika Hasebe-Ludt and Wanda Hurren (Eds.), New York, Routledge, 2013, 171-182.

  6. Ng-A-Fook, N., “Fishing for Knowledge Beyond Colonial Disciplines: Curriculum, Social Action Projects, and Indigenous Communities”, Contemporary Studies in Environmental and Indigenous Pedagogies: A Curricula of Stories and Place, A. Kulnieks, & D. Roronhiakewen Longboat, & K. A. Young, Rotterdam The Netherlands, Sense publishers, 2013, 285-305.

  7. Kulnieks, A., Ng-A-Fook, N. & Stanley, D. & Young, K., “Reconsidering Canadian Curriculum Studies: Framing an Approach to Ecojustice”, Reconsidering Canadian Curriculum Studies, In N. Ng-A-Fook & J. Rottmann, (Eds.), New York, Palgrave Macmillan, 2012, 83-106.

  8. Ng-A-Fook, N., “Navigating M/other-Son Plots as a Migrant Act: Autobiography, Currere, and Gender”, Mothering a bodied curriculum: Emplacement, desire, affect, In S. Springgay & D. Freedman (Eds.), Toronto, Ontario, University of Toronto Press., 2012, pp. 160-185.

Papers In Refereed Journals

  1. Smith, B., & Ng-A-Fook, N., & Corrigan, J., “Mobile(zing) Educational Research: Historical Literacy, M-Learning, and Technopolitics”, McGill Journal of Education, 2015, (In-Press)

  2. Ng-A-Fook, N. & Milne, R., “Unsettling our Narrative Encounters within and outside of Canadian Social Studies”, Canadian Social Studies, 47(2), 2014, 91-109.

  3. Ng-A-Fook, N., “Spinning Curriculum Designs at a Crossroads: Big Ideas, Conversations, and Reconciliation”, Journal of the Canadian Association for Curriculum Studies, 12(1), 2014, 98-118.

  4. Ng-A-Fook, N., “Provoking the very “Idea” of Canadian Curriculum Studies as a Counterpointed Composition”, Journal of the Canadian Association for Curriculum Studies, 12 (1), 2014, 10-69

  5. Lévesque, S., & Ng-A-Fook, N., Corrigan, J., “What does the eye see?: Reading online primary source photographs in history”, Journal of Contemporary Issues in Technology and Education, 14(2), 2014

  6. Corrigan, J., & Ng-A-Fook, N., & Levesque, S., & Smith, B., “Looking to the Future to Understand the Past: A Survey of Pre-Service History Teachers’ Experiences with Digital Technology and Content Knowledge”, Nordic Journal of Digital Literacy, 1(2), 2013, 49-73.

  7. Ng-A-Fook, N., & Radford, L., & Norris, T., & Yazdanian, S, “Empowering Marginalized Youth: Curriculum, Digital Media, and Character Development”, Canadian Journal of Action Research, 14(2), 2013, 38-50.

  8. Ng-A-Fook, N., “Reconsidering our Attendance to Curriculum Development as…Events, Subjectivities, and a Cosmopolitan Praxis”, Journal for the American Association for Advancement of Curriculum Studies, 9, 2013, 1-16.

  9. Tarc, P., & Mishra Tarc, A., & Ng-A-Fook, N., Trilokekar, R., “Re-conceiving International Education: Theorizing Limits and Possibilities for Transcultural Learning”, Comparative and International Education, 41(3), 2012, 1-40.

  10. McMurtry, A., Clarkin, C., Bangou, F., Duplàa, E., MacDonald, C., Ng-A-Fook, N. & Trumpower, D., “Making interdisciplinary collaboration work: Key ideas, a case study and lessons learned”, Alberta Journal of Educational Research, 58 (3), 2012, 461-473.

  11. Ng-A-Fook, N. & Radford, L. & Ausman, T., “Living a Curriculum of Hyph-e-nations: Diversity, Equity, and Social Media”, Multicultural Education Review, 4(2), 2012, 91-128.

