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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.

This paper is concerned with the concept of reflexive agency through the biography and memoirs of Georg Mayer, a Jewish businessman who immigrated to Turkey before 1945 and lived there for almost 40 years. This paper aims to explore reflexive agency using the concepts of structural conditions (socioeconomic background), contextual stimuli (activation of reflexivity) and individual perspectives at different points in life (main concerns, reflection on the past, projects and decision-making).

This paper is developed using qualitative research methods, analyzing a variety of sources including books, papers, biographical materials and personal memoirs. Primary sources are three books written about him and Mayer Stores using the method of oral history. Moreover, Mayer’s memoirs, which provided rich information about his observations of people, acts and culture, were analyzed.

Several conclusions can be drawn. While there are typologies for reflexive agency, it is found that a person can fit into several modes at different times and/or at the same time. Another finding is that an individual’s social network is an important factor for his/her reflexive agency. When immigrating to another country with a contextual discontinuity and structural change, an established community and economic opportunities are important factors. A strong stimulus such as a life threat can be a force majeure and trigger for individuals to take risks, affecting their abilities of reflexivity.

This paper presents a unique case study that examines immigration from Western countries before 1945. This paper tries to provide detailed information about social context, including critical milestones, bring the concepts of culture, identity, migration and reflexivity together by analyzing an atypical business figure through his biography and personal memoirs, and use narrative analysis to explain how a reflexive person can act in contextual discontinuity, hence showing how structural, cultural and personal emergent properties can be understood together.

This paper aims to argue for the curricular inclusion of youth-generated young adult literature (YAL) alongside canonical literature and adult-generated YAL. The authors support this argument with the results of a qualitative analysis of youth memoir published in The Best Teen Writing. They strive to inform the debate between educators who value memoir as part of the secondary curriculum and critics who question the ability of youth to write purposeful, meaningful narrative. Additionally, the authors also present memoir as a unique genre for youth to document and process adolescence, and for youth to speak to issues which they deem important.

Informed theoretically by the Youth Lens, which considers how texts reinforce and/or disrupt various figurations of adolescence and youth, this study uses a multistage qualitative analysis of 83 youth memoir published in nine volumes of the Best Teen Writing from 2010 to 2018. First, the authors conducted a Labovian plot analysis to consider what themes and topics were present as well as what this sample could teach us about youth. Next, they analyzed the sample for genre hallmarks specific to creative nonfiction and memoir to consider the question of quality of youth memoir.

The findings suggest that there is no typical adolescence and that youth are balancing complex, intersectional identities, which they write about skillfully through memoir. These findings directly contrast with critics of youth memoir. Rather than clichéd, the memoirs the authors analyzed show youth as intercultural, capable of thoughtful reflection, capturing the transitory state of their youth (knowing they are not children anymore and lightly speculating about their future), skillfully integrating memoir genre hallmarks, and recording important events and perspectives with appeal to a broader readership. Furthermore, these findings position youth memoir as worthy of curricular inclusion alongside adult-generated YAL.

If the critics of youth memoir are the loudest voices, youth memoir will be, at best, relegated as examples for writers rather than seen as valid additions to curricular canon. This work gives due credit to the quality of published youth memoir to showcase their potential for curricular and canonical addition. This study builds on smaller-scale case studies and personal accounts to make an argument for curricular inclusion of youth voices and youth memoir in the secondary canon.

This paper seeks to describe the advantages and limitations of using the mental illness memoir to teach future health care providers about mental illness.

A review of the challenges to reconstructing the mental illness experience is followed by “caveats and considerations” in employing the mental illness memoir to teach prospective health care providers about mental illness. The importance of examining the way the many factors that shape the mental illness narrative is emphasised.

While mental illness memoirs can be effective vehicles for educating students about mental illness, they may be even more valuable when accompanied by a careful examination of the factors that may have affected the construction of the narrative itself. An ecologically‐based conceptual model is proposed as a framework for systematic analysis of the mental illness memoir. A checklist of factors to employ in the analysis (inventory of influences on the mental illness narrative) is also included.

