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Through biographies we read the fragments of people’s lives that have been structured into a narrative discourse, the written text the mediating force that turns ’narrative into logic’ (Ricoeur, 1984, p. 30) This article reflects upon the fragmented nature of memories through both the stories of the author and the written works from a selection of influential texts encountered by the author. The photographs in this article frame a series of disjointed images that are connected to me through narrated stories. How much of these stories do I truly remember and how much do I embellish? The storytellers, my grandparents, are dead yet the stories remain. They are the connections I have with my family history and they are the historical conceptions I frame my personal discourse within (Flood, 2003). When trying to make sense of our lives it is to the fragments of memory we turn to construct our stories. The author, through the telling of her stories and the recounting of significant events surrounding her family’s histories as told by her grandmother, provides an exemplar of how such fragments can add to the understanding of the self. She reveals that by encountering such fragments within a life story, we can begin to make sense of our lives.

To underline that viewing entrepreneurship in the context of shifting career roles and professional identities, gendered organizational life and in the current societal context regarding working life (ageing, gender discrimination) provides us with new lenses and enables us to perceive the entrepreneurial identity as fluid and emergent.

A female entrepreneur's life‐story collected through a narrative interview is applied in the study. In this paper identities, organizations and societies in change form the basis for entrepreneurship. Treating entrepreneurship as a social process constrained by time and place allows it to gain new meanings and understandings of security, reliability, risk‐moderation that it has not previously seen to possess.

The paper presents the connections of time and place for entrepreneurship; first, by demonstrating how entrepreneurship as a phenomenon reflects the time and place of investigation; second, how time and place are applied as important elements in the individual story presented in the paper, and, third, how readings of time and narrative are applied to make sense of entrepreneurship in the story.

The paper suggests that the social context (different times, places as well as, e.g. different roles, social identities and careers) should more frequently be studied within entrepreneurship research.

By portraying entrepreneurship from the non‐economic and non‐heroic standpoint, and reflecting the social changes that surround it, entrepreneurship is potentially made more accessible for a larger number of people.

The paper refuses the research of entrepreneurs as a general overriding, economic category and the quest for the “Theory of Entrepreneurship”.

The purpose of this paper is to examine the potential of life story for the teaching of sociology to Social Work students. It contains the results of a teaching experiment in higher education which aims to foster sociological imagination among students.

The study employs a mixed methodology. The quantitative data came from a survey handed out to the students with closed and open questions. The qualitative information came from the contents of class exercises in which the students had to connect the theoretical contents of the course of sociology with the biographical narratives of different research subjects.

The results reflect student satisfaction or appreciation regarding the use of the life story as a teaching resource, as well as a successful acquisition of sociological skills and knowledge, such as critical thinking, micro-macro connection and the interplay between structure and agency.

Life story and narrative methods should be employed in post-secondary education as teaching instruments.

The study contributes to expand the reflection on narrative techniques as a pedagogical tool. The paper provides several examples of class exercises with biographical narratives that have demonstrated to be successful for teaching sociology in higher education.

This paper examines how a classroom designed process of constructing narratives about oneself, a group, and others helps students develop an authentic leadership voice. We begin by describing the theoretical framework behind our paper, which includes an overview of the notion of authenticity and the linkage between narrative and authentic leadership. Next, we provide an account of a transformative class called Leadership and Storytelling. Following this is a response to the question that inspired our paper: What was it about the course that made it such a meaningful leadership experience for students? The authors offer three key ingredients to the nature of this powerful classroom experience: space, authorship, and taking students to the edge of knowing. We conclude with an exploration of how others can incorporate narrative into their own work to become better leadership educators.

The purpose of this paper is to explore the use of stories in a mental health environment. It includes an account of learning to read and recognise stories as a particular form of organizational narrative in the National Health Service (NHS).

The study involved a retrospective search for stories contained within ethnographic data collected from a mental health organization. A small number of stories were analysed in an attempt to discover how stories were used in one particular organizational setting.

The stories told by staff ranged from heroic action on behalf of a patient and in spite of the organization, to tragic stories of staff coming to harm. Stories told by patients concerned their experiences of meaningful relationships with the staff. Alongside this small collection of stories, two particular phenomena associated with storytelling are described; the first involves counter‐stories, which involved either discrediting accounts of patient as storytellers or offered different stories to suggest competing interpretations. The second involved collapsed story forms exchanged between staff as a means of convergent sense‐making.

The paper works with stories as a particular narrative form in one particular mental health setting. These stories have the potential to draw attention to aspects of organisational life such as fears about harming patients or coming to harm and possibilities for relationships between patients and staff. Two forms of exchange related to storytelling are detailed and are described as counter‐ and collapsed stories.

The authors explore self-identity construction as a mechanism of institution­aliz­ation at the individual level. Building on in-depth analysis of life stories of yoga practitioners who are at different stages of practice, the authors found that as yoga practitioners are more exposed to the yogic institution, yogic meanings gradually infuse their general worldview and self-concept. The authors follow the line of research which focuses on professional identity construction as institutional work, yet, opening the “black box,” the authors argue that institutional meanings take root at the individual level beyond the institutional context and beneath the explicit level of identity.

Unlike artists using sartorial flair and flamboyant identities to shock and engage audiences, Bruce Springsteen is relatable, stable, consistent and authentic. Based on qualitative interviews of Springsteen fans of various levels, it is suggested that brands can sustain success through such tactics as existential authenticity, transparency and charity. His fans co-opt his music and co-create their own stories, which are enabled through Springsteen's use of universal themes and vivid details. In terms of a branding paradigm, he adapts to the post-postmodern era, where brands allow individuals to define their own meaning.

