Handbook of Research on the Relationship Between Autobiographical Memory and Photography

Handbook of Research on the Relationship Between Autobiographical Memory and Photography

Mark Bruce Nigel Ingham, Nela Milic, Vasileios Kantas, Sara Andersdotter, Paul Lowe
Indexed In: SCOPUS
Release Date: February, 2023|Copyright: © 2023 |Pages: 636
DOI: 10.4018/978-1-6684-5337-7
ISBN13: 9781668453377|ISBN10: 1668453371|EISBN13: 9781668453384
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Description & Coverage
Description:

Autobiographical memory and photography have been inextricably linked since the first photographs appeared during the 19th century. These links have often been described from each other's discipline in ways that often have led to misunderstandings about the complex relationships between them.

The Handbook of Research on the Relationship Between Autobiographical Memory and Photography covers many aspects of the multiple relationships between autobiographical memory and photography such as the idea that memory and photography can be seen as forms of mental time and the effect photography has on autobiographical memory. Covering key topics such as identity, trauma, and remembrance, this major reference work is ideal for industry professionals, sociologists, psychologists, artists, researchers, scholars, academicians, practitioners, educators, and students.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Autobiographical Memory
  • History
  • Identity
  • Involuntary Memory
  • Memory
  • Photographic Effect
  • Photography
  • Remembrance
  • Self-Portraits
  • Trauma
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Editor/Author Biographies

Dr Mark Ingham is a Reader (Associate Professor) in Critical and Nomadic Pedagogies, a National Teaching Fellow (2021), Co-Chair of UAL’s Professoriate, a Senior Fellow of the Higher Education Academy and a UAL Senior Teaching Scholar in the Design School at London College of Communication, University of the Arts London. He is co-founder of UAL’s Experimental Pedagogies Research Group (EPRG). Website: https://eprg.arts.ac.uk/ Twitter: @ualeprg

His pedagogical and creative research over the last 30 years have been entangled encounters with: images of thought and memory, rhizomatic & meta-cognitive learning theories, fuzzy narratives and virtual and physical liminal teaching spaces. His research critiques relationships between autobiographical memory and photography, Deleuzian and Guattarian ideas of ‘becoming rhizomatic’, assembling agency, nomadic thinking, and active blended learning, with ideas of belonging and critical pedagogies.

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