To use the mental illness memoir effectively as a pedagogical strategy in clinical education, one needs a strategy for organising and interpreting the characteristics of both clients and their contexts.

This model and the accompanying checklist incorporate a broad range of both individual and contextual factors that affect the stories individuals construct about their mental illness. The model can serve as a framework for analysis of an individual memoir and may also suggest specific avenues for further research across multiple accounts or the genre itself.

The purpose of this paper is to offer a theoretical framework of whistleblowing that gives due recognition to the emotional and reflexive processes that underpin it. Modes of anger are integrated into the model based on a reading of Geddes and Callister (2007), and developed by Lindebaum and Geddes (2016) work on moral anger.

The model is derived by interrogation of the extant literature on whistleblowing with due recognition accorded to emotional and reflexive dimensions that have been underrepresented in previous research. The model was tested by a qualitative study that uses memoir analysis to interrogate a board level whistle-blower’s account of the complex, traumatic and like-changing nature of his experience.

The paper identifies key stages in whistle-blower thinking before, during and subsequent to a decision to expose corporate wrongdoing. It demonstrates how emotional and reflexive processes influence a whistle-blower’s mode of anger expression, and how different perspectives by the whistle-blower and the focal organisation may view this expression as moral or deviant anger.

The complexity of the whistleblowing process, together with possible alternative perspectives of it, makes identifying every influencing variable extremely challenging. Also, reliance on a whistle-blower’s own account of his experience means that recall may be partial or self-serving. The model can be used to analyse other whistle-blower accounts of their experience, and further confirm its applicability.

This is the first application of memoir analysis to a whistle-blower’s account of his experience that relates modes of anger expression to stages in the whistleblowing episode. It addresses a significant imbalance in whistleblowing research that hitherto has emphasised rationality in whistle-blower decision making and downplayed the influence of reflexivity and emotion.

This article argues that memoirs from within a humanistic sociological framework can provide a measure of balance sometimes lacking in accounts reliant entirely on contemporary documentation. Evidence from the case brought in 1943 against the junior teacher system in South Australian schools, while persuasive, provides practically the only evidence for any subsequent history of the period. Memoirs of former junior teachers from this time, however, present quite different views on several of the major charges against the system and generally illustrate certain benefits in lengthy periods of practical experience. Juxtaposing these accounts provides for a better balanced and more useful account of a generally neglected period of educational history. Such a re‐visioning is timely in view of increasingly widespread concern about the practical side of teacher training and calls from within training circles for a significantly longer introduction of trainees to the realities of the classroom.

The purpose of this paper is to explore the potential benefits that books, and specifically memoirs, may offer mental health students, positing that first person testimonials may make the complex experiences of a mental health challenge, in this case eating disorders (ED), accessible to learners.

The paper presents a pedagogical approach, based on transformative learning (TL), to assist in encouraging the development of a Recovery Approach in students. TL is a pedagogy that is interested in problematic practices that keep afflicting an area such as mental health, such as the imbalanced focus on learning illness rather than wellbeing, and in pondering and revising the educational solutions.

The paper proposes that forward movement in this area will be based on considering and developing such innovative curricula, and researching its impact.

By virtue of their accessibility, memoirs could offer to a large audience the benefits of universality, empathy, hope and guidance. Teachers and learners could be making use of these books in face-to-face or online activities. This paper explores the groundwork that is needed before ED memoirs can be confidently recommended as an empowering tool.

In this chapter, we read Ta-Nehisi Coates’ Between the World and Me (2015) against Dewey’s Democracy and Education (1916) to glean insight into how Deweyan transactionalism can help theorize greater democratic participation for the corporeally disenfranchised, that is, those persons who experience sociocultural and/or political marginalization due to the racialized status of their bodies. We argue that transactionalism carries promise to help interrupt current, systemic practice that negatively reifies Black bodies and reasserts Black bodies as central, full participants in democratic action. An analysis of transactionalism as interpreted from Democracy and Education and other Deweyan writings is followed by an analysis of Coates’ memoir, Between the World and Me, focusing on his experiential understanding of how Black bodies exist in educational institutions. We conclude the chapter with possibilities for an embodied ideal of democracy, and some educational practices that can follow from it.