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.

Author Biography

Lisa Farley is assistant professor at York University in Toronto, Canada. Her research draws on psychoanalytic theory to investigate uses of historical knowledge in the construction of subjectivity, the conflicts at play in the construction and reception of historical representation, the meaning of history in childhood, comma and childhood itself as a site of history-making. Recent publications appear in the Canadian Journal of Education, The Review of Education, Pedagogy and Cultural Studies, and The Journal of Curriculum Theorizing.



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