Advertisement

Picturing a More Hopeful Future: Teacher-Researchers Drawing Early Memories of School

  • Kathleen Pithouse-MorganEmail author
  • Hlengiwe (Mawi) Makhanya
  • Graham Downing
  • Nontuthuko Phewa
Chapter
Part of the Studies in Arts-Based Educational Research book series (SABER, volume 2)

Abstract

“Picturing a More Hopeful Future: Teacher-Researchers Drawing Early Memories of School” by Kathleen Pithouse-Morgan, Hlengiwe (Mawi) Makhanya, Graham Downing, and Nontuthuko Phewa brings together three exemplars from teacher-researchers who have used memory drawing as an arts-based method for self-study research. The three mosaic pieces offer diverse yet also complementary stories brought forth by South African teachers’ drawings of early memories of school in the 1970s, 1980s, and 1990s. The drawings and accompanying written reflections offer access to poignant stories of the past, with a shared ethical purpose of engendering new and more optimistic stories for the future. Overall, the chapter illustrates the usefulness and impact of memory drawing as an emotional entry point for teachers’ future-oriented remembering.

Keywords

Arts-based methods Memory drawing Memories of school Memory-work South Africa Teacher professional learning 

Notes

Acknowledgement

We are grateful to our peer reviewer, Dorothy Jean Stuart (University of KwaZulu-Natal, South Africa), for her encouraging and insightful feedback on this chapter.

