Learning through Memoirs: Self, Society, and History

Autor/inn/en	Taber, Nancy; Mojab, Shahrzad; VanderVliet, Cathy; Haghgou, Shirin; Paterson, Kate
Titel	Learning through Memoirs: Self, Society, and History
Quelle	In: Canadian Journal for the Study of Adult Education, 29 (2017) 1, S.19-36 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0835-4944
Schlagwörter	Teaching Methods; Case Studies; Personal Narratives; Females; Social Justice; Racial Bias; Gender Differences; Foreign Policy; Cultural Differences; Social Systems; Psychological Patterns; Social Change; Correctional Institutions; Institutionalized Persons; American Indians; Canada Natives; Residential Schools; Foreign Countries; Autobiographies; Books; Group Discussion; Adult Education; History + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Erlebniserzählung; Weibliches Geschlecht; Soziale Gerechtigkeit; Racial discrimination; Rassismus; Geschlechterkonflikt; Außenpolitik; Kultureller Unterschied; Social system; Soziales System; Sozialer Wandel; Jugendstrafvollzug; American Indian; Indianer; Heimschule; Ausland; Autobiography; Autobiografie; Autobiographie; Book; Buch; Monographie; Monografie; Gruppendiskussion; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Geschichte; Geschichtsdarstellung
Abstract	This article is based on our Memoir Pedagogy Reading Circles research. Using an interpretative sociological case study methodology, we facilitated two groups that read and discussed women's memoirs as living texts of society, culture, and history; we read the self and the social through the personal narratives of violence, survival, and resistance. The themes that emerged from this collective effort were a pedagogy for learning and unlearning, a pedagogy for engaging with others, a pedagogy for social justice, and a pedagogy for reclaiming a history. We conclude that, while the contexts, settings, and geographic regions changed in the memoirs, the presence of structural violence was constant. As a pedagogy, the memoir reading circles provided a consistent grounding that helped the participants collectively recognize and negotiate the meaning of the universality and uniqueness of experiences of patriarchy, racism, colonialism, culture, and capitalism as well as the implications of silence, hope, resistance, survival, community, and arts for social transformation. (As Provided).
Anmerkungen	Mount Saint Vincent University. e-mail: cjsaerceea@gmail.com; Web site: https://cjsae.library.dal.ca/index.php/cjsae
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01