ABSTRACT
Chapter 5 serves as a brief interlude to the dialogue on schooling. Similar to the musical understandings of an interlude, the purpose of Chapter 5 is to provide a break in the rhythm of the book, a transition between the dialogues in Chapters 2, 3, and 4, which focused on the curriculum of the corridor, and transition to considering the curricula present in classrooms. This chapter engages in a dialogue on memory. The purpose for inserting this dialogue at this juncture is also because students were clear that teachers and administrators placed a certain emphasis on memory in classroom spaces—remember the formal curriculum, remembering what happened when there were disputes, re-membering who they were in the broader system of schooling.
