Bringing Memory Forward looks at the application of the method of currere to storied formation.
Research tells us that white teachers are among the most recalcitrant of learners when it comes
to challenging their own memories and experiences of privilege and race. This book examines how
white teachers can recognize and critique their constructions of «difference» and asks what it
is that white teachers are so attached to that makes such critique difficult. The book goes on
to discuss the processes that might be set in motion to bring these attachments into question
in such a way that the learner (namely the teacher) does not feel alienated and paralyzed by
her «thoughtlessness» but instead is moved to think and act. Through elaborating a method
called «bringing memory forward» that emerged from self-study methodologies and a teacher
action research project Teresa Strong-Wilson draws attention to the significance of stories
and critical engagement with stories in social justice education with teachers.
