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The negative stereotypes concerning late-career workers are found to prevail and lead to negative circulation of narratives and actions between individuals and societies. Using the context of late-career entrepreneurs, the paper aims to find an alternative and a more positive narrative concerning late-career work by focusing on entrepreneurs and the narrative positioning related to them.

The authors used a narrative-positioning analysis, cycling through three levels of analysis and then returning to level two, in order to study our sample of seven narratives written by Finnish late-career entrepreneurs. The authors present in detail one story-telling narrative, by Matthew, and then layer the remaining six narratives to present themes, positioning and actions surrounding being a late-career entrepreneur.

A more positive narrative circulation was found, which related to the master narrative of entrepreneurs as continuing “until the end” and taking care of themselves, their enterprises and different stakeholder groups even after exiting the enterprise into so-called “retirement.” The entrepreneurs were found to actively use this positive narrative to position themselves both in the story-telling world and in their local interactions. By positioning themselves as “never ending caretakers,” the entrepreneurs gave a strong account that their reasons to continue working centered on the factors social.

The research findings and analysis should be interpreted in the context of the Nordic countries and especially Finland.

The results of this study can inform the ways in which these “never ending caretakers” can transition into retirement and adjust to life spent in retirement.

In the study, entrepreneurs' written answers were analyzed with narrative-positioning analyses. An alternative story of people at work was found, and a more positive narrative circulation was constructed based on their narratives.

This chapter discusses a family writing project that a third and fourth grade English Language Development (ELD) teacher created with and for her students and families. The project took place within a state with English-only mandates, restrictive curriculum, and harsh anti-immigrant politics. The author outlines the ways that the project worked to disrupt the restrictive policies to honor and celebrate the cultures, languages, and ways of knowing and students and families by inviting them to write and share stories from their lived experiences.

I have been asked by Professor Lonnie Athens to shed light upon those parts of my academic career that may be of interest to sociologists working within the tradition of symbolic interactionism. With this in mind, the present essay offers an account of how I became a scholar whose main focus has for many years been the philosophy and social psychology of George Herbert Mead (1863–1931).

Growing up in a small (l,000) Nevada town in the l930s and 1940s, I acquired a neophyte's sociological eye and sensibility, though, of course, not an analytical framework from which to make sense of that social world. The everyday life in that little town encouraged perception of subtle, but nevertheless very sharp social, cultural, economic, racial, gender, and class differences among its residents.

The main purpose of the current research is to investigate the effectiveness of messages sent out by firms inviting customers to write online reviews. The joint effect of message framing, power and individuals’ need for status (NFS) on consumers’ intentions to write a review was examined.

This study uses a 2 (message framing: self-vs other-focused) × 2 (power state: high vs low) × 2 (NFS: high vs low) factorial design with message framing being manipulated and power and NFS being measured.

The results show that customers low in power are more likely to be persuaded by a message focused on others (vs self), and customers high in power show similar levels of behavioral intention regardless of message framing. Furthermore, this effect is significant only among those with a high (vs low) NFS.

Hospitality practitioners may consider customizing the invitation message based on target consumers’ individual traits. They may either prime consumers’ status seeking intentions and/or sense of power, or gain such insights through outside marketing research companies. Depending on the characteristics of the recipients, companies can choose either a self-focused or an other-focused message to increase its persuasiveness.

This is one of the first studies examining the joint effect of message framing, power and NFS on consumers’ willingness to write online reviews.

The authors, seven women–writers–performers–artists–academics, have been working collectively for a year, storying, de-storying and re-storying the experience of our lives. The authors write to “taste life twice, in the moment and in retrospect” (Nin, 1976), to uncover and learn ourselves through writing (Richardson, 1997), to take the “risky” steps of talking to each other about our inner lives (Palmer, 1998). Cognisant of the limitations and masculinities of traditional academic discourses, in form and content, and heavily confined by neoliberal expectations to count and be counted, we write and express the stories of lives the authors did not choose or imagine – lives we are given and live through. Our expression inhabits aesthetic, contemplative and sensory ways of knowing and employs poetry, image, song and story to create a polyvocal account of women’s lives, voices, struggles and learning. The authors share here part of our collective memoir and its development. The paper aims to discuss these issues.

This paper is designed as a collective memoir.

The authors write and express the stories of lives we did not choose or imagine – lives we are given and live through. The expression inhabits aesthetic, contemplative and sensory ways of knowing and employs poetry, image, song and story to create a polyvocal account of women’s lives, voices, struggles and learning. The authors share here part of our collective memoir and its development.

The research focuses on autoethnography and lived experience.

Auto-ethnography/lived experience offers rich insights into the personal and political actions and actors within higher education.

As narrative inquirers in the midst of our journeys as researchers and teacher educators, we restory a portion of our journeys here, as an invitation for readers to live alongside us – living, telling, reliving, retelling (Clandinin & Connelly, 1994). What resonance, tension, questions, or stories emerge as we enter the past?

To be a writer, one must write. Research shows when teachers write and identify as writers, they transfer their writing practice into their classroom, positively impacting their students' writing development. Shifting instructional practices or identities requires educators to self-determine a gap in order to take on transformative learning experiences, such as mentoring, professional development, or modeled learning. Often professional development is chosen by administrators for educators to shift their instructional practice, ignoring a teacher's curriculum-maker role, and best-loved self identity. This narrative inquiry analysis details one teacher-writer in a creative writing professional development residency as she supports educators with a goal to transform educators into teacher-writers. This chapter includes the small step successes and systematic struggles the author faced as she modeled the writer's craft and writer's workshop strategies with her teachers. The chapter concludes with a discussion on the important role teachers have to decide, navigate, and discover their own best-loved self-teaching identity.

The purpose of this paper is to explore perceptions of alcohol held by schoolchildren using the “Draw and Write” tool, to inform the planning of alcohol education in the classroom setting.

A specifically designed “Draw and Write” booklet was used with 169 children aged nine to ten years (Year 5) across seven primary schools in a small Local Authority in North West England. Written responses were thematically coded.

Results demonstrated that the children had a good basic understanding of alcohol, including who drinks, where it can be purchased and the range of products available. Participants were aware that alcohol could be harmful and held mainly negative views. Findings suggest that alcohol education at this age is both appropriate and necessary to help children explore, understand and clarify their perceptions and misconceptions in a safe classroom environment.

The range and depth of responses from the children demonstrated that Draw and Write can be used successfully to explore children’s perceptions of alcohol. The tool can be used as a baseline assessment to inform classroom-based alcohol education for primary school teachers and those supporting delivery at local level, in line with national policy recommendations.

This paper adds to the existing literature on the use of “Draw and Write” in personal, social and health education, demonstrating that it can be used specifically to investigate children’s knowledge and attitudes about alcohol.