The three constituent claims that merge to create this overarching theme are: 1. This dissertation makes a number of inter-related arguments that, at an abstract level, converge on the methodological project of challenging the divide between method and object in conventional social science. It is also the creative labour of thinking well about teaching. This is what Pitt and Britzman (2003) refer to as writing in the “invisible ink” of history (p. When teachers can create narratives that symbolize the unresolved conflicts of their schooling past, they are then in a position to use that history as a source of insight that illuminates the ways the past structures the present, and how the present shapes what we remember of the past.
While a number of theorists in education have explored how both teaching and teachers themselves are shaped by locations in identity, culture, and history, I am interested in exploring the emotional significance of teachers’ efforts to excavate, and put into words, their own educational histories.
The focus emerges from my interest in thinking about teaching as a form of memory-and specifically, how teachers might think well about the ways in which our educational histories linger, haunt, and shape the pedagogical present. What does it mean to speak of histories that are largely unspoken? In what ways do unspoken histories haunt the present? How might one move from the position of being authored by history to becoming its author? This essay raises these questions in the context of education.
0 kommentar(er)
