Resumo

MULLER, Marguerite. Inside a Box: Using Objects To Collaboratively Narrate Educator Experiences of Transformation in Higher Education. Educ. res. soc. change [online]. 2019, vol.8, n.1, pp.54-69. ISSN 2221-4070.  http://dx.doi.org/10.17159/2221-4070/2018/v8i1a4.

This article is a reflection on the use of object memory in creating a collaborative arts-based narrative that explores educator experiences with transformation in higher education. The collaborative arts-based narrative that I present here emerged from my doctoral thesis in which I collaborated with participants to explore how our memories and experiences could help us understand and approach issues of social justice in education. In this article, I reflect on the way in which memory objects guided the creation of a collaborative arts-based narrative of educators' autobiographical experiences, educational encounters, and anti-oppressive education. Memory objects are used to explore educator identity, subjectivity, and experience in relation to issues of social change and social justice in higher education. Through this exploration, I hope to highlight the entanglement of context, experience, and the theoretical understandings of social justice and anti-oppressive education. The aim of this article is to reflect on how objects were used to make new connections and exciting discoveries through a collaborative narrative of memories and experiences of educators working towards social change in higher education.

Palavras-chave : anti-oppressive education; arts-based research; collaborative narrative; educator subjectivity; object memory.

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