Productive Remembering and Social Action

Strong‐Wilson, Teresa; Mitchell, Claudia; Susann, Allnutt; Pithouse-Morgan, Kathleen

doi:10.1007/978-94-6209-347-8_1

Cited by 3 publications

(3 citation statements)

References 19 publications

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“…Not all the responses became connotative but where they did, I became aware of nuances and influences that were not apparent on the first inspection or reflection. This is similar to the first-second draft writing that Hampl (1996) does, where the first draft is a remembering and the second draft is a re-remembering of the same memory (Strong-Wilson, Mitchell, Allnutt, & Pithouse-Morgan, 2013), except that my drafts are combined-with impressions and feelings added to the second draft as they arise.…”

Section: Autoethnographic Self-interview and Multivocalitysupporting

confidence: 55%

Examining aspects of self in the creative design process: towards pedagogic implications

Beer

2016

Educ. res. soc. change.

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I am a practising jewellery designer and artist who lectures at a university of technology in South Africa. The aim of this study was to deepen my understanding of my own creative design process so that I can better facilitate my students' creative development. I used the little-c (everyday creativity) definition of creativity as a framework for analysing work that I exhibited in a self-study research exhibition. By analysing the space in which I worked and the objects I produced, I looked to see how aspects of self manifested within the process of producing creative artefacts. This was a qualitative study in a transformative paradigm, using autoethnography as methodology. The analysis was done by conducting an autoethnographic interview with myself, and then analysing the responses. To ensure trustworthiness, I show several images of my creative work in situ. I also use a convention of nested text boxes to show the relationship between my reflections and meta-reflections. The study produced several key realisations that could leverage pedagogical implications: the creative process is not linear, serendipity can be harnessed, play should be encouraged, and personal experience can be incorporated in the creative design process. Autoethnographic research into my own creative design process made visible the richness of personal histories and local contexts as resources for learning and teaching about creativity and, more broadly, as resources for social change.

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Section: Autoethnographic Self-interview and Multivocalitysupporting

confidence: 55%

Examining aspects of self in the creative design process: towards pedagogic implications

Beer

2016

Educ. res. soc. change.

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“…First used by Andreas Huyssen (Huyssen 2000, p. 38) to stress the current need for "[l]ived memory," that is, "active, alive, embodied in the social" and "usable," productive remembering encompasses diverse forms of working with memory oriented towards the future or "bringing memory forward" (Strong-Wilson et al 2013). Huyssen argues that productive remembering is indispensable in light of the "the surfeit of memory in this media-saturated culture [which] creates such overload that the memory system itself is in constant danger of imploding, thus triggering the fear of forgetting" (p. 28).…”

Section: Justyna and Mateuszmentioning

confidence: 99%

Productive Remembering of Childhood: Child–Adult Memory-Work with the School Literary Canon

Deszcz-Tryhubczak

Marecki

Chawar³

et al. 2019

Humanities

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This essay, co-written by adult and child researchers, marks an important shift in the field of children’s literature studies because it promotes an academic practice in which children are actively involved in decision-making. In our polyphonic account of the collaboration, we draw on the ideas of productive remembering, re-memorying, and child-led research to advance a new pedagogical approach to the current, adult-centered literary school canon in Poland, which was compiled in 2017 by a panel of politically appointed experts. We exemplify our proposal by discussing “Staś and Nel in the 21st Century”: Do Long-established School Readings Connect Generations?”, a participatory research project conducted at a primary school in Wrocław, Poland, in spring 2018. As we argue, selected texts from the canon may catalyze memories of childhood from older readers that can be shared with younger readers to develop their own connections with these texts. Such an exchange may open new individual and collective remembering spaces linking intragenerational perspectives with intergenerational meanings and resulting in a school canon that promotes both national cohesion and openness to other cultures. Seen thus, our approach can be adopted in school and other settings to engage children and adults as co-creators of particular memory-work methods. In broader terms, it can promote a critical and action-oriented understanding of the heritage of childhood in Poland and elsewhere.

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“…In so doing, we locate our fieldwork within the kind of participatory forms of research that take account of dynamics of collaboration / collectivity (Achinstein, 2002;Kapoor & Jordan, 2009) and translation into action / practice (Marcos, Miguel, & Tillema, 2009). These forms include: teacher action research and scholarship of practice (Cochran-Smith & Lytle, 2009;Kemmis & McTaggart, 2005;Loughran, Hamilton, Labosky & Russell, 2004); memory-work methods, social autobiography and autoethnography (Hasebe-Ludt, Chambers & Leggo, 2009;Strong-Wilson, 2008;Mitchell et al, 2011;Strong-Wilson et al, 2013); participatory visual methodologies (Mitchell, 2011); and self-study methodologies (Hamilton, 1998;Kitchen & Russell, 2012;Pithouse et al, 2009).…”

Section: Section Two: a Digital Project Of Multidirectional Memory-workmentioning

confidence: 99%

“Reflecting Forward” on the Digital in Multidirectional Memory-Work Between Canada and South Africa

Strong‐Wilson

Mitchell

Morrison

et al. 2015

mje

Self Cite

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We explore the place that the digital can occupy in teachers’ pedagogical practices around social justice and especially how memory-work can deepen and enhance teacher practices. Like Walter Benjamin, we see memory as being a medium for exploring the past and where the digital provides greater opportunities for teachers to work productively across geographical contexts that are wrestling with issues of social justice. We argue for the potential of Michael Rothberg’s notion of multidirectional memory as a logical direction in which to pursue notions of cross-border, transnational productive remembering facilitated by digital means. We also pose a number of questions we see as critical for working through and “reflecting forward” on issues central to digital scholarship within the context of multidirectional memory.Nous explorons la place que peut occuper le numérique au sein des pratiques pédagogiques des enseignants oeuvrant en justice sociale et particulièrement la manière dont le travail de mémoire peut approfondir et améliorer ces pratiques enseignantes. À la manière de Walter Benjamin, nous considérons la mémoire comme un moyen d’explorer le passé ainsi qu’un endroit où le numérique offre aux enseignants des possibilités accrues de travailler efficacement au coeur de contextes géographiques aux prises avec des problématiques de justice sociale. Nous soutenons que le concept de mémoire multidirectionnelle développé par Michael Rothberg a le potentiel et constitue la voie logique pour mieux saisir les notions de mémoire productive transnationale et transfrontalière, à l’aide des outils numériques. Nous exposons également un certain nombre de questions que nous considérons fondamentales pour trouver des solutions et réfléchir à l’avenir en ce qui a trait à des problématiques propres à la recherche numérique dans le contexte de la mémoire multidirectionnelle

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Productive Remembering and Social Action

Cited by 3 publications

References 19 publications

Examining aspects of self in the creative design process: towards pedagogic implications

Examining aspects of self in the creative design process: towards pedagogic implications

Productive Remembering of Childhood: Child–Adult Memory-Work with the School Literary Canon

“Reflecting Forward” on the Digital in Multidirectional Memory-Work Between Canada and South Africa

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