‘When words don't come easily’: personal narratives from adolescents experiencing shyness as an emotional and behavioural problem in the school context

The purpose of this article is to present narratives from 15 adolescents experiencing shy behaviour as an emotional and behavioural problem in the school context in light of narrative understanding. The investigation is intended to generate knowledge about this largely under‐researched phenomenon based on the personal accounts of those who are actually experiencing it. Their narratives are the foundation for a discussion regarding implications for future practice in the context of school in relation to this group.     

Chinese gay men’s coming out narratives: Connecting social relationship to co-cultural theory

Theorizing the intersection of queer identity and culture values, this study examines Chinese gay men’s coming-out experiences through a narrative analysis of 60 self-reported stories online. It finds that Chinese gay men’s decision to come out, their communication orientations, and the outcomes of their coming out are influenced by traditional Chinese cultural values such as family, marriage, and duty. Assertive assimilation, assertive accommodation, and nonassertive accommodation are the most used communication orientations. The study adds to co-cultural theory by demonstrating that types of social relationships affect the communication orientations adopted, at least in the context of China.     

Entering the occupational category of ‘Farmer’: new pathways through professional agricultural education in Ireland

Purpose: Understand the emergence of new potential career trajectories in the liberalised Irish dairy farming sector through analysis of the narratives of students of a Professional Diploma in Dairy Farm Management

Design/methodology/approach: A review of the literature highlights that entry to a working life in agriculture has been characterised by protracted farm succession processes; a strong association between being a farmer and owning land in the family name; lingering male identities esteeming manual labour; and a pragmatic need at farm level for manual work. The abolition of milk quota in 2015 was predicted to catalyse expansion of production on dairy farms with an increase in milk production; accompanied by a demand for qualified personnel. The BNIM method was employed.

Findings: Results confirm that agricultural education is perceived and experienced as offering new pathways for young farmers to enter the occupational category of ‘farmer’, helping to manoeuvre around the constraints of non-inheritance. The students’ narratives evidenced managerial identities, being strongly influenced by encountering management approaches through their agricultural education. All students desired to eventually own a farm someday and to be to employed as a professional dairy farm manager was a perceived as an intermediary goal.

Practical implication: Discontinuation of the traditional family farming model based on family farm/land ownership is not imminent even among a cohort qualified to become employed dairy farm managers.

Theoretical implication: This paper contributes to theoretical framework which highlights the shift in farmer masculine identity and the career trajectory of graduates of specialised agricultural education programmes.     

“Looking back (and forth)”: Acknowledging the people who make personal narratives plausible

The past decade has seen a noticeable rise in the number of people embracing autoethnography as an “alternate” research methodology. As a result, a plethora of first-person narratives and pieces of creative non-fiction now exist for truth-seeking scholars to access for authentic inspiration. The author’s unique contribution to the ongoing conversations was first inspired by the professional confessions of a friend and former colleague. Sociological introspection, packaged as a piece of creative non-fiction, should stimulate sociological imagination, evoking a memorable, equally meaningful reaction. In this paper, the author’s goals is to inspire rather than inform, encouraging readers to take time to think about their sport management memories and the meanings attached to their sport management experiences. Readers should question the plausibility of producing professional narratives of self. Readers are encouraged to have a conversation between themselves and the various leaders, legends, and legacy-makers they have followed in order to become who they are. The author encourages readers to reflect on the things they have seen, the places they have been, and the lived experiences they have produced along the way. Readers are prompted to consider the costs and consequences of presenting autoethnography through the guide of creative non-fiction.     

轿夫的“抬”与“不抬”：关于《龟仔抬美人》图事件的思考

文章主要是关注1905年抵制美货运动中由《龟仔抬美人》图而引发的政治风波。通过分析轿夫们的“抬”与“不抬”,进而引发对该漫画刊载背景的阐释和基于清廷立场的思虑。关注同一事件在不同叙事下产生差异的原因,反思史学研究中所应秉持的史学态度。     

广告图像序列的涌现叙事分析

近年来对广告语篇的多模态研究成了语言学领域中的一个重要话题。相关研究多围绕单个广告画面,未发现对某一主题广告图像序列进行的研究。本文运用Lim研究连环画中图像序列的方法,分析一则公益广告图像序列中的涌现叙事进行探讨。结果表明,Lim提出的视觉语义层次理论可以运用于对广告图像序列的分析,同时证明该理论对汉语语篇进行分析的可行性。     

Amplifying organisational discourses to the public: Media narratives of Teach For Australia, 2008–2020

Alternative teacher education programmes have emerged in many countries as a new approach to recruiting, educating and placing teachers in underperforming schools. The media plays an important role in framing perceptions of these programmes and their teachers, including in Australia, but this has not been the subject of significant research to date. This study examines how one alternative teacher education programme—Teach For Australia (TFAus)—has been positioned and framed within the news media since its inception. It critically analyses the portrayal of TFAus and concomitant educational discourses to explore their connection to larger issues surrounding teacher education and teaching quality. Drawing on an analysis of 122 print/online media articles, we identify narratives related to prestige, benevolence and the ‘alternative’ nature of the programme, alongside a narrative critical of TFAus. Despite this critical narrative, in investigating and opening up a dialogue on the perceptions and depictions of TFAus, we posit that the programme—although controversial in nature—has generally benefited from print media coverage, advancing its reputation as a major contributor to education reform and champion of educational equity.     

Influence of Co-membership on Teacher’s Coauthoring on Student’s Narratives

This paper examines the specific research question of how co-membership in discourse style and life experience influ-ences teacher’s coauthoring on student’s narratives in the ESL teaching and learning...     

The chameleon on a tartan rug: adaptations of three academic developers’ professional identities

This paper builds on discussions of academic developers’ identity experienced as a discomfiting, troubled, and often marginal space. Three experienced academic developers, located in research-intensive institutions in three different countries, using auto-ethnographic writing and a shared narrative inquiry, explore moments of congruence and conflict. While there are elements that sustain them in their job, the categorisation of their role can impact on their ability to do their job, undermining their credibility. This can prevent them from engaging in research that could enrich practice in their institutions and inform institutional strategy or change the culture in teaching and learning. Instead they are forced into discomfit: having to defend their right to be involved in the institutional discussions. The most worrying issue is the pervasive trend in the change of academic developers’ status (from tenure-track academic peers to professionals).