8th Aug, 2022
Chicago School of Professional Psychology
Discussion
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)
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
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
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