Explorative Teaching and Research - From Memory Work to Experience Stories
Karin Widerberg explains how memory work help us problematize the things we take for granted and as such is an invitation to methodological explorations in teaching and research.
Memory work is an approach developed to help us problematize the things we take for granted and as such an invitation to methodological explorations in teaching and research. By our own stories of memories and experiences we are invited to look for variety—in our own stories as well as in relation to the stories of the others—regarding content as well as interpretations. A set of techniques is developed to make this happen, in writing as well as in analyzing. Focusing on the social aspects of a story does not only imply a possibility to connect different analytical levels (micro and macro) and verify concepts and theories. It also allows us to question or specify fixed or simplified categories and concepts by making other memories, experiences and understandings visible. As such it is an approach that stimulates creativity and knowledge production in both teaching and research, to the joy of all participants. In this article it is illustrated how the approach can be used in different settings and on different themes in both teaching and research hereby also illuminating the kinds of knowledge that can be gained. Cases and detailed accounts of how the approach can be used when teaching a one-day workshop, a three-day course but also in a two-hour lecture in a regular class on BA-level are given. Examples of the use of the approach in different research projects are also presented so as to illuminate the bridge between research and teaching and how research approaches can be made into teaching approaches. The illustrations are meant to inspire further use and development of the approach so as to fit different situations and themes in teaching and research.