Memory work – the conscious remembering and study of individual and shared memories – is increasingly being acknowledged as a key pedagogical tool in working with children. Giving students opportunities and support to remember and study their selves as individuals and as communities allows them to see their future as something that belongs to them, and that they can influence in some way for the better. This edited volume brings together essays from scholars who are studying the interconnections between pedagogy and memory in the context of social themes and social inquiry within educational research. The book provides a range of perspectives on the social and pedagogical relevance of memory studies to the educational arena in relation to the themes of memory and method, revisiting childhood, memory and place, addressing political conflict, sexuality and embodiment, and inter-generational studies.
Table of Contents
1. Introducing Memory and Pedagogy Claudia Mitchell, Teresa Strong-Wilson, Kathleen Pithouse and Susann Allnutt. Section 1: Memory and Place 2. Making Place Susann Allnutt 3. Secrets of Play: Child-Centered Spaces and the Literary Imagination Elizabeth N. Goodenough 4. The Case of the Imaginary Frozen Fish and the Mean Boy Tony N. Kelly 5. Formative Touchstones: Finding Place as a Teacher Through an Indigenous Learning Experience Michele T. D. Tanaka Section 2: Revisiting Childhood 6. Readers Remember: Text, Residue, and Periphery Margaret Mackey 7. "She’s a Beauty Queen, Deal With It!": Online Fan Communities as Sites for Disruptive Pedagogies Tammy Iftody and Dennis Sumara 8. Learning to Live With Ghosts: Multimodal Archaeologies of Storied Formation as Palimpsestal Inquiry Lisa K. Taylor Section 3: Legacies of Political Conflict 9. Re-Memoring Colonial Spaces of Apartheid and the Holocaust Through Imaginative Fiction Ingrid Johnston 10. Narrating Displacement: The Pedagogy of Exile Hourig Attarian 11. History Teaching, ‘Truth Recovery’, and Reconciliation Allan McCully 12. "The Future of our Young Children Lies in our Hands": Re-Envisaging Teacher Authority Through Narrative Self-Study Kathleen Pithouse Section 4: Memory and Embodiment 13. Culture, Nostalgia, and Sexual Education in the Age of AIDS in South Africa Relebohile Moletsane 14. Looking Back: Women Principals Reflect on Their Childhood Experiences Pontso Moorosi 15. Object-Memory, Embodiment, and Teacher Formation: A Methodological Exploration Amy L. Cole 16. Dressing Memory: Clothes, Embodiment, and Identity Sandra Weber Section 5: Intergenerationality and Looking to the Future 17. "I Remember When I Was Your Age … ": Productive Remembering Through Crossover Literature Maija-Liisa Harju 18. Threading Voices: Telling Intergenerational Digital Stories Teresa Strong-Wilson 19. Our Stories: Memory, Displacement, and the Politics of Children’s Writing Lara Bober
Claudia Mitchell is James McGill Professor in the Department of Integrated Studies in Education at McGill University.
Teresa Strong-Wilson is Assistant Professor in the Department of Integrated Studies in Education at McGill University.
Kathleen Pithouse is a Postdoctoral Scholar at McGill University.
Susann Allnutt is Administrator in the School of Information Studies at McGill University.