References

  1. Christie, P. (1991). The right to learn: The struggle for education in South Africa (2nd ed.). Braamfontein: Ravan Press and Sached Trust.Google Scholar
  2. Clark, N. L., & Worger, W. H. (2016). South Africa: The rise and fall of apartheid (3rd ed.). Abingdon: Routledge.Google Scholar
  3. Derry, C. (2005). Drawings as a research tool for self-study: An embodied method of exploring memories of childhood bullying. In C. Mitchell, S. Weber, & K. O’Reilly-Scanlon (Eds.), Just who do we think we are? Methodologies for autobiography and self-study in teaching (pp. 34–46). London: RoutledgeFalmer.CrossRefGoogle Scholar
  4. Downing, G. (2014). Facilitating ownership in visual communications learning: A lecturer’s self-study (Unpublished master’s thesis). University of KwaZulu-Natal, South Africa. Retrieved from http://researchspace.ukzn.ac.za/handle/10413/12651.
  5. Furman, R., Lietz, C. A., & Langer, C. L. (2006). The research poem in international social work: Innovations in qualitative methodology. International Journal of Qualitative Methods, 5(3), 24–34. Retrieved from http://www.ualberta.ca/~iiqm/backissues/5_3/PDF/furman.pdf.CrossRefGoogle Scholar
  6. Hamilton, M. L., Smith, L., & Worthington, K. (2008). Fitting the methodology with the research: An exploration of narrative, self-study and auto-ethnography. Studying Teacher Education, 4(1), 17–28.CrossRefGoogle Scholar
  7. Jairam, V. L. (2009). “I am not a trained counsellor but I know I have to do something”: Basic counselling strategies for teachers. In C. Mitchell & K. Pithouse (Eds.), Teaching and HIV & AIDS (pp. 125–137). Johannesburg: Macmillan.Google Scholar
  8. Kunene, A. (2009). Learner-centeredness in practice: Reflections from a curriculum education specialist. In K. Pithouse, C. Mitchell, & R. Moletsane (Eds.), Making connections: Self-study & social action (pp. 139–152). New York: Peter Lang.Google Scholar
  9. Makhanya, H. (2010). Preparing for the implementation of Foundations for Learning: A self-study of a subject advisor (Unpublished master’s thesis). University of KwaZulu-Natal, South Africa. Retrieved from http://researchspace.ukzn.ac.za/xmlui/handle/10413/6202.
  10. Mitchell, C. (2011). Doing visual research. London: SAGE.Google Scholar
  11. Mitchell, C. (2017). Object as subject: Productive entanglements with everyday objects in educational research. In D. Pillay, K. Pithouse-Morgan, & I. Naicker (Eds.), Object medleys: Interpretive possibilities for educational research (pp. 11–28). Rotterdam: Sense Publishers.Google Scholar
  12. Mitchell, C., Theron, L., Smith, A., & Stuart, J. (2011a). Picturing research: An introduction. In L. Theron, C. Mitchell, A. Smith, & J. Stuart (Eds.), Picturing research: Drawings as visual methodology (pp. 1–16). Rotterdam: Sense Publishers.Google Scholar
  13. Mitchell, C., Theron, L., Stuart, J., Smith, A., & Campbell, Z. (2011b). Drawings as research method. In L. Theron, C. Mitchell, A. Smith, & J. Stuart (Eds.), Picturing research: Drawings as visual methodology (pp. 1–16). Rotterdam: Sense Publishers.Google Scholar
  14. Mitchell, C., & Weber, S. (1998). The usable past: Teachers (re)playing school. Changing English, 5(1), 45–56.CrossRefGoogle Scholar
  15. Mitchell, C., & Weber, S. (1999). Reinventing ourselves as teachers: Beyond nostalgia. London: Falmer Press.CrossRefGoogle Scholar
  16. Nkomo, M. O. (Ed.). (1990). Pedagogy of domination: Toward a democratic education in South Africa. Trenton: Africa World Press.Google Scholar
  17. Onyx, J., & Small, J. (2001). Memory-work: The method. Qualitative Inquiry, 7(6), 773–786.CrossRefGoogle Scholar
  18. Phewa, Q. N. (2016). Cultivating supportive teacher-learner relationships in a Grade 1 classroom: A teacher’s self-study (Unpublished master’s thesis). University of KwaZulu-Natal, South Africa.Google Scholar
  19. Pillay, D., & Pithouse-Morgan, K. (2016). A self-study of connecting through aesthetic memory-work. In J. Kitchen, D. Tidwell, & L. Fitzgerald (Eds.), Self-study and diversity II: Inclusive teacher education for a diverse world (Vol. 2, pp. 121–136). Rotterdam: Sense Publishers.CrossRefGoogle Scholar
  20. Pithouse, K. (2011). Picturing the self: Drawing as a method for self-study. In L. Theron, C. Mitchell, & J. Stuart (Eds.), Picturing research: Drawings as visual methodology (pp. 37–48). Rotterdam: Sense Publishers.CrossRefGoogle Scholar
  21. Pithouse-Morgan, K. (2016). Finding my self in a new place: Exploring professional learning through found poetry. Teacher Learning and Professional Development, 1(1), 1–18. Retrieved from http://journals.sfu.ca/tlpd/index.php/tlpd/article/view/1.
  22. 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
  23. Samaras, A. P. (2011). Self-study teacher research: Improving your practice through collaborative inquiry. Thousand Oaks: SAGE.Google Scholar
  24. Samaras, A. P., Hicks, M. A., & Berger, J. G. (2004). Self-study through personal history. In J. J. Loughran, M. L. Hamilton, V. K. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (Vol. 2, pp. 905–942). Dordrecht: Kluwer.CrossRefGoogle Scholar
  25. Weber, S. (2008). Visual images in research. In J. G. Knowles & A. L. Cole (Eds.), Handbook of the arts in qualitative research (pp. 40–53). Thousand Oaks: SAGE.Google Scholar
  26. Weber, S., & Mitchell, C. (1995). That’s funny, you don’t look like a teacher!: Interrogating images and identity in popular culture. London: Falmer Press.CrossRefGoogle Scholar
  27. Weber, S., & Mitchell, C. (1996). Drawing ourselves into teaching: Studying the images that shape and distort teacher education. Teaching and Teacher Education, 12(3), 303–313.CrossRefGoogle Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Kathleen Pithouse-Morgan
    • 1
    Email author
  • Hlengiwe (Mawi) Makhanya
    • 1
  • Graham Downing
    • 1
  • Nontuthuko Phewa
    • 1
  1. 1.School of EducationUniversity of KwaZulu-NatalDurbanSouth Africa

Personalised recommendations