The Thread That Binds: Building on the Stories of Adolescent English Language Learners in Mainstream Social Studies Classrooms

This article draws on current research in the areas of storytelling and social studies to present a practical, culturally responsive storytelling model for Grades 7–9 social studies teachers to use to better engage English Language Learners (ELLs). Integrating the proven effectiveness of storytelling from a scientific and social perspective, with common themes explored in a typical social studies classroom, this model provides teachers with a concrete strategy to weave the rich, personal stories of ELLs into their classrooms. Based on a holistic understanding of storytelling, this model serves as a way for teachers to supplement traditional teaching methods used in the social studies classroom with personal stories shared by students, teachers, and experts during the introduction of key concepts. Future research potential exists to examine the effectiveness of this model if put into practice.     

A Blumerian Approach to Storytelling

Blumer's work on life histories and symbolic interactionism represents an important contribution in the twenty-first century. I join his work with research on storytelling to build a Blumerian approach to storytelling. This approach holds that social actors use stories to construct subjective meanings, stories exist in some social context, stories are told or written for some audience, a wide range of social processes produce stories, the temporal sequence of storytelling audiences is important, social actors use interactional techniques of showing story preferences, and symbolic structures and narrative linkages are the resources social actors use to compose stories. Future research can continue to develop this approach.     

Telling a Good Story: Using Narratives in Vocational Rehabilitation With Veterans

Because of the high chronicity of work-related problems in a Veterans Administration Medical Center population, many of the traditional methods of career assessment, counseling, and placement have proven ineffectual. In this article the authors detail the development of an intervention based on narrative or storytelling principles. They describe efforts to introduce this model to patients as well as to relate patients' stories to vocational outcomes. The usefulness of stories as an organizing principle for counselors and clients is discussed, and suggestions are offered for further uses of storytelling interventions.     

Storytelling,organizations, and the coherent self: The chronotope of childhood in professional life histories

Professional life histories and organizational stories rarely follow the model of beginnings, middles, and ends. Most interviews end up being subjected to what Boje (2008. Storytelling organizations. Thousand Oaks, CA: Sage) refers to as the spiral of story disorder. However, some storytelling strategies are often used by interviewees to produce a coherent projection of the self and convey a unified professional ethos. This is the role the time and space of childhood – the childhood chronotope – plays in professional life histories. Childhood is often used by storytellers to bring coherence to their organizational stories – and this is no truer than in the context of interviews. Based on interviews from museum directors, this article illustrates how the childhood chronotope might be a meaningful notion for narrative analysis in organizational studies: childhood is mobilized and reinvested by the individual's self-construction in order to produce a sense of coherence and control over his or her organizational experience and professional self.     

Telling the Collective Story? Moroccan-Dutch Young Adults’ Negotiation of a Collective Identity through Storytelling

Researchers taking a social constructionist perspective on identity agree that identities are constructed and negotiated in interaction. However, empirical studies in this field are often based on interviewer–interviewee interaction or focus on interactions with members of a socially dominant out-group. How identities are negotiated in interaction with in-group members remains understudied. In this article we use a narrative approach to study identity negotiation among Moroccan-Dutch young adults, who constitute both an ethnic and a religious (Muslim) minority in the Netherlands. Our analysis focuses on the topics that appear in focus group participants’ stories and on participants’ responses to each other’s stories. We find that Moroccan-Dutch young adults collectively narrate their experiences in Dutch society in terms of discrimination and injustice. Firmly grounded in media discourse and popular wisdom, a collective narrative of a disadvantaged minority identity emerges. However, we also find that this identity is not uncontested. We use the concept of second stories to explain how participants negotiate their collective identity by alternating stories in which the collective experience of deprivation is reaffirmed with stories in which challenging or new evaluations of the collective experience are offered. In particular, participants narrate their personal experiences to challenge recurring evaluations of discrimination and injustice. A new collective narrative emerges from this work of joint storytelling.     

Narrative analysis in aging studies: A typology for consideration

This article seeks to expand our understanding on narrative and the analysis of stories researchers invite and collect in the domain of aging studies. To do so, we first offer an understanding of what narrative inquiry can be by laying out a theoretical basis for this kind of research, and making a case for the relevance of narrative as an alternative methodology. Painting with broad strokes, narrative analysis as a method is then considered before a typology of different ways in which stories can be analyzed is introduced. Illuminated by the typology are two contrasting standpoints toward narrative analysis—storyteller and story analyst—and three specific methods—structural, performative, and autoethnograpic creative analytic practices—that each standpoint might use to analyse the whats and hows of storytelling. The article closes by suggesting that in order to assist us to understand the complexities of aging researchers might consider using a variety of analyses.     

Story-telling, women's authority and the "Old Wife's Tale": "The Story of the Bottle of Medicine"

The focus of this article is a single personal narrative – a Shetland woman's telling of a story about two girls on a journey to fetch a cure for a sick relative from a wise woman. The story is treated as a cultural document which offers the historian a conduit to a past that is respectful of indigenous woman-centred interpretations of how that past was experienced and understood. The "story of the bottle of medicine" is more than a skilful telling of a local tale; it is a memory practice that provides a path to a deeper and more nuanced understanding of a culture. Applying perspectives from anthropology, oral history and narrative analysis, three sets of questions are addressed: the issue of authenticity; the significance of the narrative structure and storytelling strategies employed; and the nature of the female performance. Ultimately the article asks what this story can tell us about women's interpretation of their own history.     

