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 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. "Shes 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
Childrens 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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