Performative Remembering of Hiroshima’s and My Father’s Silence

ABSTRACT

In this essay, I explore critical peace education that labours through historical memory. Pulling together various professional and personal experiences, I offer my provisional understanding of critical peace education that labours through historical memory. Such critical peace education understands history as narrative; hence, it requires creativity to engage historical memory. It further understands that creativity possesses an ability to critique. I embody creativity as critical through performative remembering. Performative remembering captures our becoming, relating, and hoping. I use performative writing/autoethnography/creative non-fiction to contemplate, theorize, and experiment critical peace education that labours through historical memory.

KEYWORDS:

• Peace education
• historical memory
• creativity
• performative writing
• remembering

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Satoshi Toyosaki

Satoshi Toyosaki (Ph.D., Southern Illinois University) is Associate Professor in the Department of Languages, Cultures, and International Trade as well as the Department of Linguistics at Southern Illinois University. His recent research interests include intercultural communication and critical intercultural pedagogy.