Search results

Contemporary standards-based reforms to teaching and teacher education are characterised by appeals to technical orientations to teacher professionalism. In addition, the standardisation agenda has targeted literacy education as a focus for interventions. This has highlighted an incongruence between standardised approaches to literacy and pedagogies and practices in subject English that have developed over time, and which represent disciplinary ways of knowing.

This paper uses the occasion of the author’s transition from classroom English teacher to teacher educator to inquire into the pedagogies and practices around teaching with texts that form part of her professional identity. The purpose of this study is to introduce cultural memory as an approach to interpreting narratives about educational experience and the development of English pedagogies over time.

The paper argues that standards-based reforms tell “official stories” (Malcolm and Zukas, 2009) about teacher professionalism that displace knowledge of past practices and the ethical and intellectual investments they represent. This is characterised by a marked “presentism” (Green and Cormack, 2015) in contemporary education policy. By contrast, critical autobiographical inquiry practised as cultural memory produces situated accounts of the role of professional memory in the on-going “project” (Green 2002/2014) of English teaching.

The paper presents new work in the area of teacher professional identity drawing on the interdisciplinary methods of cultural memory studies.

This paper aims to explore, for the first time over a long period of time, the autobiographical memory of Israeli veterans of the 1948 War, pertaining to the 1948 Palestinian exodus that led to the creation of the Palestinian refugee problem. Does this memory include the Zionist narrative (i.e. willing flight of the Palestinian refugees) or a critical narrative (i.e. willing flight and expulsion)? One of the primary sources to influence the collective memory of conflicts is the autobiographical memory. This memory is also one of the primary sources for research of the past. Thus, autobiographical memory is of importance.

Methodologically, this is done through an analysis of all 1948 veterans’ memoirs published between 1949 and 2004. Interviews were also conducted with various veterans, to understand the dynamics of their memoir publication.

Empirical findings suggest that during the first period (1949-1968), this memory was exclusively Zionist; during the second (1969-1978), it became slightly critical; and during the third (1979-2004), the critical tendency became more prevalent. Onward, the nine empirical causes for the presentation of exodus the way it was presented are discussed. Theoretical findings relate, inter alia, to the importance of micro factors in shaping the autobiographical memory, assembles seven such theoretical factors, suggests that these factors can influence in two ways (promoting collective memory change or inhibiting it), and that their impact can change over time.

Taken together, the paper contributes empirical and theoretical findings that are based on a solid and wide scope research.

For geographers doing qualitative research, autobiographical narratives offer a discrete avenue into life experiences, everyday lived geographies, and intimate connections between places and identities. Yet these valuable sources remain mostly untapped by geographers and largely unconsidered in methodological treatises. This article seeks to elicit the benefits of using autobiographical data, especially with regard to stigmatised sexual minorities in Western societies. Qualitative research among gay men, lesbians and bisexuals (GLB) is sometimes difficult; due to the ongoing marginalisation experienced by sexual minorities in contemporary Western societies, subjects are often difficult to locate and reticent to participate in research. But autobiographical writing has a long history in Western GLB subcultures, and offers an unobtrusive means to explore the interpenetration of stigmatised sexuality and space, of GLB identity and place. A keen awareness of the power of geography of spaces of concealment, resistance, connection, emergence and affirmation underpins the content and form of GLB autobiographical writing. I demonstrate this in part through the example of my own research into gay male spatiality in Australia. At the same time we need to be aware of the generic limitations of autobiographies. Nevertheless, this article calls for wider attention to autobiographical sources, especially for geographical research into marginalised groups.

This paper aims to contribute to the pedagogical field of architectural education by conceptualizing autobiographical spatial narratives as possible radical resources and avenues for participation. It seeks to advance a critical approach to the dominant canon of course contents and hidden local dynamics of exclusion and discrimination in architectural education.

The methodology is based on conceptual and critical analyses of feminist, postcolonial and radical architectural pedagogies, relating those with broader feminist pedagogies that question exclusion and discrimination mechanisms from the perspective of the radicality of emotions. As a second step, three experiments intentionally designed in academic courses to open space for autobiographical spatial narratives are analysed to extend the theoretical discussion into the specific local dynamics of exclusion and discrimination that have largely been ignored to date in Turkey.

Different pedagogical approaches and self-experiments have revealed that autobiographical spatial narratives are a type of resource that accommodates students' diverse spatial experiences including forcible displacement. Sharing that multiplicity creates opportunities for participation in the classroom and studio where different individualities, backgrounds and identities are made visible. These potential resources and participation are open to emotions and affects, are collective and transformative and, therefore, are radical.

