Nostalgia, Postmemories, and the Lost Homeland: Exploring Different Modalities of Nostalgia in Teacher Narratives

Autor/in	Zembylas, Michalinos
Titel	Nostalgia, Postmemories, and the Lost Homeland: Exploring Different Modalities of Nostalgia in Teacher Narratives
Quelle	In: Review of Education, Pedagogy & Cultural Studies, 36 (2014) 1, S.7-21 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1071-4413
DOI	10.1080/10714413.2014.866821
Schlagwörter	Foreign Countries; Personal Narratives; Memory; Teachers; Teacher Attitudes; Trauma; Psychological Patterns; Faculty Development; Instruction; Cyprus + Suchen Sie Ihr Suchwort? Ausland; Erlebniserzählung; Gedächtnis; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teaching process; Unterrichtsprozess; Zypern
Abstract	In recent years, author Michalinos Zembylas has been involved in the facilitation of peace education workshops for Greek-Cypriot teachers in his home country, Cyprus. Cyprus has been divided since the Turkish invasion in 1974, following a Greek-Cypriot "coup d' etat" that was orchestrated by the then Greek military junta. Thousands of Greek and Turkish Cypriots were forced to move out of their homes and become refugees in their own country, divided by the "Green Line," which still marks the long-standing partition of Cyprus; Greek-Cypriots reside in the south part of Cyprus, whereas Turkish Cypriots live in the north part. Several Greek-Cypriot teachers who participate in these peace education workshops are refugees or come from refugee families; most of them, however, were either unborn or very young in 1974. Although there has been an opening of the partition line since April 2003 for a limited amount of movement, Greek-Cypriot teachers are generally hostile or ambivalent about "visiting" their former houses and villages or exploring the "other side" in the north part of Cyprus (Zembylas 2012). And yet, regardless of whether or not these teachers have ever been to or more importantly lived in the "other side," there is generally a nostalgic longing for Cyprus as it used to be before 1974. Often, teachers' remarks in these peace education workshops suggest that they have kept alive an idea of a pre-1974 "homeland" in which the Greek-Cypriots have flourished in the lands of their ancestors. In these teacher narratives, there is a sense of nostalgia that intrudes the present to mourn for the loss of a past place and time. In this article Zembylas traces different "modalities" of nostalgia as they are manifest in narratives of teachers about their lost homeland and examines how an analysis of these modalities through the lens of nostalgia, memory, and loss might reveal openings that challenge restorative nostalgic memories. In particular, to show the entanglement of nostalgia, memory, and loss in teacher narratives, he focuses on three different readings of nostalgia emanating from his ongoing research on Greek-Cypriot teachers' narratives about the traumatic events of 1974 in Cyprus. The goal of presenting and analyzing these three readings is two-fold: first, to show the manifestations of nostalgia in Greek-Cypriot teacher narratives about the occupied territories in Cyprus and how teachers' feelings of loss influence their teaching; and, second, to show that there are not only monolithic manifestations of nostalgia but also alternative nostalgias that are more reflective. The main argument of the article is to suggest that there is a need to reconfigure the concept of nostalgia in contexts of teacher professional development, if the aim is to provide opportunities that take advantage of the reflective and productive dimensions of nostalgia. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10