Until We Have Faces: Memory, Self and Place in Education
This thesis follows Hans-Georg Gadamer’s work leading the researcher into self-understanding, enriching her narratives of hermeneutical relationships in educational settings. Drawing upon Gadamer’s ideas of Dasein and “fusion of horizons” (2004, p.305) she weaves motes of memory in search of truths...
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| Format: | Thesis |
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Curtin University
2019
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| Online Access: | http://hdl.handle.net/20.500.11937/77428 |
| _version_ | 1848763848139472896 |
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| author | Waldock, Michelle |
| author_facet | Waldock, Michelle |
| author_sort | Waldock, Michelle |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | This thesis follows Hans-Georg Gadamer’s work leading the researcher into self-understanding, enriching her narratives of hermeneutical relationships in educational settings. Drawing upon Gadamer’s ideas of Dasein and “fusion of horizons” (2004, p.305) she weaves motes of memory in search of truths in her life. An islander traversing her island twice, in memory and in the present, she inhabits Gadamer’s “true locus” (p. 295), the intermediate position where interpretation dwells in its enfolding, unfolding potential. |
| first_indexed | 2025-11-14T11:09:59Z |
| format | Thesis |
| id | curtin-20.500.11937-77428 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T11:09:59Z |
| publishDate | 2019 |
| publisher | Curtin University |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-774282019-12-18T02:56:28Z Until We Have Faces: Memory, Self and Place in Education Waldock, Michelle This thesis follows Hans-Georg Gadamer’s work leading the researcher into self-understanding, enriching her narratives of hermeneutical relationships in educational settings. Drawing upon Gadamer’s ideas of Dasein and “fusion of horizons” (2004, p.305) she weaves motes of memory in search of truths in her life. An islander traversing her island twice, in memory and in the present, she inhabits Gadamer’s “true locus” (p. 295), the intermediate position where interpretation dwells in its enfolding, unfolding potential. 2019 Thesis http://hdl.handle.net/20.500.11937/77428 Curtin University fulltext |
| spellingShingle | Waldock, Michelle Until We Have Faces: Memory, Self and Place in Education |
| title | Until We Have Faces: Memory, Self and Place in Education |
| title_full | Until We Have Faces: Memory, Self and Place in Education |
| title_fullStr | Until We Have Faces: Memory, Self and Place in Education |
| title_full_unstemmed | Until We Have Faces: Memory, Self and Place in Education |
| title_short | Until We Have Faces: Memory, Self and Place in Education |
| title_sort | until we have faces: memory, self and place in education |
| url | http://hdl.handle.net/20.500.11937/77428 |