Overview
- Communicates new voices, insights and artful possibilities within the field of arts-based educational research
- Explores memory-work, arts-based research, and professional learning research, across diverse sociocultural and educational contexts
- Includes unique arts-based exemplars of professional learning research through memory-work
Part of the book series: Studies in Arts-Based Educational Research (SABER, volume 2)
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Table of contents (10 chapters)
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Front Matter
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Back Matter
Keywords
About this book
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 ProfessionalLearning Through Artful Memory-Workassembles 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
Reviews
“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)
Editors and Affiliations
Bibliographic Information
Book Title: Memory Mosaics: Researching Teacher Professional Learning Through Artful Memory-work
Editors: Kathleen Pithouse-Morgan, Daisy Pillay, Claudia Mitchell
Series Title: Studies in Arts-Based Educational Research
DOI: https://doi.org/10.1007/978-3-319-97106-3
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Switzerland AG 2019
Hardcover ISBN: 978-3-319-97105-6Published: 08 November 2018
Softcover ISBN: 978-3-030-07304-6Published: 25 January 2019
eBook ISBN: 978-3-319-97106-3Published: 24 October 2018
Series ISSN: 2364-8376
Series E-ISSN: 2364-8384
Edition Number: 1
Number of Pages: XVII, 196
Number of Illustrations: 29 b/w illustrations
Topics: Creativity and Arts Education, Teaching and Teacher Education, Personal Development