The article presents the results of a recent study on the theme of identity constitution, education, memory and their relations with autobiographical narratives. Twelve memorials were analyzed which were submitted in tenders for the highest positions or the highest titles of university careers; those memorials were written by teachers directly or indirectly connected to education studies. The examined memorials were written over the past decades by researchers from two different generations; they were selected based on the following criteria: significance of the researcher's work, diversity in terms of education, institutional affiliation and field. It was attempted to apprehend the constituent elements of a narrative identity, and social and polyphonic voices that permeate these reports.
narrative identities; memorials; autobiographical narratives