Résumés
Abstract
We explore the place that the digital can occupy in teachers’ pedagogical practices around social justice and especially how memory-work can deepen and enhance teacher practices. Like Walter Benjamin, we see memory as being a medium for exploring the past and where the digital provides greater opportunities for teachers to work productively across geographical contexts that are wrestling with issues of social justice. We argue for the potential of Michael Rothberg’s notion of multidirectional memory as a logical direction in which to pursue notions of cross-border, transnational productive remembering facilitated by digital means. We also pose a number of questions we see as critical for working through and “reflecting forward” on issues central to digital scholarship within the context of multidirectional memory.
Résumé
Nous explorons la place que peut occuper le numérique au sein des pratiques pédagogiques des enseignants oeuvrant en justice sociale et particulièrement la manière dont le travail de mémoire peut approfondir et améliorer ces pratiques enseignantes. À la manière de Walter Benjamin, nous considérons la mémoire comme un moyen d’explorer le passé ainsi qu’un endroit où le numérique offre aux enseignants des possibilités accrues de travailler efficacement au coeur de contextes géographiques aux prises avec des problématiques de justice sociale. Nous soutenons que le concept de mémoire multidirectionnelle développé par Michael Rothberg a le potentiel et constitue la voie logique pour mieux saisir les notions de mémoire productive transnationale et transfrontalière, à l’aide des outils numériques. Nous exposons également un certain nombre de questions que nous considérons fondamentales pour trouver des solutions et réfléchir à l’avenir en ce qui a trait à des problématiques propres à la recherche numérique dans le contexte de la mémoire multidirectionnelle.
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Parties annexes
Biographical notes
TERESA STRONG-WILSON is Associate Professor in the Faculty of Education at McGill University and editor-in-chief of the McGill Journal of Education / Revue des sciences de l’éducation de McGill. She has interests across the fields of: memory, literacy / literacies, the digital, stories, early childhood, children’s literature, social justice education, Indigenous education, curriculum theory and teacher education. She has published extensively in these areas through several peer-reviewed forums: books (authored, co-authored and co-edited) and journals, including Changing English, Children’s Literature in Education, Educational Theory, and Teachers and Teaching.
CLAUDIA MITCHELL is a James McGill Professor in the Faculty of Education, McGill University and an Honorary Professor in the School of Education, University of KwaZulu-Natal. Her research cuts across several areas including visual and other participatory methodologies in relation to working with youth to address gender and sexuality, girlhood, teacher identity, and critical areas of international development linked to gender and HIV and AIDS. She is the co-founder and editor of Girlhood Studies: An Interdisciplinary Journal.
CONNIE MORRISON holds a Ph.D. in education from Memorial University Newfoundland where she conducted research on avatars and the cultural politics of online girlhood identity. She has designed and taught a wide range of undergraduate and graduate courses under the umbrellas of curriculum, literacy and popular culture. Her teaching pedagogies are informed by principles of social justice. She has been an assistant professor in McGill’s Department of Integrated Studies in Education, the co-editor of English Quarterly, and is currently a visiting assistant professor at Memorial University. She is the author of Who do They Think They Are? Teenage Girls and Their Avatars in Spaces of Social Online Communication (2010).
LINDA RADFORD is a lecturer at the University of Ottawa’s Faculty of Education. Her research focuses on social media, changing literacies and the place of digital technologies in teacher education. Recent and ongoing projects include the empowerment of marginalized youth through engaging literacies in critical ways, the development of an urban education community program, and assessing change practice initiatives through university-ministry partnerships. She has published in several peer-reviewed venues: journals (e.g., Changing English) and book chapters.
KATHLEEN PITHOUSE-MORGAN is senior lecturer in Teacher Development Studies in the School of Education, University of KwaZulu-Natal, South Africa. She has served as Secretary of the Self-Study of Teacher Education Special Interest Group and is lead investigator of the NRF-funded Transformative Education / al Studies (TES) project. Kathleen is first editor of Making Connections: Self-Study & Social Action (Pithouse, Mitchell, & Moletsane, 2009) and co-editor of Teaching and HIV & AIDS (Mitchell & Pithouse, 2009), Memory and Pedagogy (Mitchell et al., 2011), and Productive Remembering and Social Agency (Strong-Wilson et al., 2013).
