Memory Mosaics: Researching Teacher Professional Learning Through Artful Memory-work

1. Front Matter

   Pages i-xvii

   PDF

2. Memory Mosaics: New Voices, Insights, Possibilities for Working with the Arts and Memory in Researching Teacher Professional Learning

   • Kathleen Pithouse-Morgan, Daisy Pillay, Claudia Mitchell

   Pages 1-13

3. “To Seek Out Something More”: Knowing the Teacher-Researcher Self Differently Through Self-narrative Writing and Found Photographs

   • Daisy Pillay, Sagie Naicker, Wendy Rawlinson

   Pages 15-34

4. Working with Photographs: Seeing, Looking, and Visual Representation as Professional Learning

   • Claudia Mitchell, Katie MacEntee, Mary Cullinan, Patti Allison

   Pages 35-54

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

   • Kathleen Pithouse-Morgan, Hlengiwe (Mawi) Makhanya, Graham Downing, Nontuthuko Phewa

   Pages 55-75

6. Collaging Memories: Reimagining Teacher-Researcher Identities and Perspectives

   • Daisy Pillay, Reena Ramkelewan, Anita Hiralaal

   Pages 77-93

7. Seeing Through Television and Film: The Teacher’s Gaze in Professional Learning

   • Claudia Mitchell, Bridget Campbell, Stephanie Pizzuto, Brian Andrew Benoit

   Pages 95-112

8. Creative Nonfiction Narratives and Memory-Work: Pathways for Women Teacher-Researchers’ Scholarship of Ambiguity and Openings

   • Daisy Pillay, Mary Cullinan, Leighandri Moodley

   Pages 113-131

9. The Promise of Poetry Belongs to Us All: Poetic Professional Learning in Teacher-Researchers’ Memory-Work

   • Kathleen Pithouse-Morgan, S’phiwe Madondo, Edwina Grossi

   Pages 133-153

10. Stories Blending, Flowing Out: Connecting Teacher Professional Learning, Re-membering, and Storytelling

    • Kathleen Pithouse-Morgan, Sandra Owén:nakon Deer-Standup, Thokozani Ndaleni

    Pages 155-173

11. Ethically Significant Moments in Stirring up Memories

    • Claudia Mitchell, Sifiso Magubane, Casey Burkholder, Sheeren Saloojee

    Pages 175-192

12. Back Matter

    Pages 193-196

    PDF

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 Professional Learning 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

• Arts-based research
• Self-reflexive research
• Artful professional learning research
• Visual representation in autoethnographic engagement
• Memory studies
• digital storytelling

“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 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)

• School of Education, University of KwaZulu-Natal, Durban, South Africa

  Kathleen Pithouse-Morgan, Daisy Pillay

• Department of Integrated Studies in Education (DISE), McGill University, Montreal, Canada

  Claudia Mitchell