{"id":57058,"date":"2021-04-28T08:00:21","date_gmt":"2021-04-28T15:00:21","guid":{"rendered":"https:\/\/world.edu\/?p=57058"},"modified":"2021-04-27T09:50:28","modified_gmt":"2021-04-27T16:50:28","slug":"how-teachers-remember-their-own-childhoods-affects-how-they-challenge-school-inequities","status":"publish","type":"post","link":"https:\/\/world.edu\/how-teachers-remember-their-own-childhoods-affects-how-they-challenge-school-inequities\/","title":{"rendered":"How teachers remember their own childhoods affects how they challenge school inequities"},"content":{"rendered":"

\"\"<\/p>\n

Teachers, like many of us, remember moments of achievement, schoolyard games and making mistakes as children. Often teachers draw on childhood memories to explain\u00a0why they wanted to enter their profession<\/a>. Teachers may hold memories of\u00a0being inspired by a former teacher<\/a>\u00a0or\u00a0resolve to do better<\/a>\u00a0than a teacher they experienced as unfair or belittling.<\/p>\n

Childhood memories chronicle more than old scenes of school.\u00a0Memory is a creative process<\/a>\u00a0that teachers can use to interpret the past and imagine the future of their work. Even more, how teachers remember childhood informs their commitments to\u00a0challenge inequities in education<\/a>, including systemic racism, classism and ableism.<\/p>\n

We are four researchers located at universities in Canada and the United States: in a suburb of the Greater Toronto Area, Ottawa, an anglophone area of Montr\u00e9al and Manhattan, New York. Our research examines how childhood memories shape the ways prospective teachers and people seeking to work with children understand their roles as future educators.<\/p>\n

Our research has found that how new teachers and practitioners recall their childhoods carries important clues about how likely they are to name and challenge inequities in schools today.<\/p>\n

The teacher\u2019s childhood<\/strong><\/h4>\n

Three decades ago, psychoanalyst and education researcher Deborah Britzman wrote her classic book,\u00a0Practice Makes Practice<\/em><\/a>. It examined how teachers\u2019 memories of having once gone to school affected their present teaching. Britzman found that new teachers tend to recall stereotyped images of \u201cgood\u201d and \u201cbad\u201d teachers, and in so doing, overlook how teachers themselves perceive teaching as a complex emotional experience.<\/p>\n

Education researcher Saul Karnovsky argues that, still today, \u201cthere exists an invisible rule book that defines what teachers can and cannot do with their emotions.\u201d The teachers of this study believed\u00a0they should ignore or mask their emotions or vulnerability to appear in charge<\/a>.<\/p>\n

In fact, teaching opens a floodgate of feelings that are conventionally associated with childhood: worries about failure, wishes for certainty, fears of not knowing and the pain of rejection.<\/p>\n

However, childhood memory is bigger than any one person\u2019s emotions. As sociologist\u00a0Sara Lawrence-Lightfoot<\/a>\u00a0suggests, teachers bring with them memories shaped by race, gender, class, ability and other factors that affect identity and deeply held assumptions.<\/p>\n

This means that childhood memories of triumph or failure, protection or punishment are not isolated events; they are linked to complex cultural histories shaped by racism and hierarchical values. These legacies continue to privilege the material resources and presumed \u201cinnocence\u201d of white middle-class children<\/a>.<\/p>\n

Teachers grow up occupying different positions in relation to these legacies, which can create a disconnect between their intentions and practices. Research by education scholars Jeannie Kerr and Vanessa Andreotti found that despite teacher candidates\u2019 stated \u201cdesire to address multiple inequities\u201d in schooling and society, they also applied a \u201cdeficit perspective\u201d to the experiences of marginalized students, leaving unchallenged the structures that produce inequities and \u201ctheir own privileged position within these structures<\/a>.\u201d<\/p>\n

Learning to teach and work with children is\u00a0not just about acquiring skills, but about developing an identity<\/a>. This involves noticing how one\u2019s own history can\u00a0inform but sometimes obstruct one\u2019s understanding of the unique experiences of children in the classroom<\/a>.<\/p>\n

Childhood memory and critique<\/strong><\/h4>\n

We asked university students enrolled in teacher education and childhood studies programs to write down a salient childhood memory. We then asked them to make links between their memory and their motivations to work with children, and how they defined their commitments as teachers.<\/p>\n

The majority of participants recalled\u00a0times when they felt innocent and protected<\/a>, which were then connected to a wish to protect children from struggle or discomfort in their future classrooms. Others described times when they made mistakes or broke the rules and suggested how\u00a0being a nuisance is the right of all children<\/a>. Still others remembered the\u00a0heroic efforts of former teachers<\/a>\u00a0and used these memories to describe their plans to replicate similar strategies in their own practices.<\/p>\n

However, beginning teachers and practitioners who remembered protected childhoods, playful antics and inspiring role models tended to assume that all children experience the same level of protection and innocence: that such memories were universal.<\/p>\n

They did not consider how\u00a0innocence has historically protected the interests of mainly white children<\/a>, nor how the notion of innocence and middle class, able-bodied \u201cworthiness\u201d has been used to unjustly exclude and punish children who do not fit inside\u00a0normative expectations of learning and development<\/a>.<\/p>\n

By contrast, people who remembered being bullied, left out, ignored or reprimanded connected these experiences with an analysis of systematic inequities. They reflected on how school structures\u00a0disadvantage racially minoritized<\/a>,\u00a0differently-abled<\/a>\u00a0and\u00a0working class children<\/a>.<\/p>\n

Beyond recollecting innocent kids and heroic teachers, such memories critiqued schools\u00a0as inequitable institutions that harm some children and that are themselves in need of transformation<\/a>.<\/p>\n

Why memory matters<\/strong><\/h4>\n

Memory can offer a critical vantage point from which to examine how recollections of seemingly individual feelings \u2014 such as the joy of acing a test or the frustration of being misunderstood \u2014 may also reflect\u00a0dominant cultural beliefs about normative childhoods<\/a>.<\/p>\n

Teacher education and childhood studies programs can support beginning teachers and practitioners develop critical perspectives of schooling and society by helping them to\u00a0analyze how structures of privilege and oppression have shaped their own experiences of childhood<\/a>. When educators can analyze the social structures that have privileged or disadvantaged them as children, they may be better positioned to notice and challenge the inequities faced by the children in their charges.<\/p>\n

While it is impossible to undo the past, connecting childhood memories to social contexts of inequity can help teachers put history to new uses and change the future of education.<\/p>\n

Author Bios:<\/strong> Lisa Farley is Associate Professor, Education at York University, Canada, Debbie Sonu is Associate Professor, Curriculum and Teaching at Hunter College, Julie C. Garlen is Associate Professor, Childhood and Youth Studies at Carleton University and Sandra Chang-Kredl is Associate Professor in Education at Concordia University<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Teachers, like many of us, remember moments of achievement, schoolyard games and making mistakes as children. Often teachers draw on childhood memories to explain\u00a0why they wanted to enter their profession. Teachers may hold memories of\u00a0being inspired by a former teacher\u00a0or\u00a0resolve to do better\u00a0than a teacher they experienced as unfair or belittling. Childhood memories chronicle more […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":57059,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[366326],"coauthors":[11733],"class_list":["post-57058","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","tag-school-inequities"],"acf":[],"yoast_head":"\nHow teachers remember their own childhoods affects how they challenge school inequities - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/how-teachers-remember-their-own-childhoods-affects-how-they-challenge-school-inequities\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"How teachers remember their own childhoods affects how they challenge school inequities - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"Teachers, like many of us, remember moments of achievement, schoolyard games and making mistakes as children. 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