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Memory Mosaics: Researching Teacher Professional Learning Through Artful Memory-work

  • Kathleen Pithouse-Morgan
  • Daisy Pillay
  • Claudia Mitchell

Part of the Studies in Arts-Based Educational Research book series (SABER, volume 2)

Table of contents

  1. Front Matter
    Pages i-xvii
  2. Claudia Mitchell, Katie MacEntee, Mary Cullinan, Patti Allison
    Pages 35-54
  3. Kathleen Pithouse-Morgan, Hlengiwe (Mawi) Makhanya, Graham Downing, Nontuthuko Phewa
    Pages 55-75
  4. Daisy Pillay, Reena Ramkelewan, Anita Hiralaal
    Pages 77-93
  5. Claudia Mitchell, Bridget Campbell, Stephanie Pizzuto, Brian Andrew Benoit
    Pages 95-112
  6. Kathleen Pithouse-Morgan, S’phiwe Madondo, Edwina Grossi
    Pages 133-153
  7. Kathleen Pithouse-Morgan, Sandra Owén:nakon Deer-Standup, Thokozani Ndaleni
    Pages 155-173
  8. Claudia Mitchell, Sifiso Magubane, Casey Burkholder, Sheeren Saloojee
    Pages 175-192
  9. Back Matter
    Pages 193-196

About this book

Introduction

This book communicates new voices, insights, and possibilities for working with the arts and memory in researching teacher professional learning. The book reveals how, through the arts, teacher-researchers can reimagine and reinvigorate moments of the past as embodied and empowering scholarly experiences. The peer-reviewed chapters were composed from juxtaposing unique “mosaic” pieces written by 21 new and emerging scholars in South Africa and Canada. Their research explores diverse arts-based practices and resources including collage, film, drawing, narrative, poetry, photography, storytelling and television alongside related ethical issues. Critically, Memory Mosaics also demonstrates how artful memory-work can engender agency in professional learning with teacher-researchers taking up pressing issues of social justice such as inclusion and decolonisation. Overall, the book offers a multidimensional, polyvocal exploration of how artful memory-work can bring about future-oriented professional learning enacted as pedagogies of reinvention and productive remembering.


Memory Mosaics: Researching Teacher Professional Learning Through Artful Memory-Work, by Kathleen Pithouse-Morgan, Daisy Pillay, and Claudia Mitchell, along with teacher-researchers on two continents, is a ground-breaking book. It models a collaborative approach to arts-based research that melds memory-work, visual and poetic arts, and reflective practice to promote professional learning, personal transformation, decolonisation, and a more just future. Like colourful pebbles and bits of glass, the authors place teachers’ self-stories in relation to one another in an artful design, creating thematic coherence that evokes a deep sense of knowing. Judith C. Lapadat, Professor Emeritus, Faculty of Education, University of Lethbridge, Canada


Memory Mosaics: Researching Teacher Professional Learning Through Artful Memory-Work assembles exemplars of professional learning in an intriguing mosaic format. A topic is introduced, followed by memory-pieces; then: discussion and/or creative response. This lively juxtaposition generates momentum for highly productive forms of remembering around social justice issues, even as the reader is invited into an intimate circle of shared concern: for these issues, with these (and other) teacher-researchers.  It is a beautiful, original, and practical book. Teresa Strong-Wilson, Associate Professor, Faculty of Education, McGill University, Canada


Keywords

Arts-based research Self-reflexive research Artful professional learning research Visual representation in autoethnographic engagement Memory studies digital storytelling

Editors and affiliations

  • Kathleen Pithouse-Morgan
    • 1
  • Daisy Pillay
    • 2
  • Claudia Mitchell
    • 3
  1. 1.School of EducationUniversity of KwaZulu-NatalDurbanSouth Africa
  2. 2.School of EducationUniversity of KwaZulu-NatalDurbanSouth Africa
  3. 3.Department of Integrated Studies in Education (DISE)McGill UniversityMontrealCanada

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-319-97106-3
  • Copyright Information Springer Nature Switzerland AG 2019
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-319-97105-6
  • Online ISBN 978-3-319-97106-3
  • Series Print ISSN 2364-8376
  • Series Online ISSN 2364-8384
  • Buy this book on publisher's site