Narratives of pain in later life and conventions of storytelling

In this article, I discuss conventions of storytelling by drawing on two accounts of the experience of chronic pain that challenged my hearing. To engage with these accounts and to reflect on my hearing/reading practices I use narrative analysis. Narrative analysis acknowledges the way people tell their stories as integral to the meaning they convey. But definitions of narrative are often linear and causal and are closely linked to the conventions of storytelling that are dominant in our culture. Recognising that link enables the listener/reader to go beyond; to follow disjointed, chaotic accounts that are not easy to hear, and to situate speakers within or outside of dominant discourses. I argue that such a hearing contributes to an understanding of the self that provides an alternative to the modernist idea of an autonomous, self-controlled and independent individual, an alternative that values the lives and narratives of older people.     

GROUNDING THE POSTMODERN SELF

In postmodern discourse, self is displaced as a central presence in experience and reappropriated as yet another personal signifier. This paper describes key postmodern views, then reframes postmodern vocabulary in terms of interpretive practice. It argues that the postmodern framing of self is too abstract and that a distinctly modern discourse focused on the deprivatization of interpretive activity can account empirically for features of postmodern "presence." Comparative ethnographic and narrative material is offered in illustration. We conclude by suggesting how self can be retrieved for classical sociological commentary and research.     

Coping with trauma in domestic migrant worker narratives: Linguistic,emotional and psychological perspectives

Trauma can be defined as an event that goes beyond ordinary modes of experience and linguistic representation. It represents a break not just with a particular form of representation but with the possibility of representation at all. Drawing on a large corpus of domestic migrant worker narratives, the article analyses trauma narratives in which migrant women share their experiences while working for abusive employers. The stories deal with unspeakable suffering and humiliation, and the article attempts to outline the narrative structures that characterise trauma storytelling: broken narratives with voids in the narrative flow. It also analyses the emotional component of trauma narratives focusing on crying, which is seen as an authentication of feeling and meaning. Finally, the article considers how the women make sense of their traumatic experiences, and how peer support becomes essential in the narrators' attempts to rewrite their life stories from victimhood to survival and beyond.     

Digital Storytelling: putting young asylum seekers at the heart of the story

Abstract

As new stories from asylum seekers and refugees permeate the reality of European societies today, a whole new set of challenges and opportunities arise for building a common sense of belonging. Spaces for intercultural dialogue become crucial in connecting us all in a way that allows us to discover ‘the other’ through our own process of self-reflection and self-discovery. This paper presents our experience in working with a method of digital storytelling with a group of young asylum seekers and refugees living in Belgium and Sweden. It explores the need for adopting an intercultural perspective to our diverse societies by offering opportunities to get to know each other through our personal stories, going beyond the surface, and thus puts the focus on the potential of ‘the other’ in being an active part of the development of our common society.     

Objectivity and Narrative in Contemporary Reporting: A Formal Analysis

Traditionally, Americans have held the ideal that newspapers should transmit knowledge to readers by giving “objective” accounts of official events. This article argues that many news stories have extended objectivity through the use of narrative. Stories attempt to evoke feelings in the reader by drawing on a shared stock of knowledge held by members of society through the use of narrative storytelling techniques rather than attempting to transmit neutral information through the form of objectivity.     

Strength‐Based Narrative Résumé Counseling: Constructing Positive Career Identities From Difficult Employment Histories

The résumé is a fixture within employment counseling, often viewed as a necessary product for securing employment. Résumés can also be a powerful vehicle for facilitating the development of positive career identities. The complex interplay of negative societal narratives with personal narratives can make the development of a positive identity, and the execution of an employment search, difficult for clients who have work histories complicated by personal and economic challenges (e.g., homelessness, intimate partner violence, histories of incarceration). The authors present résumé counseling as an opportunity for clients to develop stories of strength, reveal stories of difficulty, solidify a positive career identity, and rewrite positive future narratives. This article describes the strength‐based narrative approach to résumé and employment counseling, illustrates its application with a hypothetical case, and offers practice recommendations.     

When do stories change our minds? Narrative persuasion about social problems

Scholars in a number of disciplines have sought to assess the power of reading or viewing a personal story to modify people's beliefs. However, the research, which has been pursued under diverse programs, has produced conflicting findings. We focus on the persuasiveness of personal stories about problems that are structural (rather than individual) and whose solution requires government action. Overall, the research suggests that although personal stories can overcome people's tendency to resist new information, they often do not do so. People's preexisting beliefs, assumptions, and stereotypes affect their willingness to be absorbed by a story, to empathize with the stories' protagonists, and to endorse the message communicated by the story. We argue also for a sociological perspective on narrative persuasion, one which, unlike the mostly experimental research conducted so far, pays attention to the context in which people encounter stories and to the norms shaping people's assessment of a story as credible, relevant, and important.     

