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Auto/biography & Pedagogy

Memory & Presence in Teaching


Freema Elbaz-Luwisch

In the tradition of educational narrative inquiry, this book explores diverse ways of thinking, writing and theorizing from auto/biographic experience, in language that is rooted in practice yet challenges the authoritative discourses of educational policy, theory and research. The book moves from first to third person accounts and from personal and family stories to narratives of teachers and teacher educators in the contested, multicultural environment of Israel. It highlights the multi-voiced, embodied lives of Israeli teachers from many cultures and identities and engages with literature around memory and embodiment, imagination, place and presence in teaching. The book will interest researchers in curriculum studies, teaching and teacher education, as well as scholars interested in issues of memory in historical and contemporary contexts.
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Several chapters of this book are based on published articles or book chapters; I am grateful to the publishers for permission to draw on the following materials:

1.Chapter 4 is a revised and expanded version of Elbaz-Luwisch, F., (2009). Life stories in time and place: Narratives of Israeli teachers. In S. Gill (Ed.), Exploring selfhood: Finding ourselves, finding our stories in life narratives. Brighton, UK: Centre for Research in Human Development, Guerrand-Hermes Foundation.

2.Chapter 6 is a revised and expanded version of: Elbaz-Luwisch, F. (2010) Writing and professional learning: The uses of autobiography in graduate studies in education. Teachers and Teaching, Theory and Practice 16(3), 307–327, published by Taylor and Francis,

3.Chapter 8 is based on: Elbaz-Luwisch, F. (2009). The uses of conflict in the pedagogy of teacher education. Perspectives in Education 27(2), 169–176, and also draws on material written by me for Chapter 2 of Li, X., Conle, C., Elbaz-Luwisch, F. (2009) Shifting polarized positions: A narrative approach in teacher education. New York: Peter Lang.

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