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ERIC Number: EJ1121405
Record Type: Journal
Publication Date: 2016
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0013-1946
Teacher Education in Memory's Light and Shadow: Autobiographical Reflection and Multimodalities of Remembering and Forgetting
Lewkowich, David
Educational Studies: Journal of the American Educational Studies Association, v52 n6 p573-591 2016
Though we are all inevitably familiar with the everyday effects of forgetting, we generally fail to ask about what its internal movements look like, or how we can talk about what they reveal. Despite its necessity as a structuring process of autobiographical inquiry, forgetting's invisible moves are always obscured by that which remains: the typically unquestioned and seemingly permanent products of remembrance. In this article, I think about how we may conceptualize the status of forgetting in the context of teacher education, and how we may encourage preservice teachers to acknowledge the enigmatic and incomplete status of their autobiographical texts. I begin by looking to theories of autobiography, memory and forgetting (with a particular emphasis on teacher education), and I then look closely at a number of psychoanalytic considerations of the mind and its inner workings, which help to conceptualize forgetting and remembering as in a psychically productive, dialectical relationship. I then turn my attention to 2 multimodal, textual examples, which emphasize the problems of representation in relation to remembering and narrative: a collage from Lynda Barry's "One! Hundred! Demons!," and an autobiographical comic authored by an undergraduate student in teacher education. In the final section of this article, I argue that thinking about forgetting in relation to autobiographical remembrance can lead to an ethical stance of mutual opacity and shared ignorance in teacher education.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A