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
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