Mosaic-ing Memory in Teacher Education and Professional Learning
Imagining Possibilities for Collective Memory-Work
Abstract
In this scholarly memoir, we use mosaic-ing as a metaphor to retrace research connections between and among memory-work, the arts, and professional teacher learning, charting the course of transcontinental methodological variations and considerations over time and space. We chronologically offer this retracing, looking back to some of our earliest work on memory and teaching in Canada in the early to mid-1990s and then following the movement of our memory-work collaborations across Canada and South Africa up to the present time. The memoir positions imagination, creativity, and the arts at the heart of remembering as an educational project. Throughout, we highlight the value of arts-based tools and methods—such as drawing, photography, filmmaking, creating collages, poetic inquiry, storytelling, and working with objects—in the doing of memory-work. Building on the work of Frigga Haug and others, mosaic-ing memory offers a multifaceted visual, material, and cultural lens to view teacher education and professional learning in a future-oriented way.
Downloads
Published
Issue
Section
License
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License of their choice (usually CCBY 3.0 unported, but determined at the proofing stage by consultation with the Editor - readers looking for copyright permissions are required to do this on a case by case basis) that allows others to share the work in some way with an acknowledgement of the work's authorship and initial publication in this journal. We appreciate authors placing a link to the Other Education site wherever they choose to offer a PDF download to the original OE article.