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The purpose of this paper is to explore what conversation analysis has to offer when analysing a series of life story interviews aiming to capture how reading and texts are used in a rural working-class man’s identity construction.

The conversation analysis methodology with its explicit focus on embodied social action, activity and conduct in interaction is integrated with a life story approach when analysing and describing the identity constructing processes that take place in life story interview settings.

Through a close and detailed analysis of the interaction between interviewer and interviewee, and by focusing and highlighting the phenomena and identities that are oriented to in the face-to-face interaction here and now (and in relation to there and then), descriptions of the complex and dynamic identity constructing processes that are set into play in the life story interview are possible.

It is argued that the approach has a lot to offer when approaching life story data, and thus is a method that can increase the transparency in life story interview research.

The paper explores the intersection of what is often seen as diametrically opposed forms of analysis: conversation analysis and narrative inquiry.

The purpose of this paper is to illustrate the ways in which attention to programmatic vision and coherence – rather than foci on individual courses – might advance the work of justice-oriented, critical English education in important ways. The authors propose that consciously attending to the work of English education on the programmatic level can better enable English educators to cultivate democracy-sustaining dispositions in preservice teachers. Using Grossman et al.’s (2008) definition of “programmatic coherence”, the authors illustrate how one interdepartmental partnership is working to create a shared programmatic vision for English education.

Drawing on Cornel West’s call for the development of a three-piece democratic armor – Socratic questioning, prophetic witness and tragicomic hope – the authors describe their programmatic vision for cultivating democracy-sustaining dispositions in preservice teachers. They show how this shared vision constitutes the foundation for the organization, purpose and sequence of the four-semester cohort program. Finally, the authors describe how this vision helps facilitate meaningful and purposeful symbiosis between field experiences and university coursework.

In an effort to promote replicability regarding programmatic coherence, the authors share structural aspects of their program as well as pose generative questions for colleagues who are interested in approaching the work of critical, democratic English education from the programmatic level.

Addressing the challenges of teacher preparation – especially in this polarized and pitched historical moment – requires shifting the focus from individual courses to a more expansive view that might enable English educators to consider how courses within a program might collectively advance a particular vision of critical and democratic English education.

Most of us have some favourite books which are read over and over again, and some might perhaps agree with Schopenhauer that “any book that is at all important ought to be at once read through twice, partly because on a second reading the connexion of its parts will be better understood, and partly because we are not in the same temper and disposition on both readings.” “Every good book,” said Charles Bray, “is worth reading three times at least.” Certainly the pleasure obtained from a really good book can usually be repeated at least once later. The experience of many famous bookmen bears that much out.

The establishment of a library by Robert Baikie in late 18th‐century Kirkwall is examined and the library′s subsequent history and current preservation outlined. The contents of the library are assessed in their contemporary cultural and social background.

Explains that servant‐leadership is a leadership term and philosophy which was originated by Robert K. Greenleaf, and which puts serving the greater needs of others as the primary goal of leadership. In a ground‐breaking 1970 essay, entitled The Servant as Leader, Robert Greenleaf suggested how caring for our many institutions, and each other, can occur through the practice of servant‐leadership. In the 1980s and 1990s servant‐leadership has become a major focus and goal in leadership and management writings, and in organizational practice.

In the 1980s, as the United States encountered international economic and technological challenges, the very ability of the American educational system to produce a competitive labor force, able to learn and solve problems, was questioned. During this past decade, renewed concern about educational quality in the United States motivated over one hundred reports analyzing the shortcomings in our system of education and endorsing reform. All of the principal curriculum areas have been reviewed in this process; moreover, science education has been deemed particularly deficient. Major reports sponsored by the National Science Foundation (NSF) and the American Association for the Advancement of Science (AAAS) recommend both content revision of science courses and methodological changes in the way science is presented throughout the elementary and secondary grades.

Within the past few years, responsible educators, librarians, parents, counselors, social workers, therapists, and religious groups of all sexual persuasions and lifestyles have recognized the need for readily available reading material for lesbian and gay youth. Unfortunately, this material is often buried, because it is embedded in larger works. To meet this need, I have compiled and annotated 100 of the best works for young homosexuals, bisexuals, and heterosexuals. I have also included a few of the best works currently available on heterosexuality as a much needed source of knowledge for all young adults whether they are gay or straight, whether they remain childless or eventually become parents.

This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/EUM0000000001877. When citing the article, please cite: Robert Read, (1991), “THE SINGLE EUROPEAN MARKET: DOES LABOUR MOBILITY MATTER?”, European Business Review, Vol. 91 Iss: 2.

By studying marketing strategies of the global Weider Nutrition International Group, this study aims to analyse how the industry surrounding fitness equipment and dietary supplements interacted with fitness culture through marketing, advertising and consumption in 1950s Scandinavia. The emphasis is on how the Weider Group established their position as a world leader in sports nutrition through mail order partnerships and advertising using bodies and body ideals in their campaigns.

The Weider Group’s marketing campaigns are studied through close reading of text and images in Scandinavian weightlifting and bodybuilding magazines in the 1950s, guided by a theoretical understanding of the body as a constant and ongoing project.

This study deepens the historical knowledge of market-driven aspects of sport and exercise. The market for nutrition and fitness products was internationalised in the 1950s. The study shows that cooperation between commercial and civic organisations played a major role in the enterprise of selling fitness and nutrition products.

This paper shows that in marketing the products, the advertisements – which appealed to both men and women – not only struck a tone of intimacy and desire but also cultivated a sense of insecurity and inadequacy, as well as individuals’ responsibility for maintaining their own bodies. The latter was reflected in young men’s letters to magazines in which Weider’s products and training programmes were praised. For women, this opened up a previously male-dominated gym environment.

In the novel, The Member of the Wedding, Carson McCullers probes the American malaise through the longings of a young adolescent girl. Twelve‐year‐old Frankie no longer sees the world as round and inviting as a school globe. No, the world is huge and cracked and turning a thousand miles an hour. Indeed, the world seems separate from herself. In the midst of chaos, Frankie sees her brother's upcoming wedding as a chance to feel connected, to feel that she matters. The story focuses on Frankie's efforts to be a “member of the wedding,” as she recognizes, “they are the we of me.”