Phantom Traces: Exploring a Hermeneutical Approach to Autobiography in Curriculum Studies

Autor/in	Strong-Wilson, Teresa
Titel	Phantom Traces: Exploring a Hermeneutical Approach to Autobiography in Curriculum Studies
Quelle	In: Journal of Curriculum Studies, 47 (2015) 5, S.613-632 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2015.1049298
Schlagwörter	Autobiographies; Hermeneutics; Personal Narratives; Curriculum; Foreign Countries; European History; War; Creative Writing; Educational Experience; Reflection; Memory; Narration; Reader Text Relationship; Germany + Suchen Sie Ihr Suchwort? Autobiography; Autobiografie; Autobiographie; Hermeneutik; Erlebniserzählung; Curricula; Lehrplan; Rahmenplan; Ausland; Krieg; Kreatives Schreiben; Bildungserfahrung; Gedächtnis; Deutschland
Abstract	Autobiography presently occupies a beleaguered place in education, not unlike teachers, whose lives have been diminished through the current emphasis on testing outcomes. This paper uses WG Sebald's writings as a place from which to relook at the relationship between writing and a life lived. Sebald was a German writer born in the shadow of WWII who wrestled with his difficult inheritance. The paper considers the "phantom traces" of the author in Sebald's creative writing, using the example of the story he tells of Paul Bereyter, Sebald's elementary teacher. Paul committed suicide by laying himself on the railroad tracks of the town that first denied him the opportunity to teach during WWII yet accepted him back to the classroom after the war. Apparent in the telling of Paul's story is Sebald's interest in an "invisible subject"--the prolonged effect of the past, especially traumatic events, on thinking, feeling human beings. The paper draws on Sebald's particular way of writing about his subject "at a slant" so as to argue for a hermeneutical approach to "currere," or autobiography in education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01