The authors used a qualitative method in generating themes and relationships on the enduring success of Bruce Springsteen's brand. They interviewed 19 informants of various levels of fan support and various backgrounds and areas. They used grounded theory methodology, including open coding, triangulation and member checks, to develop themes and findings.

In general, it was found that narrative structure and cause-and-effect stories are at the heart of his enduring success. While his individual songs, stage performances and charitable works cover a variety of topics and interests, combined they map to the same universal story structure, thus giving his fans solid understanding of his brand. His underdog appeal and story of redemption are maintained through such tactics as vivid songwriting, activism and charitable acts despite his international success and fame.

Theoretically, the authors add to the literature on celebrity branding, narratology and authenticity. Specifically, the authors build upon the notion of existential authenticity, connecting a brand to its various stakeholders beyond customers in a way that is holistically authentic. We also suggest that to sustain a brand for the long haul, it is necessary to be transparent and available to your community members. The story of your brand needs to resonate and be meaningful to the audience in a way that is believable, and more importantly true to the artist and product.

The authors show how narrative structure and universal story themes create ways in which fans can identify. By not straying too far away from the inherent brand meaning, brands can achieve long-term success. Tactically, all ways to manage the brand must link to the main story, but authenticity and maintaining a macromarketing perspective are the keys to making the story believable and enduring. In Springsteen's case, according to our interviews, his music and the message of his well-scripted songs have always mapped well with his real-life persona, making a distinction between his staged persona and actual self visibly difficult to distinguish.

Part of Bruce Springsteen's enduring success and strong brand are built on his charitable works and activism. Brands that have this aspect will endure as well if motives are transparent, benign and believable. Springsteen has succeeded in this aspect because his charitable works often go unnoticed or unreported, which his fans respect when they discover these acts.

Theoretically, the authors also add to the question (i.e. WH-question) literature in terms of connectedness and felt meaning. Springsteen's music connects specific discourse to universal stories/themes via his vivid songwriting, live performances, charitable acts and multiple other tactics. The data suggest that Springsteen's experiences are so vivid and thoughtful that little is needed for the audience to obtain aesthetic or felt meaning of his universal story themes. He allows direct access to the stories without internal interpretation, which then allows for instant penetration of felt meaning.

This study proposes to examine whether tales from childhood influence the psyche and self of the adult in their professional role as a leader in a large organization. It is positioned within a social constructionist and postmodernist framework.

The methodology development was challenging; to capture the level of abstraction within which it was positioned. Using narrative inquiry allowed for a less rigid methodology, data collection and analysis. The data were collected using a non‐structured single interview with a known subject, the data analysed using an initial thematic analysis followed by an in‐depth analysis of the themes against the background of an Enid Blyton novel.

This research project has shown how all are products of their whole life experiences to date; thus the tales from childhood must also impact on adult lives. This project identified links between the adult professional self and the characters in the tales, which were read as children. Leadership can be read as an adventure story or fairy tale, a myth born out of the narratives and language often used to describe it, reflecting tales of quest and achievement.

The interpretations on offer are only one version; another reader or teller would experience a different interpretation; finding her own story, while constructing herself as a researcher, was unexpected and surprising. There are at least two stories running throughout predominantly: the subjects’ story and the story of the research.

This chapter investigates how we have come to know what we know, in the United States, about the terms “ability” and “disability” through the story of Helen Keller and her teacher Anne Sullivan Macy. What is the narrative of Helen Keller as told through children’s literature? How might the ways in which her life is presented contribute to stereotypes of what it means to be disabled? What, if any, are the ways in which authors of these books resist writing about her as someone who “overcame” her disabilities? How is Helen Keller’s relationship with her teacher, Anne Sullivan, portrayed and what might this representation contribute to the concepts of dependence and interdependence?

This project provides a sociological analysis of common themes through a content analysis of 20 children’s books on Helen Keller.

The theme of the widely circulating “story of the water pump moment” (when Keller realizes that hand movements signify language) depicts a one-sided relationship of Helen Keller and her teacher Anne Sullivan Macy. This informs the narrative representations of Anne Sullivan Macy as “miracle worker” and Helen Keller as “miracle child.” Another theme is the “complexities of resistance,” which shows how these narratives uphold the stereotype that Helen Keller needed to “overcome” her disabilities while also resisting this notion and showing how she also helped Anne Sullivan Macy.

This demonstrates how widely circulating stories such as those about Helen Keller shape what we know about what it means to be abled or disabled, challenges simplistic binary understandings of the disability experience, and points to the power of narratives to shape systems of beliefs.

Purpose: This chapter proposes narrative allyship across ability as a practice in which nondisabled researchers work with disabled nonresearchers to co-construct a process that centers and acts on the knowledge contained in and expressed by the lived experience of the disabled nonresearchers. This chapter situates narrative allyship across ability in the landscape of other participatory research practices, with a particular focus on oral history as a social justice praxis.

Approach: In order to explore the potential of this practice, the author outlines and reflects on both the methodology of her oral history graduate thesis work, a narrative project with self-advocates with Down syndrome, and includes and analyzes reflections about narrative allyship from a self-advocate with Down syndrome.

Findings: The author proposes three guiding principles for research as narrative allyship across ability, namely that such research further the interests of narrators as the narrators define them, optimize the autonomy of narrators, and tell stories with, instead of about, narrators.

Implications: This chapter suggests the promise of research praxis as a form of allyship: redressing inequality by addressing power, acknowledging expertise in subjugated knowledges, and connecting research practices to desires for social change or political outcomes. The author models methods by which others might include in their research narrative work across ability and demonstrates the particular value of knowledge produced when researchers attend to the lived expertise of those with disabilities. The practice of narrative allyship across ability has the potential to bring a wide range of experiences and modes of expression into the domains of research, history, policy, and culture that would otherwise exclude them.