In this master thesis we explore the concept of remembering as a means of emancipation. To this end, we consider emancipation as an important pedagogical concept that has played a key role in education since at least the Enlightenment, and later also became more prominent in various forms in cultural, social-critical and reform pedagogy. We further analyse the concepts of empowerment and subjectification, which emerged in the second half of the twentieth century during research on the transgressive in education, and each in its own way reveals the breadth, but also the limitations, of emancipation. The first uses the processes of liberation through dialogue and social action as well as explicatory teacher-authority to resolve a fundamental pedagogical paradox, while the second relies on the awareness that education is an extremely complex activity which, under the right conditions but with unpredictable effects, allows subjectivity to emerge as a fundamental modality of human action and thought. In the central part, we try to answer the question of what emancipatory potential lies in the concept of remembering. To this end, we analyse the different cultures of remembrance in the European area and highlight their similarities, differences and limitations. We then discuss the forms and ways in which remembering can develop its emancipatory potential, focusing on dialogic memory and the role of narrative and imagination. We find that, through the integration of these concepts, remembering develops into a dialogical process in which the educated person tells his or her own story, while at the same time being able to listen to others and in this way, through imagination, enter into their story; through this kind of narrative experimentation, the educated person is given the opportunity to emancipate him or herself in the sense of actively entering the world as a subject of different stories in different temporal dimensions. In the last part, we underline the educational role and position of remembering in the Slovenian public school, arguing for a greater integration of remembering in the school space.
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