Abstract
This article outlines the “discursive node” as an approach to a cultural
analysis of how memory is being done in history classrooms. Teaching is a practice
embodied in the interactions between teachers and their audiences, between
texts, imagery and institutional formations, and between material and immaterial
participants in an activity that entails not only knowledge but also emotions,
experience and values (Henry Giroux). Discursive nodes are useful metaphors that
enable research of a phenomenon that is ontologically and empirically fluxional,
heterogeneous, unstable, situative and fuzzy—memory.
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