While a number of theorists in education have explored how both teaching and teachers themselves are shaped by locations in identity, culture, and history, I am interested in exploring the emotional significance of teachers’ efforts to excavate, and put into words, their own educational histories. The focus emerges from my interest in thinking about teaching as a form of memory-and specifically, how teachers might think well about the ways in which our educational histories linger, haunt, and shape the pedagogical present. What does it mean to speak of histories that are largely unspoken? In what ways do unspoken histories haunt the present? How might one move from the position of being authored by history to becoming its author? This essay raises these questions in the context of education.
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