This paper argues that when teachers can create narratives that symbolize the unresolved conflicts of their schooling past, they are then in a position to use that history as a source of insight that illuminates the ways the past structures the present, and how the present shapes what we remember of the past.
Farley, L. (2009). "Invisible Ink" -- A Psychoanalytic Study of School Memory. Occasional Paper Series, 2009 (22). Retrieved from http://educate.bankstreet.edu/occasional-paper-series/vol2009/iss22/3