Intro; Series Editor's Foreword; Using Artful Memory-work to Research Teacher Professional Learning; Acknowledgements; Contents; Contributors; List of Figures; Memory Mosaics: New Voices, Insights, Possibilities for Working with the Arts and Memory in Researching Teacher Professional Learning; 1 A Dialogic Prologue: "When We Create a Mosaic, What Do We See, What Do We Learn?"; 2 Retracing Research Connections Between Memory-Work, the Arts, and Professional Learning; 3 Building on Our Own Longstanding, Transcontinental Connections; 4 Composing Memory Mosaics; 5 An Overview of the Chapters
6 Closing: What Have We Seen? What Have We Learned?References; "To Seek Out Something More": Knowing the Teacher-Researcher Self Differently Through Self-narrative Writing and Found Photographs; 1 Introduction; 2 The Construction of the Chapter; 3 The Mosaic Pieces; 4 A New Assemblage for Knowing Teacher-Researcher Self Differently; 4.1 Seeking Selves Outside of Recognition; 4.2 A Transgressive Jolt from the Familiar Teacher-Self; 4.3 Photographs and Narratives of Self as Pedagogical Spaces; 4.4 Weaving Different Stories for Embodied, Generative Learning; 4.5 Finishing Touches; References
Working with Photographs: Seeing, Looking, and Visual Representation as Professional Learning1 Setting the Scene; 2 What Difference Does This Make? Photo-Elicitation Interviews as Memory-Work Snapshots; 3 What Does Support Look like?; 4 Curating an Album: Working with Family Photographs; 5 What Can We Learn from This Work with Photographs in Relation to Memory-Work and Self-study?; References; Picturing a More Hopeful Future: Teacher-Researchers Drawing Early Memories of School; 1 Teachers' Memory Drawing as a Pedagogy of Reinvention
2 Teachers' Memory Drawing as an Entry Point for Self-study Research3 Putting the Mosaic Pieces into Context; 4 Mawi Makhanya's Use of Memory Drawing; 5 Graham Downing's Use of Memory Drawing; 6 Nontuthuko Phewa's Use of Memory Drawing; 7 A Poetic Response; 8 Picturing New and More Hopeful Stories for the Future; References; Collaging Memories: Reimagining Teacher-Researcher Identities and Perspectives; 1 Introduction; 2 Collage; 2.1 Collage as Art Making; 2.2 Collage as Research; 3 Reena's Memory Mosaic Piece: Collage as Reflection
4 Anita's Memory Mosaic Piece: Collaging Memory as Connecting-Conceptualising Process5 Assembling Our Ideas and Voices as Lessons to Convey Our Learning; 5.1 Collage as a Way to Open up Teacher-Researcher Self Through Play; 5.2 Collage as a Metaphor for Transforming Teacher-Researcher Self Through Pondering; 5.3 Collage as a Space for Supporting Teacher-Researchers' Well-Being in the Everyday Through Practising; 6 The Final Assemblage: Opening Pathways to Play, Ponder, and Practise Ambiguity, Complexity, and Multiplicity; References
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