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Personal Health Record (PHR) systems make possible to integrate data from different sources and circulate them within the illness care and management network. The new arrangements prefigure a redefinition of the relations among healthcare practitioners, patients, and caregivers. The purpose of this paper is to consider the role and the meanings attributed to information when a technical artifact enables new forms of communication within the healthcare management network.

The authors adopted a qualitative research design, conducting a pre-post analysis on a theoretical sample of patients and of a paediatrics department. The authors selected 12 patients (six females and six males) aged between four and 20 years old.

The patients were willing to act as “stewards of their own information” (Halamka et al., 2008), but they interpreted this role in terms of restricting access to their information, rather than facilitating its dissemination. In fact, the PHR was symbolized as an instrument to support personal diabetes management but the patients want to preserve their own competence and independent management on the information regarding their “Personal” diseases.

This work highlights two connotation of “Personal” information. The first is the dimension of the right to the privacy of information when it is believed that it may be used to pass judgement on the patient. The second connotation of “Personal” is the assertion by patients of their competence and autonomy in interpreting the information on the basis of personal knowledge about their diabetes.

The paper discusses the “narrative practices” utilised by women leading in a small sample of Early Years services in the North East of England. These Early Years settings are presented as an alternative site for studying women's experiences of leadership. It examines the way in which these women use narrative strategies and approaches to work in collaborative, community based services for young children and their families.

The study is drawn from a larger study into narratives of professional identity and their relation to interactional contexts. The study follows an interpretive paradigm, and used narrative and participative methodology and methods to work with a small number of participants purposively sampled from cohorts of the National Professional Qualification in Integrated Centre Leadership (NPQICL). Participants were involved in reflective conversations about their leadership supported by interactive, visual methods in five extended sessions over the course of twelve months. Data from the larger study which related to the theme of “narrative practices” was subsequently coded and interpreted to inform this study.

Data coded as “narrative practices” led to the establishment of three high level categories of narrative practice found in the study. These are summarised in the metaphors of “tent making” (creating and using symbolic and narrative space with others), “skilled dancing” (improvising, and remembering with others) and “orchestration” (reflexive attuning). Data suggests that women involved in the study drew on their experience and values to develop sophisticated narrative practices that were particularly adaptive, ethically sensitive and sustainable – often in spite of “official” masculine leadership cultures.

This specific study only draws on narrative accounts of three women leaders in Early Years services and as such is not intended to generate generalizable theory. The intention of the study is to conceptualise women's leadership as narrative practice, and in so doing to direct further study into these practices as aspects of effective leadership.

The study develops new ways of conceptualising and interpreting women's leadership practices and opens up opportunities for further study in this field. Access to this material also provides individuals (including women leading in UK Early Years services) and opportunity for reflection on their own leadership practice.

This study is unique in using a form of highly participative, reflective methodology to consider women's use of narrative in leadership interactions in the UK Early Years sector. The study is the first in this sector to look at this specific topic using aspects of Ricoeur's (1984) narrative hermeneutics and in so doing generates new questions about women's narrative practices.

Scholars have shown many ways that social movements and democracy are deeply connected. Here, we demonstrate a previously unexplored process by which social movements alter democratic practice. Democratic movements are often experienced as insufficiently democratic by the very activists who participate in them, impelling new practices. We present examples from recent research on democratic movements and then contend that this is a common occurrence. Building on Hirschman's analysis of organizational change, we develop a theoretical account of why activists find movements for democracy disappointing and try to correct this, either by transforming the organizations they are in or creating new ones. Hirschman categorized responses to organizational challenges as Voice and Exit; we define a combination of these we call Semi-Exit as a useful extension. We then show in some detail how both disappointment and creativity have been generated in two major movement arenas: transnational activism that links social justice with environmental concerns and the Occupy Movement.

This paper analyses what is seen as a crisis of authority in financial reporting. It considers the view that an element of authority may be restored to accounting through communicative reason. The paper argues that the justice‐oriented rationality of traditional, Habermasian, communicative ethics is incapable of providing a solid foundation for the re‐authorisation of financial reporting. The paper argues that a more adequate foundation might be found in an enlarged communicative ethics that allows space to the other of justice‐oriented reason. The inspiration for the enlargement is found in Ricoeur's analysis of narrative, his exploration of its role in the figuration of identity, and in his biblical hermeneutics which reveals the necessity of an active dialectic of love and justice.

This paper proposes a way of reflexing on how we think within critical disaster studies. It focuses on the biases and unthought dimensions of two concepts – resilience and development – and reflects on the relationship between theory and practice in critical disaster studies.

Premised on the idea of epistemic reflexivity developed by Pierre Bourdieu, and drawing on previous research, this theoretical article analyses two conceptual biases and shortcomings of disaster studies: how resilience builds on certain agency; and how development assumes certain political imagination.

The article argues that critical disaster scholars must reflect on their own intellectual practice, including the origin of concepts and what they do. This is exemplified by a description of how the idea of resistance is intimately connected to that of resilience, and by showing that we must go beyond the capitalist realism that typically underlies development and risk creation. The theoretical advancement of our field can provide ways of thinking about the premises of many of our concepts.

The paper offers an invitation for disaster researchers to engage with critical thought and meta-theoretical reflexions. To think profoundly about our concepts is a necessary first step to developing critical scholarship. Epistemic reflexivity in critical disaster studies therefore provides an interesting avenue by which to liberate the field from overly technocratic approaches and develop its own criticality.