Education as a site of memory: developing a research agenda
Paulson, J; Abiti, N; Osorio, JB; et al.Charria Hernández, CA; Keo, D; Manning, P; Milligan, LO; Moles, K; Pennell, C; Salih, S; Shanks, K
Date: 15 April 2020
Article
Journal
International Studies in Sociology of Education
Publisher
Taylor & Francis (Routledge)
Publisher DOI
Abstract
The field of memory studies tends to focus attention on the
‘3Ms’ – museums, monuments, memorials – as sites where
memories are constructed, communicated, and contested.
Where education is identified as a site for memory, the
focus is often narrowly on what is or is not communicated
within curricula or textbooks, assuming that ...
The field of memory studies tends to focus attention on the
‘3Ms’ – museums, monuments, memorials – as sites where
memories are constructed, communicated, and contested.
Where education is identified as a site for memory, the
focus is often narrowly on what is or is not communicated
within curricula or textbooks, assuming that schools simply
pass on messages agreed or struggled over elsewhere. This
article explores the possibilities opened when educative processes are not taken as stable and authoritative sites for
transmitting historical narratives, but instead as spaces of
contestation, negotiation and cultural production. With
a focus on ‘difficult histories’ of recent conflict and historical
injustice, we develop a research agenda for education as
a site of memory and show how this can illuminate struggles
over dominant historical narratives at various scales, highlighting agencies that educational actors bring to making
sense of the past.
History
Collections of Former Colleges
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