Teacher-Childhood Entanglements: Constructions of Childhood and Teacher Memories of Being Young

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Abstract

This paper explores practical and theoretical links between teachers’ conceptualizations of childhood and autoethnographic memories across four university sites in North America. From 130 responses, we examine such conceptualizations as they surface in memories of having been children, with a focus on how memories encode and disrupt normative cultural tropes drawn out through teaching. Findings suggest teachers tend to remember emotionally-charged events, including moments of deep love as well punishment and pain. A minority of the data comprise childhood antics that challenge rules, even as they articulate a wish to be welcomed into the world. Across these themes, memories are linked to pedagogical approaches, with a focus on implications for thinking about the import of the emotional world in teaching.

Authors

• Debbie Sonu, City University of New York (CUNY)

• Sandra Chang-Kredl, Concordia University

• Lisa Farley, York University

• Julie C. Garlen, Carleton University