Relevant bibliographies by topics / Autobiographical narrative

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Autobiographical narrative'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 March 2023

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Journal articles on the topic "Autobiographical narrative"

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Smorti, Andrea. "Autobiographical memory and autobiographical narrative." Narrative Inquiry 21, no. 2 (December 31, 2011): 303–10. http://dx.doi.org/10.1075/ni.21.2.08smo.

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In this contribution I discuss the link existing between autobiographical memory and autobiographical narrative and, in this context, the concept of coherence. Starting from the Bruner’s seminal concept of autobiographical self, I firstly analyze how autobiographical memories and autobiographical narrative influence each other and, somehow, mirror reciprocally and then I present some results of my previous studies using a methodology consisting in “narrating-transcribing-reading-narrating.” The results show that self narratives can have positive effects on the narrators if they are provided with a tool to reflect on their memories. Moreover these results show that autobiography in its double sides — that of memory and that of narrative — is a process of continuous construction but also that this construction is deeply linked to social interactions.
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Smith, Sidonie, and Julia Watson. "Metalepsis in Autobiographical Narrative." European Journal of Life Writing 8 (April 9, 2019): 1–27. http://dx.doi.org/10.21827/ejlw.8.35479.

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How do fictional tactics operate in what is often simplistically termed the “factual” or referential world of autobiographical discourse? Many narratologists view the rhetorical figure of metalepsis as distinctive to metafictional texts and constitutive of “fictional” narration, which they posit in antithesis to “factual” narration. But regarding autobiographical narrative only within the realm of fact ignores its complexity. While some theorists of autobiographical narrative have read it through the rhetorical figure of prosopopeia, as elaborated by Paul de Man in characterizing its “de-facement” of subjectivity, we argue that the figure of metalepsis operates productively in autobiographical narrative, particularly hybrid and experimental texts. The use of metalepsis shifts levels or layers of narration across temporal and spatial planes in ways that confuse its diegetic and metadiegetic levels. That is, autobiographical narrative, while filtered through the récit factuel, is not consistently fixed in an extratextual, ontologically unified, referential world. We pursue this argument by exploring four cases: the circuit of transfer in incomplete conversion narrative (Rowlandson’s A True History of the Captivity and Restoration of Mrs. Mary Rowlandson); palimsistic seepage between the Bildungsroman and trauma narrative (Eggers’ A Heartbreaking Work of Staggering Genius); narrative collision of “parallel universes” (Kaysen’s Girl, Interrupted); and unstable witness to collective trauma by a second-generation narrator (Spiegelman’s Maus: A Survivor’s Tale). Recent critical studies of metalepsis also probe how it presses at the limits of referentiality in life narratives by J. M. Coetzee, Javier Marías, and Christine Brooke-Rose. In sum, autobiographical narrative is by no means a referential, “monologic” mode easily differentiated from the dialogism and metadiscursivity of the novel; rather, it is a mode unsettled by figural, discursive, and temporal boundary-crossing.
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Nadeem, Nahla. "Autobiographical narrative." Narrative Inquiry 25, no. 2 (December 31, 2015): 224–41. http://dx.doi.org/10.1075/ni.25.2.02nad.

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Autobiographical narrative is “a selective reconstruction of the ruminative past” and an account that serves to explain, for the self and others, how the person came to be whom s/he is at present (McAdams, 2011) and thus can provide a rich source of data for sociolinguistic analysis and a speculation in the studies of identity construction processes and narrative combined. The present paper aims to investigate how narrators — through the subtle exploitation of tense patterns manage to reflect an integrated vision of their identity and evaluate these identity construction processes. To do this, I will a) develop a model of identity construction and evaluation processes in autobiographical narrative that is based upon the writings of McAdams (1985 & 2011) and Luyckx et al. (2011)’s identity model; b) closely examine how narrators subtly use tense patterns to combine the acts of narrative with moments of reflection and finally, c) relate these linguistic features of autobiographical narrative to the process of identity construction and evaluation. For this purpose, I use as data two speeches by two females each representing a different socio-cultural background: an ex-female slave from pre-civil war America and a Lebanese author in which both reflect upon their ruminative past and how they became who they are at present. The model and the analysis give empirical evidence that a close investigation of tense patterns in autobiographical narratives is an effective analytical and explanatory tool that shows how narrators reflect their evolving self, display, and evaluate identity on its individual, relational and collective levels and make a stance on social constructs such as race and gender.
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Brockmeier, Jens. "Autobiographical Time." Narrative Inquiry 10, no. 1 (October 17, 2000): 51–73. http://dx.doi.org/10.1075/ni.10.1.03bro.