  12. Corrigan, J. A. & Ng-A-Fook, N., “Mobilizing Curriculum Studies in a (Virtual) World: Open Access, Edupunks, and the Public Good”, Canadian Journal of Education, 35(2), 2012, 58-76.

Major Invited Contributions And/Or Technical Reports

Technical Report

  1. Ng-A-Fook, N., & Kane, R., & Glithero, L. & Crowe, T., Mobilizing A Global Citizenship Perspective with Educators: Curriculum Development, Equity and Community Partnerships, Knowledge Network for Applied Education Research, 2013, 40

Papers Read And Presentations

Abstracts And/Or Papers Read In A Learned Society (Oral Or Poster)

  1. Ng-A-Fook, N. & Crowe, T., & Cardinal, S., Engaging Community Service Learning Projects with First Nations Communities, Algonquin College, Ottawa, Healthy Resilient Communities Conference, (May, 2014)

  2. Ng-A-Fook, N., Contemplating Curriculum: Genealogies/Times/Places, Brock University, Canadian Society for the Study of Education, (May, 2014)

  3. Ng-A-Fook, N. & Forte, R., Becoming a cosmopolite in Ontario through Civics (Politics) – Vernacular? Islamic? Cultural?, Brock University, Canadian Society for the Study of Education, (May, 2014)

  4. Ng-A-Fook, N., Engineering Social Studies: Curriculum, Backward Design, and Epistemic Violence, Brock University, Canadian Society for the Study of Education, (May, 2014)

  5. Ng-A-Fook, N., Smith, B., Corrigan, J., Remembering the App/aritions of a Traumatic Past: Forgetfulness, Mobile Applications and the Contestation of Colonial Logics., Philadelphia, April, 2014, American Education Research Association Annual Conference

  6. Radford, L. & Ng-A-Fook, N., Engaging Youth Activism: Curriculum, Social Networks and Radical Hope, American Association for the Advancement of Curriculum Studies, (April, 2014)

  7. Forte, R. & Ng-A-Fook, N., Becoming Cosmopolitan: A Curriculum Without Consensus, Philadelphia, American Association for the Advancement of Curriculum Studies Annual Conference, (April, 2014)

  8. Mclean, L., Crowe, T., Ng-A-Fook, N., Kane, R., & Leet, L., Reimer, K., Glithero, L., Building Partnerships to Support Social Justice for All Learners, Montreal, QC, October, 2013, Interdisciplinary Education Conference, North American Chapter (NAC), World Council for Curriculum and Instruction (WCCI), (2013, October)

  9. Ng-A-Fook, N., Kane, R., Crowe, T., and Glithero, L., Mobilizing Citizenship Education to The Edges: Curriculum Development, Equity, and Networking Research Partnerships, Victoria, British Columbia, Canadian Society for the Study of Education Annual Conference, (2013, June)

  10. Ng-A-Fook, N. & Lévesque, S. & Smith, B., Disrupting Historical Narratives: Curriculum, Difficult Knowledge, and Colonial Frontier Logics, Victoria, British Columbia, Canadian Society for the Study of Education Annual Conference, (2013, June)

  11. Ng-A-Fook, N. & Lévesque, S. & Smith, B., Making Digital Oral Histories: Curriculum, Difficult Knowledge, and Colonial Frontier Logics, San Francisco, California, American Educational Research Association, (2013, April)

  12. Lévesque, S. & Ng-A-Fook, N. & Corrigan, J., Looking to the Future to Understand the Past: A Survey of Pre-Service History Teachers’ Digital and Historical Literacies, San Francisco, California, American Educational Research Association, (2013, April)

  13. Lévesque, S. & Ng-A-Fook, N. & Stéphane Buffard, “What Does the Eye See?:” Reading Primary Resource Photographs in History., San Francisco, California, American Educational Research Association, (2013, April)

  14. Donald, D. & Hasebe-Ludt, E. & Chambers, C. & Ng-A-Fook, N. & Kelly, V., Métissage as Curricular Crossroads: Braiding Together Artifacts, Places, and Stories., Waterloo, Ontario, Multimedia paper presentation at the Canadian Association of Curriculum Studies Annual Conference, (2012, May)

