ABSTRACT
In recent times, many researchers within the interdisciplinary field of memory studies have stressed the risks of a binary approach to our understanding of how remembering and forgetting operate and how they relate to each other. One way to go beyond an either-or distinction between the two is to explore issues of cognition and performativity. For example, Astrid Erll has insisted on the constant interaction between the cognitive level and the social/medial level of cultural memory (Erll 2008: 5), Susannah Rad - stone has highlighted the close relationship between forms of remembering and forgetting (Radstone 2010: 2), while Jay Winter has stressed the per - formative character of what he terms ‘non-speech acts’ (Winter 2010: 8). Alexandre Dessingué has focused repeatedly on the need to consider the dialogical nature of memory as a way of approaching the interweaving of remembering and forgetting (Dessingué 2011; 2012a; 2015).
