Archive | 2019
Creative Nonfiction Narratives and Memory-Work: Pathways for Women Teacher-Researchers’ Scholarship of Ambiguity and Openings
Abstract
“Creative Nonfiction Narratives and Memory-Work: Pathways for Women Teacher-Researchers’ Scholarship of Ambiguity and Openings” by Daisy Pillay, Mary Cullinan, and Leighandri Moodley, draws on exemplars of memory-work and creative nonfiction narratives presented by two teacher-researchers from their graduate studies. Mary, a Canadian teacher and late-entry doctoral student, used personal photos and metaphorical images to evoke memories of how women saw their journey as late-entry doctoral students in order to come to a closer understanding of her life and place in academia. Leighandri shares two creative narratives she composed with South African women novice teachers in her master’s study to bring her to a deeper understanding of her own story as a novice teacher. The mosaic pieces illustrate ways in which memory-work and creative nonfiction narratives can facilitate new understandings of both past and present, generating new narratives of women teachers that can activate change for the future.