Started 8th Aug, 2022

Can we affirm that memory policies pave the way for the establishment of memory pedagogy in school activities?

Memory policies promote places, monuments and even objects as memorial records of a past that should be remembered and celebrated as registers of a culture and identity. Through activities framed in pedagogies of memory, schools insert in their didactic activities the visit to places of memory. But is the pedagogy of memory dependent on memory policies established in educational policies or encouraged by national educational strategies? Can we say that memory policies pave the way to the establishment of memory pedagogy in school activities?

All replies (3)

8th Aug, 2022
Olivier Serrat
Chicago School of Professional Psychology
Schools operate in highly-regulated, often non-marketized, environments that are rigidly defined by and measured through external inspection, including examination-based student learning improvement performance targets. Schools are required to meet government, local authority, and other performance measures. In the Foucauldian sense, therefore, it ought not surprise that the pedagogy of memory should be driven via school activities by memory policies that are rooted in national educational strategies.
1 Recommendation
8th Aug, 2022
Mariela González-López
Secretaría De Educación Pública
Hi Pinto. It would be ideal to reach those politics of memory to whom we are teaching. Memory has an order to be executed and saved, repetition is necessary, to memorize we need concentration, order and logic and, above all, motivation if I am interested in memorizing what I liked, it is a decision. Best regards
3rd Sep, 2022
Hawraa Aljabery
Imam Al-Kadhum College (IKC)

Similar questions and discussions

Related Publications

Technical Report
Full-text available
This policy brief addresses how school districts can best prepare for 1:1 technology initiatives. Prepared for the University of Connecticut's Center for Education Policy Analysis.
Full-text available
Despite Dewey's influence on educational thought, those with progressive visions of democratic education are generally on the margins of educational policy and practice. One notable exception was the "Eight-Year Study"-a landmark attempt to design, implement, and evaluate democratic secondary schools. Examination of this effort permits consideratio...
Full-text available
This article was written in response to "Top-Down, Routinized Reform in Low-income, Rural Schools: NSF's Appalachian Rural Systemic Initiative, by Robert Bickel, Terry Tomaskek, and Teresa Hardman Eagle which was published in the Education Policy Analysis Archives as Number 12 of Volume 8 on February 21, 2000.
Got a technical question?
Get high-quality answers from experts.