Opting out while fitting in: How residents make sense of assisted living and cope with community life

This paper explores how assisted living residents construct personal understandings of congregate settings through the stories they tell. Using the narratives of Dorothy and Estelle, two 91-year-old participants, we examine how linkages between past experiences and present conditions enable residents to make sense of assisted living and cope with membership in a community comprised of diverse interests, backgrounds, and impairments. Our narrative analysis focuses on how individuals strive for continuity or new meaning in the face of chaos or disruption. Both participants characterize life in the facility in terms of prior personal and professional experiences that then inform their current behavior and feelings toward fellow residents. Although they profess to have little in common with these residents, both constitute assisted living in ways that enable them to enjoy their lives within the facility. Implications for studies using narrative analysis to examine transition into and satisfaction with congregate living are examined.     

Speaking of the Future: Contentious Narration During the Cuban Missile Crisis

People tell stories about not only the past, but also the future, particularly when contemplating difficult decisions. When such stories are constructed aloud, in conversation, the potential for disagreement is pervasive because no one can claim to have witnessed the future and thus no one can claim the sole right to narrate it. Consequently, storytelling procedures need to be broadened to accommodate a diversity of opinions about causes and consequences. This article argues that those procedures are based on an expanded notion of narrative relevance, and illustrates their operation in the deliberations of the Executive Committee of the National Security Council during the Cuban missile crisis. These storytelling procedures provided scaffolding for the deliberations about possible U.S. responses after the discovery of Soviet missiles; they delimited the “moving front” for skirmishes around possible scenarios and outcomes; and they were partly constitutive of the discursive grounds for Kennedy’s decisions.     

Towards a theory of organizational storytelling for public relations: An engagement perspective

In this paper, organizational storytelling is defined as planned communication by. organizations that deliberately uses specific forms of content and delivery behavior to. engage audiences (both internal to the organization and outside it) cognitively and. affectively primarily for the achievement of organizational goals and objectives. But. there is little in the literature to show how organizational storytelling fits into the. theoretical lexicon of public relations; or to guide practitioners in how to adapt. storytelling to suit organizational purposes. There is even less discussion from either. perspective on how public relations can contribute to organizational storytelling. Stories are often described as being engaging, but little has been written to explain. why this is. Extant research tends to focus on the significance of engaging of. audiences with stories, rather than understanding how stories engage. This paper. adopts an engagement perspective on storytelling in general to identify the cognitive,. affective, and behavioral aspects of its elements (characters, plots etc.). The same lens. is then applied to organizational stories and shows how they use the elements of. engagement to convey organizational key messages. The paper also highlights. differences between storytelling and organizational storytelling. These findings are. incorporated into a checklist for practitioners to help them identify, create, critique, and. improve organizational storytelling in their work. In addition, the paper suggests ways. in which public relations can bring its uniquely relational perspective to contribute to. organizational storytelling by empowering stakeholder storytelling to organizations and. listening by organizations.     

Narratives of Leisure: recreating the self

Utilising insights from narrative theory this paper explores the role of narrative in the everyday leisure experiences of people with a mild intellectual disability. Drawing on our experiences with an Australian leisure service Live it UP! we develop the connection between leisure and storytelling in order to open up an innovative approach to working with individuals. The stories of people's capabilities that we draw on run counter to a dominant cultural story of lack associated with disability. Through a post-structuralist analysis we argue that narratives of leisure are a powerful social medium with the potential to produce change in an individual's life and immediate social relationships. Such an understanding is crucial for the development of alternative leisure support services which identify the person's needs, challenging the social positioning of people with an intellectual disability.     

Older adults' narratives about a flood disaster: Resilience, coherence, and personal identity

Older adults are a vulnerable group in a disaster and are more at risk of adverse effects as a result. This paper draws on the use of narrative theory in health and gerontology studies to examine how a disruptive disaster was storied. Narrative interviews were conducted with nine older adults aged over 65 years who had recently experienced a flood disaster. The participants' narratives about the disruptive event were integrated with past personal events that spanned more than seven decades. The disaster became a reference point for previous challenging experiences, which created biographical continuity, coherence and order over time. Furthermore, the disaster stories were about biography and identity, and showed how older adults made sense of the flood from a life-course perspective. The use of narrative approaches provides an insight into how the flood disaster was experienced, and reveals how four older adults storied their experiences of a significant life challenge.     

Seeing Student/Teacher Relationships as Hidden Dramas of Personal Development

We suggest that a narrative structure is inherent in student/teacher relationships, and that teachers' artful shaping of relational stories between themselves and each of their students, most often unbeknownst to the students themselves, is key to the important personal development that takes place through schooling. From a detailed study of one such story, as it was consciously shaped over the course of an entire school year, we argue that the increased prevalence of a relational narrative paradigm of the teaching process would help both teachers and those who support their work attain a more authentically educative open-mindedness toward students, enabling them to see their roles somewhat less as general purveyors of intellectual instruction or psychological diagnosis, and more as unique facilitators of personal development.