  15. Ng-A-Fook, N., Questioning Curriculum Theory as a Cosmopolitan Praxis: An Autobiography of Difference, Rio de Janeiro, Brazil, The Fourth World Curriculum Conference, (2012, July)

  16. Ng-A-Fook, N., Living a Curriculum of Hyph-e-nations: Diversity, Equity, and Social Media, Seoul, Korea, Korean Association of Multicultural Education, (2012, May)

  17. Ng-A-Fook, N., Navigating M/other-Son Plots as a Migrant Act: Autobiography, Currere, and Gender, Vancouver, BC., American Educational Research Association (AERA) Annual International Conference, (2012, April)

  18. Ng-A-Fook, N. & Radford, L., Empowering Marginalized Youth: Curriculum, Digital Media, and Character Development, Vancouver, BC., Conference for the John Dewey Society, (2012, April)

  19. Donald, D., Ng-A-Fook, N., Chambers, C., Hasebe-Ludt, E., Leggo, C., Kelly, V., Jordan, N. & Sameshima, P., Life Writing as Métissage: Curriculum Artifacts, Inter-national Places, and Stories, Vancouver, BC., American Association for the Advancement of Curriculum Studies, (2012, April)

  20. Ng-A-Fook, N., Empowering Marginalized Youth: Curriculum, Digital Media, and Character Development, Multimedia presentation at, the Ontario Teacher Federation and Ontario Deans Association of Education conference at University of Ontario Institute for Technology in Oshawa Ontario, (2012, February)

Keynote Addresses

  1. Ng-A-Fook, N., “Living a Curriculum of Hyph-e-nations: Autobiography, Social Networking, and Difference”, Rosa Bruno-Jofré Symposium in Education, Queen's University, Kingston Ontario, February, 2015.

  2. Ng-A-Fook, N., “Developing A Global Perspective”, North American Association of Environmental Education Annual Research Symposium, Ottawa, Ontario, 2014.

  3. Ng-A-Fook, N., “What is Curriculum Inquiry?”, Curriculum Inquiry Research Group Launch Event., Kingston, Ontario, 2014.

  4. Ng-A-Fook, N., “Curriculum Review Plenary Panel”, Ministry of Education Curriculum Forum, University of Toronto, 2014.

  5. Ng-A-Fook, N., “Provoking the very “idea” of Canadian Curriculum Studies in China: Autobiography, Intellectual Topographies, and Teacher Development”, 2nd International Conference on the Reform of Curriculum & Teaching and Teacher Development, Hangzhou Normal University, Hangzhou China, 2013, 20.

  6. Nicholas Ng-A-Fook, “Questioning Curriculum Theory as a Cosmopolitan Praxis: An Autobiography of Difference”, International Association For the Advancement of Curriculum Studies, Rio De Janeiro, Brazil, 2012, 20.

  7. Nicholas Ng-A-Fook, “Living a Curriculum of Hyph-e-nations: Diversity, Equity, and Social Media”, Korean Association of Multicultural Education, Seoul, Korea, 2012, 15.

  8. Nicholas Ng-A-Fook, “Reconsidering Canadian Curriculum Studies”, American Association for the Advancement of Curriculum Studies, Vancouver, BC., 2012, 20.

  9. Nicholas Ng-A-Fook, “Empowering Marginalized Youth: Curriculum, Digital Media, and Character Development”, John Dewey Society Presidential Panel, Vancouver, BC., 2012, 15.

Media

Television Interviews

  1. Ng-A-Fook, N., CTV, Power and Play, Abortion debate ends Ottawa Catholic students' trip to Ohio Read more: http://www.ctvnews.ca/canada/abortion-debate-ends-ottawa-catholic-students-trip-to-ohio-1.1022968#ixzz2Q9z1koP7, November 2, 2012

Printed And Electronic Media

Newspaper Articles

  1. Ng-A-Fook, N., “Who is Afraid of Teacher Activists?: A Step in Front of our Children”, 2013

  2. Ng-A-Fook, N., “Why are schools brainwashing our children?”, Mclean's Magazine, Cover Story, 2012, October