Looking at their side of the conflict? Effects of single versus multiple perspective history teaching on Jewish and Arab adolescents’ attitude to out-group narratives and in-group responsibility

In the last decade, the issue of teaching the Palestinian perspective on the Jewish–Arab conflict in Israeli schools gave rise to considerable debate and competing curricula. A quasi-experimental study compared the effects of these competing approaches on learners’ attitudes to out-group narratives and perceived in-group responsibility (IR). A total of 176 Israeli Jewish and Arab participants were randomly allocated into teaching approaches differing in method of engagement with historical narratives (single authoritative narrative, empathetic dual narrative, and critical analysis of conflicting sources). Results revealed effects for teaching approach and majority–minority status. Engagement with a single authoritative narrative decreased interest in out-group perspectives while empathetic engagement with out-group and in-group perspectives increased it, though the effect was more pronounced for members of the Arab minority than for those of the Jewish majority. Among Jewish participants, an empathetic teaching approach led to a decrease in perceived IR while the critical approach led to the opposite outcome. The trends were inverted for Arab participants. Engagement with historical perspectives also moderated the impact of interest in out-group perspectives on acceptance of IR. Educational implications point to the harmful effects of enforcing a single narrative in conflicted societies and to the beneficial outcomes of multiple perspective teaching.     

The importance of volitional narrative in treatment: An ethnographic case study in a work progran

The revised theory of the model of human occupation expands the concept of volition to include volitional narrative. This paper focuses on the application of this theory of volition to a client's experience in a work program. This ethnographic case study describes the volitional narrative and life world of one client who attended the occupational therapy work based program. For fifteen months the client was the subject of narrative interviews, participant observation, videotapes and telephone contacts. The findings will illustrate how knowledge of a client's volitional narrative and life world can shed critical light on understanding treatment conflicts. Finally, the discussion will underscore how important it is for work based programs to be designed to encourage therapists to adapt their treatment approaches to maximize the opportunities to seek out the client's volitional narratives and to create meaningful experiences that are consistent with the client's life world.     

Visual mediation of critical illness: an autobiographical account of nearly dying and nearly living1

This article is concerned with the portrayal of the impact of critical illness on the author's life. An autobiographical approach is used to illustrate how imagery mediates personal trauma. A personal journey over a four‐year period, from the onset of illness towards recovery, is portrayed in the form of snapshots of critical events. Running parallel to the visual dimension is the application of mountain climbing as a metaphor for first understanding critical illness and then as a vehicle to aid recuperation. The journey is described in a narrative style that represents one reality.     

Curating Inequality: The Link between Cultural Reproduction and Race in the Visual Arts

Although the U.S. population is becoming more racially and ethnically diverse, research indicates that minority participation in the arts continues to decline. This article addresses the racial disparity of public art museum attendance by examining the role of the art museum curator and the process by which concepts of race are reproduced within the space of the public art museum. Utilizing Bourdieu's theories of cultural reproduction, social space, and symbolic power as a preliminary framework of inquiry, we examine the concept of whiteness as privileged social construct. Through face‐to‐face in‐depth interviews with museum curators, we investigate the means by which the dominant cultural narrative of whiteness is maintained through the preferences, decisions, and social interactions of curators. We draw upon critical white studies, a part of critical race theory, to underline the manner in which whiteness presents itself as a position of dominance. Our findings show that whiteness is maintained through the process of exclusion by presenting the white cultural narrative as both ordinary and invisible.     

Resistance to dominant narratives and the construction of identity legitimacy: counterstories of Chinese migrant workers with pneumoconiosis

This study is focused on the pneumoconiosis workers’ illness narratives in Bashan Town in Chongqing. In-depth interviews were used to gather their illness narratives, and a “counterstory” framework was adopted for the critical analysis of the resistance of these texts to the dominant discourse. The results showed that these pneumoconiosis counterstories to be legitimacy narratives that sought four types of legitimacy: medical, suffering, moral, and public. Three opposing identity relations were explored in these narratives: qualified vs unrecognized pneumoconiosis patients, bearers of great suffering vs complainers without cause and neglected within the pneumoconiosis group vs Invisible pneumoconiosis. These identity relations strengthened the pneumoconiosis workers’ confrontation with the illegitimacy of the main social narrative, and they were used in the attempt to construct a legitimized self-identity. The study also identified three narrative strategies used to resist the oppressive dominant narrative, they are revelation, refusal and contestation. Finally, the author proposed that these counterstories consisted a weapon for the weak to voice their legitimacy concerns and offered recommendations for the prevention and treatment of pneumoconiosis.     

