Advertisement

Memory Mosaics: New Voices, Insights, Possibilities for Working with the Arts and Memory in Researching Teacher Professional Learning

  • Kathleen Pithouse-MorganEmail author
  • Daisy Pillay
  • Claudia Mitchell
Chapter
Part of the Studies in Arts-Based Educational Research book series (SABER, volume 2)

Abstract

“New Voices, Insights, Possibilities for Working with the Arts and Memory in Researching Teacher Professional Learning” begins with a prologue that tells a story of how the book editors—Kathleen Pithouse-Morgan, Daisy Pillay, and Claudia Mitchell—have engaged with their own learning, as well as with what the book can offer to others. The chapter goes on to retrace research connections between memory-work, the arts, and professional learning. Next, the book editors look back at their personal, professional, and scholarly connections as a way to signal their ongoing collaborations across Canada and South Africa. They also draw attention to political and social links between Canada and South Africa. Thereafter, the editors explain how each of the subsequent nine chapters was composed from juxtaposing several “mosaic” pieces written by 21 new and emerging scholars in South Africa and Canada. This is followed by a synopsis of each chapter. To conclude, the editors highlight the scholarly contributions of Memory Mosaics.

Keywords

Arts-based research Canada Memory-work Teacher professional learning South Africa 

References

  1. Anderson-Patton, V., & Bass, E. (2002). Using narrative teaching portfolios for self-study. In N. Lyons & V. K. LaBoskey (Eds.), Narrative inquiry in practice: Advancing the knowledge of teaching (pp. 101–114). New York: Teachers College Press.Google Scholar
  2. Coulter, C. A., & Smith, M. L. (2009). The construction zone: Literary elements in narrative research. Educational Researcher, 38(8), 577–590.CrossRefGoogle Scholar
  3. Department of Education. (1996). South African Schools Act (Act 108 of 1996). Pretoria: Government Press.Google Scholar
  4. Easton, L. B. (2008). From professional development to professional learning. Phi Delta Kappan, 89(10), 755–761.CrossRefGoogle Scholar
  5. Greene, M. (1998). Art and imagination: Overcoming a desperate stasis. In A. C. Ornstein & L. S. Behar-Horenstein (Eds.), Contemporary issues in curriculum (2nd ed., pp. 45–53). Needham Heights: Allyn & Bacon.Google Scholar
  6. Haug, F. (1987). Female sexualization: A collective work of memory (E. Carter, Trans.). London: Verso.Google Scholar
  7. Haug, F. (2008). Memory work. Australian Feminist Studies, 23(58), 537–541.CrossRefGoogle Scholar
  8. Haug, F. (n.d.). Memory-work as a method of social science research: A detailed rendering of memory-work method. Retrieved from http://www.friggahaug.inkrit.de/documents/memorywork-researchguidei7.pdf.
  9. Hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.CrossRefGoogle Scholar
  10. Mitchell, C. (2011). Doing visual research. London: SAGE.Google Scholar
  11. Mitchell, C., & Reid-Walsh, J. (2002). Researching children’s popular culture: The cultural spaces of childhood. London: Routledge.Google Scholar
  12. Mitchell, C., Strong-Wilson, T., Pithouse, K., & Allnutt, S. (2011a). Introducing Memory and Pedagogy. In C. Mitchell, T. Strong-Wilson, K. Pithouse, & S. Allnutt (Eds.), Memory and pedagogy (pp. 1–13). New York: Routledge.Google Scholar
  13. Mitchell, C., Strong-Wilson, T., Pithouse, K., & Allnutt, S. (Eds.). (2011b). Memory and pedagogy. New York: Routledge.Google Scholar
  14. Mitchell, C., & Weber, S. (1999). Reinventing ourselves as teachers: Beyond nostalgia. London: Falmer Press.CrossRefGoogle Scholar
  15. Pelias, R. J. (2008). Performative inquiry: Embodiment and its challenges. In J. G. Knowles & A. L. Cole (Eds.), Handbook of the arts in qualitative research (pp. 185–193). Thousand Oaks: SAGE.Google Scholar
  16. Pillay, D., Pithouse-Morgan, K., & Naicker, I. (Eds.). (2017). Object medleys: Interpretive possibilities for educational research. Rotterdam: Sense Publishers.Google Scholar
  17. Pithouse, K., Mitchell, C., & Moletsane, R. (Eds.). (2009). Making connections: Self-study and social action. New York: Peter Lang.Google Scholar
  18. Pithouse-Morgan, K., Mitchell, C., Pillay, D. (2012). Editorial: Memory and pedagogy special issue. Journal of Education, 54, 1–6. Retrieved from http://joe.ukzn.ac.za/Libraries/No_54_2012/Complete_issue.sflb.ashx.
  19. Pithouse-Morgan, K., Mitchell, C., Pillay, D. (2014a). Editorial. Educational Research for Social Change (ERSC), 3(2), 1–4. Retrieved from http://ersc.nmmu.ac.za/articles/Vol_3_No_2_Editorial_pp_1_to_4_November_2014.pdf.
  20. Pithouse-Morgan, K., Mitchell, C., & Pillay, D. (2014b). Self-study of educational practice: Re-imagining our pedagogies [Editorial]. Perspectives in Education, 32(2), 1–7.Google Scholar
  21. Pithouse-Morgan, K., & Samaras, A. P. (2015). The power of “we” for professional learning. In K. Pithouse-Morgan & A. P. Samaras (Eds.), Polyvocal professional learning through self-study research (pp. 1–20). Rotterdam: Sense Publishers.CrossRefGoogle Scholar
  22. Strong-Wilson, T., Mitchell, C., Allnutt, S., & Pithouse-Morgan, K. (Eds.). (2013). Productive remembering and social agency. Rotterdam: Sense Publishers.Google Scholar
  23. Waage, F. O., & Nordhagen, P. J. (2000). Mosaic. In Encyclopaedia Britannica. Retrieved from https://www.britannica.com/art/mosaic-art.
  24. Webster-Wright, A. (2010). Authentic professional learning: Making a difference through learning at work. Dordrecht: Springer.CrossRefGoogle Scholar
  25. Wolpe, A., Quinlan, O., & Martinez, L. (1997). Gender equity in education: Report of the Gender Equity Task Team. Pretoria: Department of Education.Google Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Kathleen Pithouse-Morgan
    • 1
    Email author
  • Daisy Pillay
    • 1
  • Claudia Mitchell
    • 2
    • 1
  1. 1.School of EducationUniversity of KwaZulu-NatalDurbanSouth Africa
  2. 2.Department of Integrated Studies in EducationMcGill UniversityMontrealCanada

Personalised recommendations