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Recently, a number of studies have drawn attention to the narrative fabric of autobiographical identity construction. In this process, time plays a pivotal role, both as a structure and object of construction. In telling our lives, we deal not only with the classical time modalities of past, present, and future, but also with the different temporal orders of natural, cultural, and individual processes. We find all forms of linguistic constructions of time, such as tense systems, tropes, anachronies, and the use of specific narrative genres. In this paper, I shall argue that in the process of autobiographical identity construction a particular synthesis of cultural and individual orders of time takes place. The result is autobiographical time, the time of one’s life. For this synthesis the form of narrative is not only the most adequate form, it is the only form in which this most complex mode of human time construction can exist at all. Discussing various case studies, I shall distinguish six different narrative models of autobiographical time: the linear, circular, cyclical, spiral, static, and fragmentary model. To study how people make use of these models in their autobiographical narratives is to investigate how we become immersed into the fabric of culture and, at the same time, express our unique individuality.
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Wortham, Stanton E. F. "Interactional Positioning and Narrative Self-construction." Narrative Inquiry 10, no. 1 (October 17, 2000): 157–84. http://dx.doi.org/10.1075/ni.10.1.11wor.

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Many have proposed that autobiographical stories do more than describe a pre-existing self. Sometimes narrators can change who they are, in part, by telling stories about themselves. But how does this narrative self-construction happen? Most explanations rely on the representational function of autobiographical discourse. These representational accounts of narrative self-construction are necessarily incomplete, because autobiographical narratives have interactional as well as representational functions. While telling their stories autobiographical narrators often enact a characteristic type of self, and through such performances they can become that type of self. A few others have proposed that interactional positioning is central to narrative self-construction, but none has given an adequate, systematic account of how narrative discourse functions to position narrator and audience in the interactional event of storytelling. This article describes an approach to analyzing the interactional positioning accomplished through autobiographical narrative, and it illustrates this approach by analyzing data from one oral autobiographical narrative.
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Poli, Andrea, Angelo Gemignani, and Mario Miccoli. "Randomized Trial on the Effects of a Group EMDR Intervention on Narrative Complexity and Specificity of Autobiographical Memories: A Path Analytic and Supervised Machine-Learning Study." International Journal of Environmental Research and Public Health 19, no. 13 (June 23, 2022): 7684. http://dx.doi.org/10.3390/ijerph19137684.

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Narratives of autobiographical memories may be impaired by adverse childhood experiences, generating narrative fragmentation and increased levels of perceived distress. Eye movement desensitization and reprocessing (EMDR) proved to be an effective treatment to overcome traumatic experiences and to promote coherent autobiographical narratives. However, the specific mechanisms by which EMDR promotes narrative coherence remains largely unknown. We conducted a randomized controlled pilot trial (ClinicalTrials.gov Identifier NCT05319002) in a non-clinical sample of 27 children recruited in a primary school. Participants were randomly assigned to the experimental and control groups. The experimental group underwent a three-week group EMDR intervention. Subjective unit of distress (SUD), validity of cognition (VoC), classification of autobiographical memories, narrative complexity and specificity were assessed before and after the group EMDR intervention. The group EMDR intervention was able to improve SUD and VoC scales, narrative complexity and specificity, and promoted the classification of autobiographical memories as relational. The path analysis showed that SUD was able to predict VoC and narrative specificity, which, in turn, was able to predict both narrative complexity and the classification of autobiographical memories as relational. Machine-learning analysis showed that random tree classifier outperformed all other models by achieving a 93.33% accuracy. Clinical implications are discussed.
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Nelson, Katherine, and Robyn Fivush. "The Development of Autobiographical Memory, Autobiographical Narratives, and Autobiographical Consciousness." Psychological Reports 123, no. 1 (May 29, 2019): 71–96. http://dx.doi.org/10.1177/0033294119852574.

