Expanding the memory catalogue: Southern African women's contributions to memory-work writing as a feminist research methodology

Mitchell, Claudia; Pithouse-Morgan, Kathleen

doi:10.1080/10130950.2014.883704

Cited by 20 publications

(18 citation statements)

References 13 publications

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“…Our collaborative process of exploring the afterlife of our self-study doctoral research contributes to the evolving body of work on memory-work as a research method and as a method for professional development (e.g., Mitchell & Pithouse-Morgan, 2014;Mitchell & Weber, 1998, 1999Samaras, 2011). Through our dialogic memory-work, we came to realize that our "remembering has less to do with the past itself than with the needs and situations that confront human beings in the present" (Mattson, 2013, p. 198).…”

Section: Resultsmentioning

confidence: 99%

“…This article demonstrates how we have combined the methods of memory-work (Mitchell & Pithouse-Morgan, 2014;Mitchell & Weber, 1998, 1999 and reflexive dialogue (Pithouse-Morgan & Van Laren, 2012) to construct a dialogic memory-work method. Our intention is to seek a dialogic understanding where new "meaning … arises when different perspectives are brought together" (Wegerif, 2006, p. 146), as well as a reflexive understanding where we pay careful, selfcritical attention to our development as researchers and teacher educators (Kirk, 2005).…”

Section: Our Dialogic Memory-work Methodsmentioning

confidence: 99%

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Dialogic Memory-Work as a Method to Explore the “Afterlife” of our Self-Study Doctoral Research

Pithouse-Morgan

Laren

2015

International Journal of Qualitative Methods

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We are teacher educators and researchers in South Africa. In our doctoral studies we used self-study methodologies to improve our professional practice in relation to the challenges of teaching and learning in the South African HIV and AIDS context. This article demonstrates how we, as teacher educator-researchers, explored the "afterlife" of our doctoral research. We used self-selected exemplars from our own doctoral theses as research artefacts to investigate the relationship between our doctoral research and our professional development and practice. We combined memory-work and reflexive dialogue, using questions posed by a fictitious critical friend to examine our exemplars that consisted of short pieces of writing from our doctoral theses. We concluded that our dialogic memory-work method allowed for collaborative exploration of the afterlife of our doctoral research and this, in turn, facilitated our professional practice growth as teacher educator-researchers in the South African context of HIV and AIDS.

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Section: Resultsmentioning

confidence: 99%

Section: Our Dialogic Memory-work Methodsmentioning

confidence: 99%

Dialogic Memory-Work as a Method to Explore the “Afterlife” of our Self-Study Doctoral Research

Pithouse-Morgan

Laren

2015

International Journal of Qualitative Methods

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“…Having identified the commonalities and differences discussed above, we worked together and exchanged our views about the commonalities as advised by Mitchell and Pithouse-Morgan (2014). We were moving back and forth from the particular to the general as we worked with our objects.…”

Section: Discussionmentioning

confidence: 99%

“…Bridget wrote a poem depicting her interpretation of her image in relation to her literacy journey. This exercise followed the advice of Mitchell and Pithouse-Morgan (2014) who recommended that participants write independently about their memories.…”

Section: Methodsmentioning

confidence: 99%

Using Photographs as Memory Prompt Objects: Influencing Pre-Service Language Teachers To Recognise Reading as a Driver of Social Change

Campbell¹,

Bonakele²

2019

Educ. res. soc. change.

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The power of literacy is such that it has the ability to drive social change. This narrative inquiry study, which is informed by sociocultural theory, was inspired by the 2016 Progress in International Reading Literacy Study report. The report, which indicated that 80% of South African Grade 4 children cannot read for meaning, encouraged two teacher educators to investigate our literacy journeys. We selected objects that represent our literate life histories and wrote about our individual visual representations before discussing our objects. The objects selected were photographs of a father and his daughter and of a pile of books. Through our objects, this article identifies what shaped our reading proficiencies, and explores ways in which we can influence pre-service language teachers to recognise reading as a driver of social change. Our interactions with our chosen objects brought us to the realisation that, in spite of our multifarious backgrounds, our common literacy experiences enabled us to become proficient readers through which we gained access to higher education and academic success.

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“…The first is a methodological contribution to collective biography (Davies & Gannon, 2006) in that we ask how memory and experience (Haug et al, 1987) is shaped and shapes the self and informs the process of writing, sharing, discussing, revising, and analyzing stories of gendered subjectification. In the second we add to the small body of work (Mitchell & Weber, 2003;O'Reilly-Scanlon, 2002;Mitchell & Pithouse-Morgan, 2014;Pithouse-Morgan, Mitchell, & Pillay, 2012;Pithouse-Morgan & van Laren, 2015) that puts memory work and collective biography in dialogue with the self-study of teaching practices. Building from the first two, the third contribution explores implications and speculations of working with collective biography with family members-son and mother who share shared memories-as we seek to better understand the construction of our subjectivities (past and present) in pursuit of improving our working with difference as scholars and teachers.…”

Section: Introductionmentioning

confidence: 99%

Toward a “Pedagogy of Reinvention”: Memory Work, Collective Biography, Self-Study, and Family

Clift

2017

Qualitative Inquiry

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In this article we illustrate how we have drawn on the methodology of collective biography as a way to inform our teaching practices. Collective biography offers a strategy for retrieving and reworking memories/experiences that can be used to understand subjectivity. In doing so, we utilize this work on our memories, experiences, and subjectivities as we engage in the self-study of education practice. Seeking to incorporate embodied, familial, emotional, temporal, contextual, and cognitive interpretations of past and present, we aim to make our pasts useable for our futures. We discuss the ways in which memory, experience, and reinterpretations of both as interplays among past, present and context contribute to our reinvention of teaching practices.

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Expanding the memory catalogue: Southern African women's contributions to memory-work writing as a feminist research methodology

Cited by 20 publications

References 13 publications

Dialogic Memory-Work as a Method to Explore the “Afterlife” of our Self-Study Doctoral Research

Dialogic Memory-Work as a Method to Explore the “Afterlife” of our Self-Study Doctoral Research

Using Photographs as Memory Prompt Objects: Influencing Pre-Service Language Teachers To Recognise Reading as a Driver of Social Change

Toward a “Pedagogy of Reinvention”: Memory Work, Collective Biography, Self-Study, and Family

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