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.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
Notes
- 1.
For confidentiality, the names of the participants have been changed.
- 2.
In South Africa, students at schools are referred to as learners.
References
Christie, P. (1991). The right to learn: The struggle for education in South Africa (2nd ed.). Braamfontein: Ravan Press and Sached Trust.
Clark, N. L., & Worger, W. H. (2016). South Africa: The rise and fall of apartheid (3rd ed.). Abingdon: Routledge.
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.
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 Facilitating ownership in visual communications learning: A lecturer’s self-study (Unpublished master’s thesis).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.
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.
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.
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.
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.
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.
Mitchell, C. (2011). Doing visual research. London: SAGE.
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.
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.
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.
Mitchell, C., & Weber, S. (1998). The usable past: Teachers (re)playing school. Changing English, 5(1), 45–56.
Mitchell, C., & Weber, S. (1999). Reinventing ourselves as teachers: Beyond nostalgia. London: Falmer Press.
Nkomo, M. O. (Ed.). (1990). Pedagogy of domination: Toward a democratic education in South Africa. Trenton: Africa World Press.
Onyx, J., & Small, J. (2001). Memory-work: The method. Qualitative Inquiry, 7(6), 773–786.
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.
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.
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.
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.
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.
Samaras, A. P. (2011). Self-study teacher research: Improving your practice through collaborative inquiry. Thousand Oaks: SAGE.
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.
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.
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.
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.
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.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Switzerland AG
About this chapter
Cite this chapter
Pithouse-Morgan, K., Makhanya, H., Downing, G., Phewa, N. (2019). Picturing a More Hopeful Future: Teacher-Researchers Drawing Early Memories of School. In: Pithouse-Morgan, K., Pillay, D., Mitchell, C. (eds) Memory Mosaics: Researching Teacher Professional Learning Through Artful Memory-work. Studies in Arts-Based Educational Research, vol 2. Springer, Cham. https://doi.org/10.1007/978-3-319-97106-3_4
Download citation
DOI: https://doi.org/10.1007/978-3-319-97106-3_4
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-97105-6
Online ISBN: 978-3-319-97106-3
eBook Packages: EducationEducation (R0)