This article proposes a notion of “remembering for narration” based on Slobin’s (1987) concept of “thinking for speaking” to circumvent issues of autobiographical memory and focus on narrative practices. It suggests that we recognize a special cognitive mode of remembering for narration, which involves selecting from episodic memory those details that fit some conceptualization of the event for present purposes, and are readily encodable in the language and narrative format chosen for the current context. It seeks to demonstrate the value of this perspective in considering constraints on remembering in the storytelling performance in various contexts such as getting one’s story straight with input from recipients, filling in gaps in memory and conjuring up details, developing a personal narrative through co-narration, and producing appropriate personal stories in response to previous stories by other participants, and thereby sheds light on narrative processes and their significance for autobiographical memory and identity construction.
2019. Inclusion Through Political Participation, Trust from Shared Political Engagement: Children of Migrants and School Activism in Italy. Journal of International Migration and Integration 20:4 ► pp. 1121 ff.
Farini, Federico, Claudio Baraldi & Angela Marie Scollan
2023. This is my truth, tell me yours. Positioning children as authors of knowledge through facilitation of narratives in dialogic interactions. PRACTICE 5:1 ► pp. 4 ff.
Farini, Federico & Angela Scollan
2023. How We Can Say What We Say: The Methodology of Facilitation, the Methodology of Observing Facilitation. In Pedagogical Innovation for Children's Agency in the Classroom, ► pp. 99 ff.
2019. Practices/6, United States of America: Hybrid-Transitions as a Space for Children’s Agency. A Case-Study from a Pre-kindergarten in Boston. In Children’s Self-determination in the Context of Early Childhood Education and Services [International Perspectives on Early Childhood Education and Development, 25], ► pp. 93 ff.
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