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Parties annexes
Notes biographiques
TERESA STRONG-WILSON est professeur agrégée à la Faculté des sciences de l’éducation de l’Université McGill et rédactrice en chef de la Revue des sciences de l’éducation de McGill. Elle s’intéresse à une variété de domaines tels que la mémoire, la littératie / les littératies, le numérique, les histoires, la petite enfance, la littérature jeunesse, l’éducation à la justice sociale, l’éducation des autochtones, l’étude des programmes et la formation des enseignants. Elle a publié un grand nombre de textes dans ces domaines et dans des ouvrages avec comités de révision par les pairs : livres (écrits, co-écrits et publiés conjointement) et revues, incluant Changing English, Children’s Literature in Education, Educational Theory, et Teachers and Teaching.
CLAUDIA MITCHELL est professeur James McGill et travaille au sein de la Faculté des sciences de l’éducation de l’Université McGill. Elle est aussi professeur honoraire à la Faculté d’éducation de l’University of KwaZulu-Natal. Ses recherches couvrent un éventail de champs d’intérêts incluant les méthodologies visuelles et les autres types de méthodologies participatives en lien avec le travail auprès des jeunes pour discuter de genre et de sexualité, de l’enfance chez les filles et d’identité enseignante. Elle s’intéresse également aux domaines critiques du développement international en lien avec le genre et le VIH / SIDA. Elle est la co-fondatrice et la rédactrice de la revue Girlhood Studies: An Interdisciplinary Journal.
CONNIE MORRISON est détentrice d’un doctorat en éducation de la Memorial University située à Terre-Neuve. Pour compléter sa thèse, elle a piloté un projet de recherche portant sur les avatars et les politiques culturelles régissant l’identité virtuelle des filles. Elle a créé et enseigné une grande variété de cours, portant sur les programmes, la littératie et la culture populaire. Ses pratiques pédagogiques s’inspirent de principes de justice sociale. Elle a été professeur adjoint au département d’études intégrées en sciences de l’éducation de l’Université McGill, corédactrice du English Quarterly et effectue actuellement une résidence à la Memorial University à titre de professeur adjoint. Elle est l’auteur de l’ouvrage Who do They Think They Are? Teenage Girls and Their Avatars in Spaces of Social Online Communication (2010).
LINDA RADFORD est chargée de cours à l’Université d’Ottawa au sein de la Faculté d’éducation. Ses recherches portent sur les médias sociaux, les nouvelles formes de littératies et la place des technologies numériques dans la formation des enseignants. Ses projets récents et en cours comportent la responsabilisation des jeunes marginaux par une interaction critique avec la littératie, le développement d’un programme d’éducation communautaire en milieu urbain et l’évaluation des initiatives de changement à l’aide de partenariats universités-ministères. Elle a publié des textes dans divers ouvrages révisés par des pairs tels que des revues universitaires (p. ex. Changing English) et des livres.
KATHLEEN PITHOUSE-MORGAN est chargée de cours senior en Teacher Development Studies à la Faculté de l’éducation de l’University of KwaZulu-Natal, située en Afrique du Sud. Elle a été secrétaire du Self-Study of Teacher Education Special Interest Group et est chercheur principal du projet NRF-funded Transformative Education / al Studies (TES). Kathleen est la première rédactrice de Making Connections: Self-Study & Social Action (Pithouse, Mitchell et Moletsane, 2009) et la corédactrice de Teaching and HIV & AIDS (Mitchell et Pithouse, 2009), Memory and Pedagogy (Mitchell et al., 2011) et Productive Remembering and Social Agency (Strong-Wilson et al., 2013). Son adresse courriel est pithousemorgan@ukzn.ac.za