Opportunities to write our memoirs are many and varied. To meet emerging demands, the memoir genre continually is evolving, and it is possible for the memoirist to shape the memoirs, with varying themes, time and settings, to be brought to bear on school education at a senior level and for a range of teacher-development programs. Thus, the developing importance of an accompanying exegesis. For better or for worse, childhoods shape adult relationships and attachment styles, profoundly shaping who we are as teachers, teaching styles and generally the things we consider important and not so important. The shape of our childhood and adolescence has a profound impact on how relationships are formed in adulthood. It can affect our ability to trust, be vulnerable and create productive bonds, both at school and college and professionally, and also our general levels of motivation. Through the aforementioned theme and subthemes, my memoirs here reveal how childhood struggle has shaped my approach to teaching and my academic career – from an unskilled labourer from the country working class in the timber industry, deprived of a high school education and recruited into the workforce at 15 years of age, to a senior academic in one of Australia’s G8 universities, holding five PhDs. With strong historical backgrounding, a special appeal of this book is its drive to place childhood and adolescent events contained in the memoirs in a wider historical context, looking to transnational movements such as discussions on anachronisms and eugenics. In so doing, the exegesis – a fresh and exciting innovation – is in harmony with the memoirs. The memoir is so refashioned as a pedagogical tool.
The memoir now looms large as a pedagogical tool for multiple levels of schooling and of education. Addressed essentially to senior students in schools, students undertaking undergraduate and postgraduate teacher preparation courses in universities.
