This article is a reflection on the use of object memory in creating a collaborative artsbased narrative that explores educator experiences with transformation in higher education. The collaborative arts-based narrative that I present here emerged from my doctoral thesis in which I collaborated with participants to explore how our memories and experiences could help us understand and approach issues of social justice in education. In this article, I reflect on the way in which memory objects guided the creation of a collaborative arts-based narrative of educators’ autobiographical experiences, educational encounters, and anti-oppressive education. Memory objects are used to explore educator identity, subjectivity, and experience in relation to issues of social change and social justice in higher education. Through this exploration, I hope to highlight the entanglement of context, experience, and the theoretical understandings of social justice and anti-oppressive education. The aim of this article is to reflect on how objects were used to make new connections and exciting discoveries through a collaborative narrative of memories and experiences of educators working towards social change in higher education.

中文翻译：

---

盒子里的东西：使用对象共同叙述高等教育变革中的教育者经验

本文是对对象记忆在创建基于艺术的协作叙事中的运用的反思，该叙事探索了高等教育变革中的教育者经验。我在这里发表的基于艺术的基于合作的叙事来自我的博士论文，在该论文中，我与参与者合作，探讨我们的记忆和经验如何帮助我们理解和处理教育中的社会正义问题。在本文中，我将反思记忆对象如何指导基于协作艺术的叙事者教育自传体经历，教育经历和反压迫性教育的叙事。记忆对象用于探索教育者的身份，主观性和与高等教育中的社会变革和社会正义问题相关的经验。通过这次探索，我希望强调上下文，经验以及对社会正义和反压迫教育的理论理解的纠缠。本文旨在通过合作者对高等教育领域致力于社会变革的记忆和经验的叙事来反思对象是如何被用来建立新的联系和令人兴奋的发现的。