Memory Makes Sense: De/Reconstructing the Curricular Imaginaries of Pakhtun Female University Students Through Multimodal Memory-Work and Currere
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Authors
Abbas, Lalai
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thesis
Language
eng
Keyword
Onto-epistemologies , Multimodality , Multimodal Memory-Work , Memory-texts , Currere , Hermeneutic Phenomenology , Narrative Hermeneutics , Pakhtun Women , Curriculum as Assemblage , Culturally Responsive and Equitable Pedagogy , Curriculum as Lived Experience
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Abstract
This study explores the lived curricular experiences (Grumet, 1988; Pinar, 2012) of Pakhtun female students at the graduate and undergraduate level in Ontario, Canada. Using Frigga Haug’s (1987; 1999) memory-work integrated with William Pinar’s currere (2010; 2012) as the methodology, and hermeneutic phenomenology (van Manen, 1990) as the theoretical framework, this research helped five female Pakhtun university students including the lead researcher, make meaning of their lived curricular experiences. As a collective, they created “multimodal” (Stein, 2008, p. 19) “memory-texts” (Kuhn, 2010, p. 298) using memory, story, recital/performance, poetry/song, visual art/images and cultural artifacts to unpack their lived curricular experiences and narrate their identities after the said experiences. This study was first and foremost a safe place for them to speak from and to enact self-reflexive cultural and onto-epistemological meaning making (Lather, 1986a; 1988a; 1991). Since they are one of the most under-researched ethnic groups in the world (A.W. Khan, 2012), this research has tried to bridge the gaping hole of their invisibility in the epistemic discourse. Being a Pakhtun woman myself, this research is an act of naming for me as well as my co-researchers (Freire, 1970/2005). As a group of five co-researchers of this study, we believe that Pakhtunwali and the emancipatory rhetoric of the West have named us, our world, and our possibilities as Pakhtun women before we were even born (Abbas, 2016; Khattak, 2018). Delineating our lived experiences in our own voice gave us an opportunity to name ourselves and our world by ourselves and helped us grapple with the transformation or “difference within” (Puar, 2012, p. 53) that we experienced in the Canadian curricular milieu at the university level.
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ProQuest PhD and Master's Theses International Dissemination Agreement
Intellectual Property Guidelines at Queen's University
Copying and Preserving Your Thesis
This publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.