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In this article, we expand on aspects of autobiographical memory initially laid out in our earlier exposition of the sociocultural developmental model. We present a developmental account of the integration of an extended subjective perspective within an extended narrative framework both of which are mediated through language and shared cultural narratives that culminate in autobiographical consciousness. Autobiographical consciousness goes beyond simple memories of past events to create a sense of extended self through time that has experienced and reflexively evaluated events. We argue from philosophical, evolutionary, and developmental psychological perspectives that narratives are a critical form of human consciousness, and that this form is learned through everyday social interactions that are linguistically mediated. Language has “double-duality” in that it is both outward facing, allowing more explicit, organized and differentiated communication to and with others, and language is also inward facing, in that language provides tools for organizing and differentiating internal consciousness. Although consciousness itself is multifaceted, we argue that language is the mechanism without which this particular form of human autobiographical consciousness would not develop.
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Chemodurova, Z. M., and M. A. Ialovenko. "THE CONCEPT CHILDHOOD IN POSTMODERNIST AUTOBIOGRAPHICAL NARRATIVE." Voprosy Kognitivnoy Lingvistiki, no. 2 (2020): 41–53. http://dx.doi.org/10.20916/1812-3228-2020-2-41-53.

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Camia, Christin, Olivier Desmedt, and Olivier Luminet. "Exploring autobiographical memory specificity and narrative emotional processing in alexithymia." Narrative Inquiry 30, no. 1 (March 10, 2020): 59–79. http://dx.doi.org/10.1075/ni.18089.kob.

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Abstract Alexithymia encompasses difficulties in identifying and expressing feelings along with an externally oriented cognitive style. While previous studies found that higher alexithymia scores were related to an impaired memory for emotional content, no study so far investigated how alexithymia affects autobiographical narratives. Narrating personal events, however, is impaired in emotionally disturbed patients in that they tend to recall overgeneral descriptions instead of specific episodes, which impairs their narrative emotional processing. Adopting a qualitative approach, this pilot study explored autobiographical memory specificity, cognitive, perceptual and emotional word use, and narrative closure in eight alcohol-dependent participants scoring very high or low in alexithymia. High alexithymia participants showed no reduced memory specificity but impaired emotional processing and narrative elaboration, especially when talking about negative events. Presumably because of this we found no group differences regarding narrative closure. Results are discussed in terms of cognitive and emotional processing, avoidance strategies, and narrative psychology.
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Norrick, Neal R. "Remembering for narration and autobiographical memory." Language and Dialogue 2, no. 2 (August 13, 2012): 193–215. http://dx.doi.org/10.1075/ld.2.2.02nor.

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This article proposes a notion of “remembering for narration” based on Slobin’s (1987) concept of “thinking for speaking” to circumvent issues of autobiographical memory and focus on narrative practices. It suggests that we recognize a special cognitive mode of remembering for narration, which involves selecting from episodic memory those details that fit some conceptualization of the event for present purposes, and are readily encodable in the language and narrative format chosen for the current context. It seeks to demonstrate the value of this perspective in considering constraints on remembering in the storytelling performance in various contexts such as getting one’s story straight with input from recipients, filling in gaps in memory and conjuring up details, developing a personal narrative through co-narration, and producing appropriate personal stories in response to previous stories by other participants, and thereby sheds light on narrative processes and their significance for autobiographical memory and identity construction.
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Dissertations / Theses on the topic "Autobiographical narrative"

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Rodness, Roshaya. "Embodying suffering: the autobiographical pain narrative." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104760.

