Dr. Brenda Trofanenko

Canada Research Chair in Education, Culture and Community, Tier II

School of Education
Box 57
Acadia University
Wolfville, Nova Scotia
B4P 2R6

Office: Emmerson 214
Phone: (902) 585-1381
Fax: (902) 585-1761

Email: brenda.trofanenko@acadiau.ca

 

Education: M., B.A., M.A., B.Ed. (Alberta, M.Ed. (New Br.), Ph.D. (Br. Col.)

Research Interests:
  Social Theory
  Sociology of Education
  History Education
  Historical Consciousness
  Museum Studies
  Qualitative Research
  Digital Humanities
  Community Informatics
 

Recent Publications:

Trofanenko, B. (2017). “We Tell Stories to Live”: The Limits of   Oral History as a Pedagogical Encounter.  In K. Llewellyn & N. Ng Fook   (Eds.), History and Education: Theories, Dilemmas, and Practices. Palgrave.

Segall, A. & Trofanenko, B. (2016). The Victoria and Albert Museum: A subversive, playful pedagogy in action. In D. Clover (Ed.) Adult education and museums: Social and cultural animation for change. Rotterdam: Sense Publishing.

Trofanenko, B. (2016). Public pedagogy in a museum: CMIP21, for example. In V. Gosselin & P. Livingstone (Eds.), Museums and Historical Consciousness. Vancouver, BC: University of British Columbia Press.

Trofanenko, B. (2016). History, heritage, and education: Notes on passing as an insider at a heritage education conference. In M. Glever & C. van Boxtel (Eds.) Tangible Pasts: Questioning heritage education. Berghahn Books: New York/Oxford.

Trofanenko, B. (2015). On the museum as a practiced place: Or, reconsidering museums and history education. In R. Sandwell & A. von Heyking (Eds.), Becoming a History Teaching in Canada: Sustaining Practices in Historical Thinking and Knowing.  Toronto, ON: University of Toronto Press.

Trofanenko, B. (2015). Valuing the past, or, untangling the social, political, and economic importance of cultural heritage sites. In W. Logan, M. Nic Craith and . Kockel (Eds.) Blackwell Companion to the New Heritage Studies.

Trofanenko, B & Segall, A. (2014). Introduction: The ambiguous pedagogical purposes of museums. In B. Trofanenko & A. Segall (Ed.), Beyond Pedagogy: Examining the Public Purposes of Museums. Rotterdam: Sense Publishing.

Segall, A. & Trofanenko, B. (2014). The pedagogical possibilities of the National Museum of the American Indian. In B. Trofanenko & A. Segall (Eds.), Beyond pedagogy: Examining the public purposes of museums. Rotterdam: Sense Publishing.

Segall, A. & Trofanenko, B. (2014). Conclusion: Reconsidering the public pedagogical purposes of public pedagogical spaces. In B. Trofanenko & A. Segall (Eds.), Beyond pedagogy: Examining the public purposes of museums. Rotterdam: Sense Publishing.

Trofanenko, B. (2014). Remembrances of sorrows past: An affective commitment to learning. The Review of Education, Pedagogy & Cultural Studies 36 (1). 

Trofanenko, B. (2014). Introduction: Public pedagogy and the limits of representation. The Review of Education, Pedagogy & Cultural Studies 36 (1) (Guest Editor Thematic Issue).

Trofanenko, B. (2013). Introduction: Coming to the table to talk. Museum Management & Curatorship 28(3) (Editor: Special Thematic Issue on Identity, representation, and public institutions: Disparate conversations across discrete disciplines).

Trofanenko, B. & Segall, A. (2012). Addressing the pedagogical purpose of indigenous displays: The case of the national museum of the American Indian. Diaspora, Indigenous, and Minority Education 5 (2), 141-156.

Trofanenko, B. (2011). On difficult history displayed: The pedagogical challenges of interminable learning. Museum Management and Curation 26 (5), 481-495.

Trofanenko, B. (in press). In K. Kee (Ed.), PastPlay: History, Technology, and the Return to Playfulness. Vancouver, BC: University of British Columbia Press.  

Trofanenko, B. (2010). The Educational Promise of Public History Museum Exhibits. Theory and Research in Social Education 38 (2), 270-284. 

Trofanenko, B. (2009). Gazing on the Past: Examining the Pedagogical Purposes of Public History. In E. Heilman (Ed.), Social Studies and Diversity in Teacher Education: What We Do and Why We Do It. New York: Routledge.  

Trofanenko, B. (2008). More Than a Single Best Narrative: Collective History and the Transformation of Historical Consciousness. Curriculum Inquiry, 38 (5), 579-60. 

Trofanenko, B. (2008). Dare We Know the Nation? Considering the Nexus of Discursive Leveraging and Identity. Discourse, 29(3), 259-274.  

Trofanenko, B. (2008). On Cultural Identity and Difference. In P. Trifonas (Ed.), Worlds of Difference: Rethinking the Ethics of Global Education for the 21st Century (pp. 78-93). Boulder, CO: Paradigm Publishers.  

Trofanenko, B. (2006). Public Museums and Identity, or, the Art of Being Displayed. In A. Segall, E. Heilman, & C. Cherryholmes (Eds.), Social Studies: The Next Generation (pp.95-109). New York: Peter Lang.  

Trofanenko, B. (2006). 'A World of Knowledge:' Digital Technologies and Social Studies. In E. W. Ross (Ed.), The Social Studies Curriculum: Purposes, Problems, and Possibilities (pp.241-253). New York: SUNY Press. 

Trofanenko, B. (2006). Displayed Objects, Indigenous Identities, and Public Pedagogy. Anthropology and Education Quarterly, 37(4), 309-327.  

Trofanenko, B. (2006). Interrupting the Gaze: Reconsidering Authority in the Museum. Journal of Curriculum Studies, 38(1), 49-65.  

Trofanenko, B. (2005). On Defense of the Nation. Social Studies, 96(5), 193-199. 

Additional Information: