ISBN 9780415849548
    330 Pages 25 B/W Illustrations
    Published May 23, 2013 by Routledge

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    ISBN 9780415883801
    330 Pages 25 B/W Illustrations
    Published December 9, 2010 by Routledge

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    ISBN 9780203835586
    330 Pages 25 B/W Illustrations
    Published December 14, 2010 by Routledge

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    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.

    1. Introducing Memory and Pedagogy  Claudia Mitchell, Teresa Strong-Wilson, Kathleen Pithouse and Susann AllnuttSection 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.

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