Suppressing Memory and Knowledge: A Self-Taught Pedagogy

Autor/in	Jabbar, Abdul
Titel	Suppressing Memory and Knowledge: A Self-Taught Pedagogy
Quelle	In: Changing English: Studies in Culture and Education, 19 (2012) 3, S.307-312 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-684X
DOI	10.1080/1358684X.2012.704581
Schlagwörter	Personal Narratives; Autobiographies; Phenomenology; Resistance (Psychology); Life Style; Memory; Inhibition; Self Control; Educational Practices; Student Characteristics; Females; Culturally Relevant Education; Psychological Characteristics; Foreign Countries; Iraq + Suchen Sie Ihr Suchwort? Erlebniserzählung; Autobiography; Autobiografie; Autobiographie; Phenomenological psychology; Phänomenologie; Psychologie; Resistenz; Lebensstil; Gedächtnis; Hemmung; Selbstbeherrschung; Bildungspraxis; Weibliches Geschlecht; Ausland; Irak
Abstract	This article contextualizes the significance of lived experience in relation to personal narratives and learning largely by examining Zainab Salbi's autobiography "Between Two Worlds: Escape from Tyranny: Growing Up in the Shadow of Saddam". Discussing Salbi's education and personal life as the daughter of Saddam's private pilot, the article explores the learner's reluctance to share what Donald Winnicott calls "the secret self". This resistance on the part of the learner complicates the notion of communication as a therapeutic method that educators usually use as the bases for teaching and learning, as explicated by Alice Pitt. In Salbi's politicized world, she explains how suppressed memory and reluctance to express oneself are tools of survival that ultimately turn into a lifestyle inside and outside the classroom. By employing Winnicott's metaphor of hide and seek to demonstrate ambivalence in communication, this study explores how Salbi's experience as a woman with a suppressed personal history can culturally and psychologically be very similar to teachers and students who are reluctant to share their own memories. In effect, this paper examines the implications of suppressed memory and knowledge among reluctant learners for pedagogical practices worldwide. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01