Using memory as a resource for pedagogy: fashioning a ‘bridging pedagogical moment’
In post-conflict societies teaching and learning happens in contexts that are heavily
influenced by incidents and atrocities of the past. In higher education, such pedagogical
contexts are fraught with tensions and contradictions. These tensions and contradictions are
in a sense unavoidable as they reflect what happens when multiple memories are brought to
bear in a pedagogical space. In this article, I problematise my practice as a teacher educator
as I work with pre-service teachers of Business Education. In my attempt to trouble my
pedagogic practice, I reflect critically on how I use memory as a pedagogic trigger in
preparing my students for the world of teaching. In particular, I reflect on how multiple
memories (mine included) intersect in a sensitive, dynamic and scaffold pedagogic space, a
‘bridging pedagogical moment’. Drawing on elements of self-study methodology, I attempt
to interrogate my practice with a view to refining and exploring new possibilities for
engaging with painful memories of the past that threaten to disrupt our future. Drawing on
hooks’ (1994) “Engaged pedagogy” I explore how memory can be harnessed as a
pedagogical resource in the teaching of Business Education pedagogy. I explore how
students, dehumanised and objectified by hegemonic race, class and gender regimes, can
use memory to decentre powerful social constructions and reposition themselves as ethical
subjects in the social realm. As with any pedagogical strategy, there will be several
tensions that are likely to emerge that the teacher education pedagogue has to manage.
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