Faculty Publications

Navigating the Academy: Using Memory-Work to Chart a Way Forward

Document Type

Article

Keywords

kindness, Memory work, self-study, teacher education, transition, VUCA environment

Journal/Book/Conference Title

Studying Teacher Education

Abstract

This article explores our use of memory work, as five experienced self-study researchers. Utilizing the power of memory-work and in the spirit of self-study collegiality, we aimed to understand how our collective experiences might influence current and future possibilities for ourselves, and importantly, for others. Our recursive process involved writing, in the third person, detailed memories evoked by six prompts which included reflections on being mentored and navigating the volatile, uncertain, complex, and ambiguous (VUCA) environment in tertiary institutions. We shared our writing via Zoom, and engaged in collective dialogic analysis. Our findings revealed significant discrepancies between institutional values and our personal values. An examination of our memories underscored the importance of teaching and self-study research to us, though not necessarily to our institutions. We felt that self-study research was not considered of equal importance by our institutions or colleagues. However, we maintain that measures of academic success, as defined by institutions, should not dictate how we measure our own success as academics or as humans. It is important to remain lifelong learners, staying curious, and being true to our own values. Ultimately, the importance of fostering supportive, reciprocal relationships and practicing kindness, to ourselves and others, was central to our reflection. We hope that our findings resonate with other academics.

Department

Department of Curriculum and Instruction

Original Publication Date

12-13-2024

DOI of published version

10.1080/17425964.2024.2440352

Link to Full Text

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