Search results

The purpose of this paper is to explore from a lived experience perspective the factors impacting on the decision to disclose experiences of abuse to gain support. The author hopes to inform healthcare and allied professionals of the barriers people face when disclosing traumatic experiences to facilitate learning.

The author has shared various experiences of sharing details of traumatic experiences. It is important to reflect on the narratives of those with living experience to facilitate learning and opportunities to remove any common barriers to disclosure.

This lived experience narrative will support healthcare and allied professionals to reduce any barriers to disclosure so that early intervention may be facilitated. Collaborative learnings and reflection which support professionals and those with lived experience to work together to create meaningful services which support people in recovery and support is important.

This is the unique perspective and experience of the author which is shared to facilitate understanding and the removal of barriers to disclosure.

I worked as an academic in Malaysia prior to taking on a similar position at a research-intensive university in New Zealand. In this chapter, I discuss challenges I faced in the early stages of my career. I provide insights into my academic mobility strategies, adapting to a research-focused environment, understanding academic standards, becoming a prolific researcher/writer, transitioning to be a ‘slow’ academic and finally the pursuit of striving for work-life balance. I also share my success stories with a view that these would be of benefit to aspiring international academics.

Six New Mexican teachers are featured in their own words and classrooms. Using transcribed interviews and classroom photos, each K-12 teacher shares their perspectives about curriculum and pedagogy with a focus on the students and content of New Mexico. Common themes include social-emotional learning, culturally responsive pedagogy, critical and embedded literacy, place-based curriculum, and teaching for New Mexican Indigenous and Hispanic populations.

The ivory tower of academia is intriguing yet an interesting place to enter, survive and thrive. As an international academic who has worked in four different countries, I ground my reflections in three spheres, namely my positionality, my institutional culture and global academic culture. In this chapter, I describe how these three dimensions may sometimes collide to induce conflict yet converge at some point to create a thriving space for international academics. I share my stories and lived experiences to elaborate on my experiences of challenges and opportunities in academia and share insights for those who seek to be a part of academia.

This personal essay aims to make use of rhythmanalysis as a creative critical methodology to give an account of a visit to the French Riviera town of Saint-Paul-de-Vence. In so doing, it attends to the spatial, experiential and sensory dimensions of tourism, of individual physicality and of writing. The place of the rhythmanalyst as defined by Lefebvre is naturally aligned with that of the creative writer. The necessity of being at once immersed and at a remove, of attending to rhythms by ‘getting outside them, but not completely’, of taking the position of ‘the observer, simultaneously centre and periphery’; the ‘abandon[ment to] duration’; the transgression of limits (Lefebvre, 2004, pp. 17, 46, 37): this might describe the space and time of writing. As such, the experience of the act of writing is brought to the fore and considered as a subject in its own right; rhythm is central to the composition and form. This essay takes its cue from ‘Seen from the Window’, but moves through different thresholds and allows that motion to shape the text; and from ‘Attempt at the Rhythmanalysis of Mediterranean Cities’, in its concern with the intersection of public and private in the urban environment, but with a greater attention to the inhabited, present body, and particularly the sense of smell (Lefebvre, 2004). It seeks to work with and against Lefebvre's example by placing a feminine body at its centre, while recognising the particularity of that authorial body: a white woman and a tourist, at leisure (Lyon, 2019; Reid-Musson, 2018). As a work of creative writing, it privileges the subjective, narrative and impressionistic over the analytical and abstract.

Among all the pieces of work I have written, this is most likely to be a chapter with the deepest meaning at a personal level. Being invited to the symposium on MSU Contributions to Research in International Business and Innovation held on May 7–9, 2008 at Kellogg Center on the beautiful Michigan State University (MSU) campus in East Lansing, MI was a big honor for me to start with. Secondly, it gave me the opportunity to reflect back on my days at MSU which both my family and myself remember with great joy and excitement. Lastly, but most importantly, it was a lifetime chance to pay partial gratitude to my mentor, Prof. Tamer Cavusgil, as well as my professors and colleagues at the Department of Marketing at Eli Broad College of Business, the International Business Center (IBC) – home to MSU CIBER, and University Apartments Residence Life (UARL) at MSU.