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This study offers an analysis of the representation of chronic and episodic pain in narrative life-writing. I have surveyed six contemporary memoirs that are each concerned with the author's chronic pain experience. In the field of pain studies – both in the humanities and medical sciences – the adequacy of language to represent pain is a vexed issue. Many assert that pain is difficult to represent in language because, in part, we fail to experience it as a meaningful event. Narrative is the most common mode of communication with which we express events that happened in the past; it thus offers writers ways to represent their pain in the same respect, with the same effects, as other less problematic past happenings. In pain studies there is rarely a distinction made between the varying representability of acute pain (temporary) and chronic or episodic pain (long term), when in fact each form affects a life in radically different ways. Chronic or episodic pain implies a temporal element and will become a fixture in an individual's long-term experiences. As a mode that encodes change over time in space, narrative is ideal for the representation of both chronic and episodic pain. In this study I have isolated three types of autobiographical pain narratives that exhibit different ways chronic pain is represented. Chapter one describes the "triangulation of pain," in which narrators talk about their own pain obliquely by referring to the pain of others. Chapter two looks at the "translation of pain," in which narrators try to describe their pain as directly as possible. Chapter three observes the journey or quest pattern found in pain narratives that tend to focus on the pursuit of cures. Although pain can be difficult to articulate, there are a diversity of narrative methods that give it self-determined meaning that works to supersede the limitations we face when trying to come to terms with such an inexorable and interior phenomenon.
Cette étude présente une analyse de la représentation de la douleur chronique et épisodique dans les récits de vie en mode narratif. J'ai compulsé six ouvrages contemporains de mémoires, chacun s'intéressant à l'expérience de douleur chronique de l'auteur. Dans le domaine de l'étude de la douleur – en sciences humaines et médicales –, la capacité de la langue à représenter la douleur est un enjeu controversé. Plusieurs affirment que la douleur est difficile à transmettre par le langage parce que, d'une part, nous échouons à en faire l'expérience en tant qu'événement significatif. La narration est le mode de communication le plus courant par lequel nous exprimons des événements qui se sont produits dans le passé; elle offre par conséquent aux écrivains des moyens de représenter leur douleur de la même manière et avec les mêmes effets que lorsqu'ils relatent des événements passés moins problématiques. Les études sur la douleur font rarement une distinction entre la représentabilité variable de la douleur aiguë (temporaire) et celle de la douleur chronique et épisodique (à long terme), alors que, dans les faits, chaque forme influence la vie de manières radicalement différentes. La douleur chronique ou épisodique est accompagnée d'un élément temporel et deviendra un repère parmi les expériences à long terme d'une personne. En tant que mode qui marque l'évolution dans le temps et l'espace, la narration est idéale pour représenter la douleur chronique et épisodique. Pour réaliser cette étude, j'ai isolé trois types de récits narratifs autobiographiques traitant de la douleur, ces récits présentant différentes façons utilisées pour exprimer la douleur. Le Chapitre I décrit la « triangulation de la douleur » grâce à laquelle les narrateurs parlent indirectement de leur propre douleur en faisant référence à celle de tiers. Le Chapitre II examine la « traduction de la douleur » grâce à laquelle les narrateurs décrivent leur douleur le plus directement possible. Le Chapitre III observe le cheminement ou le modèle de quête découverts dans des récits sur la douleur qui tendent à se concentrer sur la recherche de traitements. Même s'il peut être difficile d'exprimer la douleur, il existe une diversité de méthodes narratives qui lui donnent une signification autodéterminée qui contribue à faire tomber les limites auxquelles nous sommes confrontés quand nous essayons d'assumer un phénomène aussi inexorable et intérieur.
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Allen, Micah G. "Linguistic correlates of psychopathology in autobiographical narrative." Honors in the Major Thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1056.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Sciences
Psychology
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Enright, Corinne S. "Imagery and narrative characteristics associated with autobiographical memories." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ28485.pdf.

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Russell, Deirdre Doran. "Narrative identities in contemporary French autobiographical literature and film." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492087.

