EDOKPAYI OMOREGIE

As an educator, I am devoted to relational pedagogies that place emphasis on ethical values, especially those of respecting and dignifying human life. I believe classrooms offer the opportunity to improve young people's lives for the greater good of humanity..

• High Achievement Academic Award: Golden key International Honour Society
• Funding
• Graduate Research Grant for the Canada’s SSHRC Historical Thinking Project ($25000)
• Supervisor: Dr
• Jennifer Tupper
• Research Grant-Qualitative Metasynthesis (Literature Review): Reconciliation in preserve teacher education (SSHRC Historical thinking project
• ($2000)
• Supervisor: Dr
• Jennifer Tupper

Omoregie, A.E (2017). Thoughts and Reflections on Nigerian Pedagogy through the Lens of Engaging Minds: Influence and Personal Experience from the Four Moments of Educational Practices, Journal of Education and Practices Vol 8 (24)

Omoregie, A.E (2017), Can Restorative Practice in Schools Make the Difference? A Critical Reflection from Scotland Restorative School Project, Journal of Education and Practices Vol 8 (24)

Omoregie A.E (2018). A paradigm shift through talking circle: A narrative study to investigate the impact of restorative justice education on students after completing an introductory graduate course in RJE. Memorial University of Newfoundland. Master's Thesis.

Omoregie, A.E (2021, June 2). The significance of Philosophy as a foundation for restorative justice education: What a narrative study reveals [panel presentation]. Canadian Society for the Study of Education (CSSE) Conference 2021, Alberta, Canada., Edmonton, Canada

. Omoregie, AE & Tupper J. (2021, May 30). Truth, Reconciliation & Teacher Education. In D. Scott, Education for Pre-service Teachers: Contemporary Trends, Trajectories, and Future Directions. [Symposium]. Canadian Society for the Study of Education, Edmonton, Canada

Omoregie (2020). Phenomenology of a restorative graduate classroom. Citizenship Education. In (CERN) Panel presentation: restorative approach as a culture Shift in Schools Ottawa, Canada

Omoregie AE (2020, November). International graduate experience in Rj circle pedagogy. Canada restorative justice consortium workshop virtual presentation. National restorative justice symposium. Canada

Omoregie, AE. (2018, March). Countering youth radicalization, religious extremism and terrorism through education. Paper Presentation; Aldrich Conference -Research as a Tool for Effecting Change, St. John’s NL

Andersen, C. (2012). Teacher education, Aboriginal studies, and the new national curriculum. Australian Journal of Indigenous Education, The, 41(1), 40.

Bissell, A., & Korteweg, L. (2016). Digital narratives as a means of shifting settler- teacher horizons toward reconciliation. Canadian Journal of Education, 39(3),

Cannon, M. J. (2012). Changing the subject in teacher education: Centering Indigenous diasporic, and settler colonial relations. Cultural and Pedagogical Inquiry, 4(2), 21-37.

Gestsdóttir, S. M., van Drie, J., & van Boxtel, C. (2019). Teaching historical thinking and reasoning in upper secondary schools in Iceland: results of an observation study. Nordidactica: Journal of Humanities and Social Science Education, (2019: 2), 90-113

Hanson, A. J. (2018). Relational encounters with Indigenous literatures. McGill Journal of Education/Revue des sciences de l'éducation de McGill, 53(2).

Higgins, M., Madden, B., & Korteweg, L. (2015). Witnessing (halted) deconstruction: White teachers’ ‘perfect stranger’ position within urban Indigenous education. Race Ethnicity and Education, 18(2), 251-276.

Keliipio, K., Perry, K., & Elderton, C. (2018). A collaborative sharing of stories on a journey toward reconciliation:" belonging to this place and time". McGill Journal of Education, 53(2), 350-361.

Kerr, J. (2014). Western epistemic dominance and colonial structures: Considerations for thought and practice in programs of teacher education. Decolonization: Indigeneity, Education & Society, 3(2).

Kinzel, C. (2020). Indigenous knowledge in early childhood education: Building a nest for reconciliation. Journal of Childhood Studies, 19-32.