Although research on architectural pedagogies is still limited, the current literature is constantly being empowered by new studies from various geographies and localities. The present study may facilitate future comparative readings and further research on radical architectural pedagogies, particularly within the Global South, where complex local dynamics might share commonalities dominated by the Western canon. It may also open new discussions on discrimination and the exclusion of silenced individuals in architectural education in Turkey and elsewhere. In the scope of this paper, however, the practical experiences and observations based on two years in architectural education may be too limited for a comprehensive analysis of the applications of autobiographical spatial narratives.

This paper offers novel strategies for creating inclusive, intersectional and decolonized perspectives for knowledge production and more equal spaces in architectural education.

The purpose of this paper is to examine autobiographical vignettes that are embedded in the annual report letters to shareholders of chief executive officers (CEOs). The aim is to reveal the capacity of this narrative to self-construct leader identity, show how they can help CEOs attain legitimacy and how they help CEOs to exert management control.

The paper is positioned within literature that focuses on the importance of the annual report CEO letter and the strategic use of CEO autobiographical vignettes therein. Three autobiographical vignettes included in letters to shareholders signed by E. Hunter Harrison, CEO of Canadian National Railway (2004, 2005 and 2007), are analysed using close reading techniques. This involved the authors separately reading each vignette by slowing down the reading process to aid understanding of the text’s “inner workings”. Several close readings of each vignette were conducted until a consensus was reached between the authors.

Autobiographical vignettes have strong potential to be used strategically, as rhetorical devices, to help CEOs exert management control, facilitate change, shape leader-follower relationships and sustain self-legitimacy.

This paper is the first within the accounting domain to highlight the potential for autobiographical narrative in a CEO’s annual letter to shareholders to convey corporate information (including strategic intent), to construct leader identity and to exert management control.

Most offender narrative being studied has been in oral forms, produced in the reciprocal process of researcher-(ex) offender interviews. This chapter offers an introduction to a variation of offender narrative study within the prison and rehabilitation context: the narrative of written autobiography. Since the early 1940s, Chinese reform institutions have required written autobiographies from new admitters, provided with clear presubscripted guidelines of instructions as well as postcensorship. For this chapter, we trace back and analyse this model based on 28 prisoners' autobiographies in mainland China between 2007 and 2009, as well as archive documents in different historical periods. We have found that the mandatory offender autobiographies are highly functional writings with clear requirements that embody the existing power structure. We have also found considerable commonality with findings in Western contexts on the presence and problems of narrative compliance in rehabilitation. We argue that narrative criminology should further engage in understanding the practice of narrative censorship and co-authorship in criminal justice processes, as it takes on different forms in different historical–social contexts.

As more and more people decide to commit their lives to print, autobiographies constitute a significant resource to explore stories of harm, violence and crime. Published autobiography, however, presents a unique form of storytelling, unavoidably entailing the accumulation and (re)telling of a mass of stories; about oneself, others, contexts and cultures. Relatedly, paratexts – or the elements that surround the central text, such as covers, introductions and prologues – demonstrate how these texts are both individually and collectively shaped. Taking the co-constructed nature of all narratives, including self-narratives, as its starting point, this chapter seeks to demonstrate how terrorists who have authored autobiographies understand the world and their actions within it. In doing so, this chapter provides a practical demonstration of how insight derived from literary criticism can profitably be brought to bear in systematically breaking down and analysing an autobiography – that of a notable American jihadist, Omar Hammami – including its paratextual elements. In particular, I argue that considerations of genre, the inclusion of different types of events and stories collected from others all provide valuable strategies for the ‘doing’ of narrative criminology using autobiographies.

The aim of this chapter is to feature exemplars of narrative pedagogies used in teacher education in Finland. The theoretical framework of the chapter is based on two commitments. First, we argue that narrative pedagogies are meaningful, since becoming and being a teacher is a constantly changing and developing identity story. Narrative pedagogies also link to the notion of “participant knowledge,” in contrast to “spectator knowledge,” which has been the dominant view on epistemology in the modern scientific world. Participant knowledge is something typically narrative in nature, which has much to do with emotional and expressive ways of understanding the world around us. In this chapter, we first introduce practices of autobiographical writing as examples how to promote skills of critical reflection. We then introduce narrative pedagogies, which have been organized for peer groups. During the first project, a special method, KerToi, was developed both for preservice and in-service teacher education. The newest model is the Peer-Group Mentoring (PGM) model, in which peer group practices were further developed to support early career teachers in Finland, and to be used as the European Paedeia Café model. We conclude that narrative pedagogies in Finnish teacher education offer an excellent environment that links theoretical, spectator knowledge to participant knowledge. The narrative approach to peer-group mentoring can be seen as a promising pedagogy, which can promote a more humane teacher education experience and reinforce the professional and personal growth of future teachers.