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Based on fieldwork among Muslim drug dealers in Norway, this chapter presents a narrative ethnographic framework for the study of storytelling. Whereas traditional narrative research considers stories mainly for their internal structure and meaning, narrative ethnography widens the focus to examine stories as they are being performed on specific social occasions. This widened focus requires sustained ethnographic attention to an array of situational factors, most notably the cultural context from which narratives emerge; the locations in which narratives are performed or not performed; the expressive means used during narrative performances; the sequence of actions that make up the scenario of performances; and the impact performances have on the narrators and their audiences. One of the advantages of narrative ethnography is that it allows for consideration of storytelling practices as they evolve and change across time and space. Another is that it facilitates embodied engagement and understandings of other people's situation. The chapter suggests that narrative criminologists may benefit from studying storytelling with all of their senses – not just hearing or reading words, but actively sensing narrative performances with their entire bodies. By mobilizing all senses, and attending to both verbal and nonverbal stimuli, the narrative researcher may develop an embodied ‘feel’ for the stories people are telling.

In this chapter, we present a case study that explicates the work that two Black boys undergo to write their narratives despite the low expectations of their academic abilities espoused by their White teacher. Orienting ourselves within a critical race theory framework, we relied upon storytelling to tell the stories of John and Seth, two young Black boys whose science interests fueled their engagement across school subjects despite the semantic deficit-oriented positioning of their academic abilities by the White teachers and staff within their school. Throughout this chapter, we center their experiences to argue that understanding the inherent underrepresentation of Black men in science-based professions requires an examination of the pivotal educational moments preceding this disparity. Rich and culturally responsive science teaching may support equity for Black boys, but John and Seth's stories illustrate that these practices alone will only perpetuate the status quo unless teachers challenge their dispositions regarding who their students are and what they are capable of. We conclude by offering suggestions for practitioners to consider when designing and implementing equitable student-centered science instruction.

When presented with technical topics, undergraduate accounting students can be overwhelmed by information transmitted in a pure lecture format. Further, a lecture format does not allow for much student interaction or enable learning of higher-level skills that could be useful if the underlying content is changed by future regulations. Position paper instructional tools could be a beneficial alternative. A position paper can bring out students' soft skills of communication and critical thinking by making them take a stand, which is key for tax professionals and accountants generally. Since class meeting time is limited and face-to-face interactions are not always possible, a written position paper provides an alternative that can benefit students' understanding of technical information.

This study, carried out in the bilingual and bicultural border area of South Texas, is an exploration of bilingual preservice teachers’ identity formation and their experiences and beliefs about literacy and biliteracy during an undergraduate class focused on learning about emergent literacy in the bilingual classroom. This study is based on a sociocultural approach to learning and identity development, and research that explores how bilingual teachers’ identity is shaped through their participation in cultural and linguistic practices. The purpose of this practitioner research is to provide insights into preservice teachers’ identities as they start to explore literacy and biliteracy practices. Two research questions guide the study: What experiences about literacy and biliteracy development do prospective teachers identify as meaningful? How do these experiences contribute to define bilingual preservice teachers’ identities? Findings indicate that bilingual preservice teachers’ identities are shaped by cultural and linguistic experiences that define the bilingual and bicultural dynamics of the region. Two predominant types of experiences impact bilingual preservice teachers’ beliefs about teaching, learning, and literacy/biliteracy development. Particularly significant in defining their perceptions are the lessons learned from meaningful others – especially mothers and teachers – and certain relevant memories regarding effective practices they experienced when learning to read and write. Implications for teacher education preparation of bilingual teachers are identified.

This chapter challenges middle-class bias in work-life literature by examining work-life balance dynamics through a social class perspective. It reveals class-based disparities in physical, temporal, and psychological outcomes, including the role of economic capital in work-life balance and the challenges encountered by the socially mobile in achieving psychological balance. It emphasizes the need to acknowledge social class implications for work-life balance and urges organizations to address class-based inconsistencies and inequalities in their practices.