Madden, B. (2019). A de/colonizing theory of truth and reconciliation education. Curriculum Inquiry, 1-29.

Manning, R., & Harrison, N. (2018). Narratives of place and land: teaching Indigenous histories in Australian and New Zealand teacher education. Australian Journal of Teacher Education, 43(9).

Mashford-Pringle, A., & Nardozi, A. G. (2013). Aboriginal knowledge infusion in initial teacher education at the Ontario institute for studies in education at the University of Toronto. The International Indigenous Policy Journal, 4(4).

McDowall, A. (2018). (Not) knowing walking the terrain of Indigenous education with preservice teachers. The Australian Journal of Indigenous Education, 47(2), 100- 108.

McGregor, H. E. (2017). One classroom, two teachers? historical thinking and Indigenous education in Canada. Critical Education, 8(14), 1-17.

Mclaughlin, J. M., & Whatman, S. (2015). Beyond social justice agendas: Indigenous knowledges in pre-service teacher education and practice in Australia. In Napier (Ed.), International perspectives on race (and racism): Historical and contemporary considerations in education and society New York, NY: Nova Science Press, 101-119

Miles, J. (2018). Teaching history for truth and reconciliation: The challenges and opportunities of narrativity, temporality, and identity. McGill Journal of Education/Revue des sciences de l'éducation de McGill, 53(2).

Morcom, L., & Freeman, K. (2018). Niinwi-Kiinwa-Kiinwi: Building non-Indigenous allies in education through Indigenous pedagogy. Canadian Journal of Education, 41(3), 808-833.

Ng-A-Fook, N., & Smith, B. (2017). Doing oral history education toward reconciliation. In oral history and education (pp. 65-86). Palgrave Macmillan, New York.

Parkes, R. J., & Donnelly, D. (2014). Changing conceptions of historical thinking in History education: an Australian case study. Revista Tempo e Argumento, 6(11), 113-136.

Partington, G. (2002). Why Indigenous issues are an essential component of teacher education programs. Australian Journal of Teacher Education, 27(2).

Phillips, D., & Whatman, S. (2007). Decolonising Preservice Teacher Education-reform at many cultural interfaces. The World of Educational Quality, 194-194.

Pratt, Y. P., & Danyluk, P. J. (2017). Learning what schooling left out: Making an Indigenous case for critical service-learning and reconciliatory pedagogy within teacher education. Canadian Journal of Education/Revue canadienne de l'éducation, 40(1), 1-29

Riley, T. (2019). Exceeding expectations: Teachers’ decision making regarding aboriginal and Torres Strait Islander Students. Journal of Teacher Education, 70(5), 512-525

Seixas, P., & Peck, C. L. (2004). Teaching historical thinking. In Challenges and prospects for Canadian social studies (pp. 109–117). Vancouver, BC, Canada: Pacific Educational

Seixas, P. (2006). Benchmarks of historical thinking: A framework for assessment in Canada. The Center for the Study of Historical Consciousness. Recuperado el, 12

Smith, Bryan, Ng-A-Fook, Nicholas, Berry, Sara & Spence, Kevin. (2011). Deconstructing A curriculum of dominance: teacher education, colonial frontier logics, and residential schooling. Transnational Curriculum Inquiry 8 (2)

Watson, K., & Currie-Paterson, N. (2018). Responding to the calls to action: reflections on teaching mandatory Indigenous Education to Teacher candidates in Ontario. Journal of Education/Revue des sciences de l'éducation de McGill, 53(2)

Wiseman, D. (2018). Finding a place at home: The Trc as a means of (r) evolution in pre- service (Science) teacher education. McGill Journal of Education/Revue des sciences de l' éducation de McGill, 53(2).

Academic Award

· High Achievement Academic Award: Golden key International Honour Society

Funding

· Graduate Research Grant for the Canada’s SSHRC Historical Thinking Project ($25000)

Supervisor: Dr. Jennifer Tupper

· Research Grant-Qualitative Metasynthesis (Literature Review): Reconciliation in preserve teacher education (SSHRC Historical thinking project. ($2000)

Supervisor: Dr. Jennifer Tupper