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This thesis uses concepts of narrative identity to assess the functions and characteristics of storytelling in the articulation of personal and cultural identity in four French literary and filmic autobiographical texts from the 1980s and 1990s: Azouz Begag's novel Le Gone du Chaäba (1986), Claire Denis' film Chocolat (1988), Annie Ernaux's book Journal du dehors (1993) and Dominique Cabrera's film Demain et encore demain (1998). Synthesising various accounts of narrative identity expounded by a range of philosophers, sociologists, psychologists and historians (including Paul Ricceur, David Carr, Jerome Bruner and Adriana Cavarero), the thesis argues that they offer a fruitful approach to autobiographical discourse in terms of the temporal configuration of lived experiences, the blend of historiographical and fictional modes and above all the intersubjective basis of autobiographical identity. The enquiry focuses on evaluating the texts' critical interrogations of the storytelling mode alongside their own uses of narrative. Structured in two parts, the analyses in Part I focus on textual narrative approaches to the intersections and tensions of contested myths and histories in the constitution of hybrid postcolonial identities. Chapter One argues that using a narrative approach to lives and selves to analyse Le Gone du Chaäba yields insights into the formation and expression of identities by individuals located between conflicting traditions and discourses. Chapter Two, on Chocolat, broaches similar territory, but with a greater emphasis on memory processes and the visual dynamics of identity. The analysis probes the film's depiction of the narrative underpinnings of imperialism and its remembrance, as well as how the text develops alternative narrative practices which undermine the totalising knowledge of History in favour of a subjective positioning which foregrounds its own European perspective and limitations. Part II shifts attention to two diaristic works as a means of assessing the validity of the concept of narrative identity regarding texts which appear to eschew the narrative form as the best means of representing lives. Chapter Three, examining Journal du dehors, contends that a spontaneous narrative impulse is crucial to the text's responses to everyday experience and urban public life, and is ultimately expressive of the author's autobiographical identity. Chapter Four focuses on the twofold narrativity of Demain et encore demain: that of living (during the filming), and that of textual revision (during the editing), arguing that the interplay of these two levels and mediation of documentary and fictional registers are central to the therapeutic value of the project. The thesis concludes that while the four texts share a certain scepticism regarding the ideological uses of narrative, they also all express desires to understand and articulate the narrative fabric of lives.
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Geesey, Patricia. "Writing the decolonized self : autobiographical narrative from the Maghreb /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487694389394768.

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Joubert, Nina. "Decoding the notion of a constructed identity within an autobiographical picture narrative." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1015685.

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This study presents an investigation into the process of constructing an autobiographical self within the genre of the autobiographical picture narrative, and explores this process both in terms of a theoretical study of this concept as well as an interpretation of a number of photographs. The interpretation entails a reading of selected autobiographical picture narratives by the artist-photographers Maggie Taylor and Lori Nix by means of a method derived from visual social semiotics. Specifically, the semiotic reading focuses on Taylor and Nix’s photographs Twilight swim (2004) and Ice Storm (1999), respectively, after which the researcher’s own autobiographical photograph entitled Fennel and coriander is read by means of the same methodological approach. The semiotic reading is guided by five salient characteristics of the autobiographical picture narrative, namely fabrication and reality, autobiographical memory, socio-cultural relevance, commonalities in female narration and narrative function. Harrison’s (2003) visual social semiotic framework (which reflects the work of social semioticians Kress and Van Leeuwen, 2002) was augmented in light of the five salient characteristics in order to construct an appropriate methodological framework. A comparative reading of the works by Taylor, Nix and the researcher reveals that although each of the artistphotographers followed a peculiar and unique approach in constructing the autobiographical picture narrative, parallels can be established in terms of various central concepts, as is evident from the semiotic reading. In particular, the role of memory and the interpretation of autobiographical elements emerged as common denominators. The process of constructing an autobiographical memory therefore provides the narrator-photographer with the options of escaping into and not from memory, thus allowing for unique possibilities in terms of interpretation, fantasy and construction.
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Rego, Virginia Marie. "You are my mirror : one teacher’s autobiographical narrative inquiry into mental illness." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/62570.

