Professional Memory in Context: Can it Help Counter the ‘Counter-revolution’?

Abstract

This article explores the concept of ‘Professional Memory’ in English teaching. It argues that English teacher memories, analysed through a collective lens and in particular conjunctures, can provide powerful evidence of practitioner-led reform and development. Such evidence can be used to challenge the existing theoretical framework of English teaching and the dominant discourses surrounding the subject.

Keywords:

• Professional Memory
• collective memory
• history of English teaching
• life histories
• conjunctures

Disclosure statement

No potential conflict of interest was reported by the author.