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Narrative inquiry and life history are privileged methods for studying people's lives, experiences, and identity construction. In this article, I argue that critical life history inquiry is especially suitable for studies of those, who have actively involved in progressive social and cultural movements and have developed an identity as activist educators.

Using the concepts of resistance, identity construction, and communicative democracy, I explore the possibility that older women's life histories create and occupy a potentially transformative space within global research on gender. First, such narratives challenge existing hierarchies of age and gender that systematically disadvantage older women. Second, older women use them to assert their own more complex identities (in opposition to those limiting identities assigned to them by others). Third, through their life stories, older women can contribute to democratic dialogue in society at large. I use life history interviews conducted with older women in Cuernavaca, Mexico from 1995 to 1997 as a specific case that supports my overall argument. I contend that the first two processes are already taking place through the act of storytelling and life history narration itself. The more radical methodological claim of this paper is that the act of constructing and communicating life stories is a legitimate and valuable exercise of (political) power.

This chapter narratively chronologizes the life of a man, now in his late 1960s, who has been key in promoting sport as a vehicle for community development in one of the most economically and politically challenged of all Southeast Asian countries – Cambodia.

Popular in a number of disciplines but rarely applied so far in the field of sport, social development and peace, the main strength of life history analysis is its ability to let stories speak for themselves. The focus on “narrativization” not only provides a rich account of a given topic, but also allows storytellers to shape their accounts, identify their audience, and detail the settings in which these accounts take place.

Cambodian sport (especially football in the northwest province of Siem Reap) and Cambodian society more broadly owes much to the committed efforts of Mr. Ouk Sareth. Not only does the chapter help to better understand the various phases and trajectories of Sareth’s colorful life and the fascinating experiences he has encountered, but also the unique challenges his country has faced and overcome during the seven decades of his life.

We hope that others involved in studying the link between sport, social development and peace will consider narrative method and life history approaches to showcase the pivotal individuals who have operated in the “engine room” of this link.

A great deal of contemporary research in education, and in the social sciences more generally, is conducted through interviews. Interview-derived accounts and narratives have been used as data for many decades. We argue that, despite their popularity and their long history, such data are not always subjected to rigorous analysis. Researchers too often treat interviews as sources of insight about informants’ experiences and feelings, but pay insufficient attention to the forms and functions of such accounts. We argue that they need to be approached through the analytic lens of accounting devices and narrative structures. We exemplify this approach through ‘academic’ narratives: scientists’ discovery accounts and accounts of doctoral supervision. We emphasise how such accounts need to be examined in terms of the discursive construction of reality. Such an approach is an important corrective to the selective reporting of ‘atrocity stories’ about postgraduate education.

The goal of this project is to link the analysis of gender construction to reproductive health, sexuality, and development within the postdisaster context of Nepal and thereby, inform our understandings of these linkages more broadly, as well as provide new opportunities for promoting gender equity, reproductive health, and development in areas of conflict or disaster.

Using life history narratives, I examine the intersections among reproductive health, gender, and sexuality before, during, and postdisaster.

These life history interviews shed light on how socialization processes shape and determine adolescent girls' future actions and women's life opportunities. At both the individual and state levels, issues related to gender, sexuality, and reproductive health are exacerbated in times of crisis.

Life histories provide rich, thick descriptions of social life. However, they are limited in terms of reliability and making generalizations about larger populations. This chapter engages the reader, scholars, students, practitioners, and policy makers in contemplating policy reform and initiation of context-based programs in times of natural disaster, political conflict, and other catastrophic events that disenfranchise those without agency and power.

This paper is unique in that it is the first to examine reproductive health and sexuality from the perspective of women living within a society bound by rigid gender and sexuality norms, but torn apart by natural disasters and the political and economic instability that follow in countries like Nepal.

This study increases understanding of the influence of Russian culture and society on travel practices during Soviet times and now, through the subjective experiences of Russian women. Based on the life-history narratives concerning travel of Russian women who lived in the USSR and worked for the government, the study explores features of traveling during Soviet and Russian times: norms and rules, gender aspects, Russianness and habitus. Both culture and governmental restrictions and societal rules affected how women traveled in Soviet times. This study demonstrates how historical and social contexts and habitus were significant for women in the past and continue to be so in the present, as well as how they have affected these women’s travel practices. By drawing on social reality, gender literature, Bourdieu’s concept of habitus, and sociohistoric patterning of consumption from the research domain of consumer culture theory, this study seeks to fill the gap in understanding the significance of these aspects for travel practices.

This chapter grapples with the relationship between dis/ability and narrative inquiry through the authors’ personal stories that push back at the cultural-historical, policy, and professional master narratives of dis/ability in order to contribute to efforts that theorize critical emotion praxis. We ask: what is the relationship between dis/ability and narrative inquiry? What are the lived experiences of those living within a variety of intersectional and emotional dis/ability narratives that resist and navigate the cultural-historical, policy, and professional master narratives of dis/ability at the intersections?

We use a Disability Studies in Education (DSE) paradigm to construct a collective autoethnography that challenges socially circulating cultural narratives of disability.

Our individual and collaborative narratives illuminate: (1) how master narratives impact self, (2) the ways that dis/abled women of color elevate human dignity and spiritual practices in ways that subvert and speak-back to master narratives, (3) the emotional impact of Learning Disability labeling, (4) forms of epistemic and personal experiences at various institutions of higher education, and (5) the liberatory practices manifest from co-created narratives with DSE students concerning disability identity within higher education.

This collaboration contributes to efforts that theorize critical emotion praxis with diverse positionalities of DSE scholars, teacher educators, and professionals within educational contexts. The chapter also suggests ways in which construction of collaborative narratives of resistance can point to paths for positive organizational change.

Background: The political participation of children and adolescents provided for in the United Nations Convention on the Rights of the Child and Brazil’s Statute of the Child and Adolescent adopted in July 1990 has been proposed to ensure the effectiveness and guarantee of citizenship with regard to children and adolescents in adult-centered and adult-normative cultures.

Methods: This study aimed to understand the meaning of recognition in relation to the child as a subject of rights in the context of political participation in Brazil from 2001 to 2017 through the accounts of two adolescents who have been activists since childhood. The narratives were interpreted in light of the identity theory based on the critical social psychology and the sociology of childhood.

Results: This helped identify (1) the systemic unpreparedness when dealing with adolescents as persons who advocate for the civil rights of children and adolescents; (2) the attempts by education professionals to restrict adolescent activists to schools and family institutions to delegitimize them from their representative potential; and (3) that political participation could help raise the interviewed adolescents’ awareness of the power relations inherent in the social structure.

Conclusions: The effectiveness of political participation is considered a challenge, regardless of official documents being made use of, given the need for a paradigm shift with regard to the universalist theories that consider the institution of childhood exclusively as a progressive preparation for the adult world.

The concept of childhoods is both socially constructed and unique to particular social settings. Based on an ethnographic study of five Nepali children’s homes, I argue that the localized contexts of these homes not only exist as spaces where youth negotiate their own unique statuses and futures but also where the social construction and fluidity of childhoods are most evident. By applying sociologist C. Wright Mills’ “sociological imagination,” we become best equipped to understand individual stories within these localized spaces as illustrative of what is ordinary and normalized at the local level, which in turn allows us to envision what is possible for broader society.