In a different mindset: Critical youth work with marginalized youth

Critical youth work is based on a dual focus, on individual psychosocial development on the one hand, and collective critical consciousness and the promotion of social justice on the other. Although in practice, critical youth work is gaining popularity as an alternative to person-centered youth work, the theoretical and empirical literature has not kept pace. This paper proposes a theory based practice model that expands the vocabulary of critical youth work. The model is grounded in the work of an innovative Israeli intervention program for marginalized youth and in poststructuralist theories. The model comprised of a three dimensions: the streets as a physical and political place, the use of counter narrative, and the role the youth workers take as social capital agents.     

Un‐entwining monological narratives of change through dramaturgical and narrative analyses

The concept of a single reality view of social situations has been problematized and deconstructed in recent critical literature on organizations. However, much of the managerial literature promotes concepts and models of unity, and hence much managerial intent and action is still bounded by convergent and exclusive thinking, within a unified and unifying structure. In critically engaging with notions of unity and convergence in an organizational context, we seek to promote divergent thinking that accepts that organizational actors perceive multiple realities, and that these are not unstructured, but are framed by micro‐level structures that are both constraining of, and constructed within these realities. We apply dramaturgical and narrative analyses to elucidate and elaborate organizational actors' complex realities of the experience of change through tracing and deconstructing the various narrative lines which were intertwined in monological accounts that predominated in the organizational situation from which our illustrations are drawn. The illustrative examples for this paper are drawn from a series of longitudinal interventions within a large public sector organization, investigated through multi‐methods including consultancy projects, structured and unstructured interviews, questionnaires and participant observation. The material drawn from the various interventions has been subject to reflection and critical examination over time and from a number of perspectives.     

Amplifying Deviations in Family Interactions: Guidelines For Trainees in Post‐Milan Family Therapy

Amplifying deviations in family interactions is a critical skill in family therapy, and one that can be implemented following the first reflecting team intervention. This paper will provide trainees with a series of practical guidelines for amplifying deviations, derived from an integration of several models of family therapy. Solution‐focused and narrative questions are employed systemically, with the aim of magnifying virtuous, rather than vicious cycles of interaction. A theoretical rationale for deviation amplifying and a brief case vignette will also be presented.     

DisPovertyPorn: Benefits Street and the dis/ability paradox

In this article, we offer a timely socio-cultural analysis, informed by a critical disability perspective, of UK Channel 4’s reality television series Benefits Street. Drawing on the work of Allen, Tyler, and De Benedictus and Jensen on ‘poverty porn’, we broaden their analysis to ask how dis/ability disrupts the ‘poverty porn’ narrative. We pay attention to the dis/appearance of dis/ability on Benefits Street and, in doing so, we also extend an analysis of how impairment labels function in people’s lives as socio-cultural categories that place limits on what labelled people can do and can be. We suggest that both the articulation and erasure of dis/ability are used as a form of narrative prosthesis to support the overarching story line that people on benefits are unworthy ‘scroungers’.     

Searching for Yellowstone1

This experimental, layered, mixed‐genre narrative folds my biographical experiences into a critical reading of Wallace Stegner's autobiographical account of his childhood. This reading allows me to discuss three versions of the midcentury white male middle‐class American dream. I compare Stegner's father to my father and my grandfather, as I discuss a trip I almost made to Yellowstone Park with my grandfather before he died.     

What do lesbians do in the daytime? Recover

This paper examines a narrative taken from an ethnographic interview, for the speaker's conversational construction of lesbian and other identities along with ideologized personal history. To tell her story, Marge shifts to the discourse style used in the meetings of addiction recovery groups. She prioritizes the recovery (twelve-step) program's coherence system, structuring her life story in conformity with its terms while narrating a complexly queered identity. Four analyses are given, beginning with a Labovian formal examination and proceeding with a consideration of three types of discourse echoing: interdiscursivity, intratextuality, and manifest intertextuality. This study demonstrates the analytical linking of nonpublic linguistic discourse to social discourses; individual identity construction to social construction (and its coherence systems); and personal history to historical eras. The paper adds the concept of a metalevel complicating action to narrative theory and develops a means of examining intratextuality for critical discourse analysis. It presents a revised view of essentialism for the sociolinguistic study of gender and sexuality.     

