Abstract
In this paper I discuss life history approaches as research methodology, as educational tools, and as testimony. The discussion is placed within the context of economic globalisation and epistemological reshaping during the last few decades. Firstly, I analyze the research dimension of biographical perspectives. Secondly I point out the educational and testimonial dimensions of life histories in different settings such as teacher preparation and professional development, lifelong learning, genealogical and family work, educational auto/biography in a university context, historical memory, and popular education. Thirdly, I discuss some trends in educational theory and I outline some contributions of life history approaches to an educational theory grounded on critique and resistance.This paper offers a European perspective based on a review of relevant literature in English, French, Italian, and Spanish.
 Key words: life history, narrative, qualitative methodology, remembering, experiential learning, emotional education
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