ABSTRACT
The “Back to the Future” workshop that spawned this chapter was an important infl uence in deepening my understanding of ‘memory’ as a fertile area for academic exploration. The variety of approaches found in the papers presented-the knowledge explored and the methodologies employed, particularly those that were arts-based-were challenging and stimulating. As a formal high school teacher educator, this was an academic environment with which I was unfamiliar. Yet, the workshop did two things for me. First, it emphasized the value of bringing interdisciplinary perspectives to bear on its theme of productive memory and social action. Second, it encouraged me to concentrate on the particular role of formal history education in promoting that productivity and action.