The Queer Utility of Narrative Case Studies for Clinical Social Work Research and Practice

The author uses a queer critical lens to analyze the marginalization of case study research in the evidence-based practice model of clinical social work. He argues that narrative case studies are necessary for the production of context-dependent knowledge about social work practice and asserts that the method offers particular utility in conducting queer inquiry. The method is explored in relation to its capacity to describe non-normative phenomena and the impact of normative cultural pressures on queer subjects. An abbreviated case study by the author is included to demonstrate these capacities.     

Public relations intersections: Statues,monuments, and narrative continuity

Public relations theory addresses strategic processes, including rhetorical strategies, that enable critical understanding of why and how communities develop, promulgate, and use text, in this case, statues and monuments, to establish narrative continuity based on moral judgment in the pursuit of relatedness. That paradigm reasons that narratives provide enactable continuity that binds the past, present, and future to culturally guide coordinated discourse and action. How statues and monuments are important to that end can be demonstrated by public relations practice in the United States: Post-Civil War to today. To develop that theme, this paper discusses how statues and monuments serve as textual resources that bind time and moralize behavior through commemoration/counter commemoration. As an intersection with narrative theory, epideictic rhetoric has celebrated (or condemned) citizenship actions that reflect and define moral behavior. Such rhetoric uses moral standards to judge acts, and advocates acts as worthy of praise as they exemplify moral standards. If standards change, acts that once were lauded can become condemned as unworthy of praise. Using the civil society intersection of narrative continuity, epideictic rhetoric, and relational capital, three eras will be examined to demonstrate the issue cause-related intersection of statues/monuments in the USA: (1) Post-Civil War and Reconstruction (roughly 1868–1900), (2) Jim Crow era (late 19th and early 20th century); and (3) recent efforts to erect, protect, and remove statues and monuments that support or disrupt the narrative continuity that enacts race-based marginalization and disempowerment as relatedness tensions.     

That time I punched a boy in the forehead: sibling stories ahead of research

In the past month, I have been building relationships with community members at a prairie-based research site in Canada by telling a story about my own sibling advocacy. Namely, the story about that time I punched a boy in the forehead when I was a kid. I observe that this story helps build trust between me and the families invested in a new research project. This is a current issue because recent research on the utility of sibling stories suggests that these narrative accounts, diverse as they may be, are foundational to knowledge creation about disability. Yet these stories are under threat of pathologization when they are understood through a clinical lens, rather than a critical disability studies lens. I conclude by suggesting that sibling stories ought to be claimed as pivotal to critical understandings of disability experiences.     

The big story about small stories: Narratives of crime and terrorism

The ‘big story/small story’ distinction has emerged as a discrete approach to narrative analysis. Proponents of this approach are critical of the ‘big stories’ elicited by structural analysts, which they see as highly structured narratives of past experiences, typically elicited in an interview context. In contrast, they highlight the importance of studying the fragmented, contextualised ‘small stories’ that arise in everyday conversation/interaction. We question the basis of this distinction and we suggest that it unnecessarily proliferates analytic categories. Further, we suggest that the methodologies followed by ‘small stories’ analysts are often similar to those used to elicit ‘big stories’ and are hence open to similar criticisms; in particular, a failure to fully consider the issue of (contextual) naturalism. Drawing on interviews of crime/terrorism in Northern Ireland, we show how these data comprise both ‘big stories’ and ‘small stories’ within the same context and often within the same narrative.     

Engaging Geography at Every Street Corner: Using Place-Names as Critical Heuristic in Social Studies

In this article I explore an often overlooked feature of everyday life that can serve as a powerful heuristic for students to engage history and geograhpy critically: everyday place-names. Drawing on scholarship in critical toponymy, I explore how the city-text—the past as it is overlaid on top of the geography of the community through place-names—serves to commemorate particular histories that are often simultaneously exclusionary and taken-for-granted. Outlining three of the city-text's primary features—its unconventional narrative structure that emphasizes a worldview, its existence as a manifestation of state control over commemoration in the community, and its exclusive focus on heroism—I suggest that social studies classrooms be sites from which students critically engage the everyday city-texts of their own communities as a way of fostering critical thinking skills and commitments to historical and geographic critique.     

Developing an African research network and research agenda on work–family interface

In this article we aim to provide a narrative of the critical engagement on work–family issues in Africa that took place during the inaugural workshop of the African Research Network on Work–Family held at the University of Pretoria, South Africa in September 2015. The inter-disciplinary experts at the workshop agreed that with funding and appropriate local data, the Network has the potential to make a substantial contribution to strengthening and amplifying African voices in the global work–family discourse, which is currently dominated by research findings and literature from the Global North. A future research agenda was also proposed.