Doing Memory. Teaching as a Discursive Node

Binnenkade, Alexandra. (2015) Doing Memory. Teaching as a Discursive Node. JEMMS, Journal of Educational Media, Memory and Society, 7 (2). pp. 29-43.

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Official URL: https://edoc.unibas.ch/64096/

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This article outlines the “discursive node” as an approach to a cultural analysis of how memory is being done in history classrooms. Teaching is a practice embodied in the interactions between teachers and their audiences, between texts, imagery and institutional formations, and between material and immaterial participants in an activity that entails not only knowledge but also emotions, experience and values (Henry Giroux). Discursive nodes are useful metaphors that enable research of a phenomenon that is ontologically and empirically fluxional, heterogeneous, unstable, situative and fuzzy—memory.
Faculties and Departments:04 Faculty of Humanities and Social Sciences > Departement Geschichte > Bereich Neuere und Neueste Geschichte
UniBasel Contributors:Binnenkade, Alexandra
Item Type:Article, refereed
Article Subtype:Research Article
Note:Publication type according to Uni Basel Research Database: Journal article
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Last Modified:21 Mar 2019 14:19
Deposited On:21 Mar 2019 14:19

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