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This research is presented as an autobiographical narrative inquiry about one teacher’s experience of living with mental illness. The main objective of this research is to contribute to expanding our understanding of how our education systems must include acceptance and inclusion of the large number of students, educators, school trustees, education bureaucrats, parents and administrators who live with mental illness. According to the Centre for Addiction and Mental Health, mental illness will impact one in two Canadians by age 40 with the onset of symptoms occurring during adolescence, making the school system an important public institution for recognizing and treating mental illness. Yet, there continues to be stigma and fear around mental illness, which may hinder peoples’ ability to recognize it in themselves or others. The autobiographical texts contained in this dissertation emerged as I, the researcher, examined my own context in relation to who I was as a researcher, and in particular, as an educational researcher, and specifically, as a teacher, and even more specifically, a teacher with mental illness. My particular illnesses were anxiety and eating disorders. The texts are a collection of stories, journal entries, and report card comments interspersed with and analyzed in relation to literature that includes academic theory, research, poetry, and fiction. I am following in the tradition of others such as Pelias (2016) who puts themselves on display as a researcher “in the belief that an emotionally vulnerable, linguistically evocative, and sensuously poetic voice can place us closer to the subjects we wish to study” (p. 1). In this study I put mental illness on display to examine it from the perspective of curiosity and openness rather than from a place of stigma or fear. I surmise that if a teacher’s educational responsibility is to be open to what Biesta (2013) pens is the call to act in the intervention of others, then one such act is showing up as a human being, with one’s struggles and vulnerabilities, and being open to those of others.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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NASCIMENTO, MARIANA CUSTÓDIO DO. "AMONG GENRES AND MEMORIES: A STUDY ON JOSÉ CARDOSO PIRES` AUTOBIOGRAPHICAL NARRATIVE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=12194@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
O objetivo desta dissertação é investigar e compreender a composição da escrita de teor autobiográfico em José Cardoso Pires a partir de uma análise dos livros E agora, José? e De Profundis, valsa lenta. O estudo pretende examinar como a autobiografia em Cardoso Pires se situa entre a ficcionalização do real e a historicização do ficcional. Tal característica será analisada com base na reflexão do filósofo francês Paul Ricoeur acerca da revalorização da narrativa como forma de expressão e configuração da experiência. Assim, considerando a hibridização de gêneros manifesta na produção autobiográfica do escritor português, o exame sobre a sua narrativa de teor memorialístico demanda um aprofundamento teórico que possa reunir história e ficção, público e privado, real e imaginário em um único espaço capaz de abarcar a diversidade de formas e temas tratados por este diferente modo de escrita autobiográfica.
The aim of this dissertation is to exam and understand the configuration of José Cardoso Pires` autobiographical writing by analyzing two of his books, E agora, José? and De Profundis, valsa lenta. The research intends to investigate how Cardoso Pires` autobiography intersects the fictionalization of the real and the historicization of fiction. This characteristic enables an analysis based on Paul Ricoeur`s thoughts on the value of narrative as the essential mean of expression and configuration of human experience. Thus, considering the amalgam of genres in Cardoso Pires` autobiographical writings, an enquire into his non-fictional narrative demands a theoretical approach which may join history and fiction, public and private, real and imaginary in a single space able to unite the diversity of narrative forms and themes highlighted by this different kind of autobiographical writing.
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Dennett, Janet Mary. "Dreaming myself : combining dreams, autobiographical writing and psychotherapy in addressing narrative fracture." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/51129/.

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This study springs from my experience of what I term ‘narrative fracture', a life-hiatus or crisis that derails one's current life pattern and self-identity. It examines the nature of this phenomenon and its possible roots in early infancy and childhood. Three therapeutic modalities: dreams, psychotherapy and autobiographical writing, which were instrumental towards resolution of that narrative fracture for me, are then explored. The study uses first person heuristic methodology because my own experience, and ongoing process towards resolution, lies at the heart of the research. It also, as part of that methodology, draws on the experience of three ‘textual co-researchers' as recorded in their autobiographical writings. Each of the segments of the study, narrative fracture, roots of narrative fracture, and modalities towards resolution, are interrogated from three directions: my autobiographical narrative relating to that segment, and extracts from the other authors' texts of theirs, then examination of these in light of the relevant theory, and finally a reflexive review made of the findings, following thus a pattern, identified by Michelle Davies, of a narrative ‘voice', an interpretive ‘voice' and an unconscious ‘voice'. Most traumatic for me at narrative fracture was loss of self-identity and erupting internal chaos. Psychoanalyst/interpersonal theorist Karen Horney's theories around the formation of a ‘false self' and the related palliative measures of addiction and controlling are my foremost source of understanding here. To discover how self-identity is formed and can potentially be impeded, the mother-baby relationship, the issue of attachment, and the crucial involvement of the body in the infant developmental matrix are explored, principally through the works of Donald Winnicott and John Bowlby; and the related development of ‘affect-regulation' and ‘mentalization' through Peter Fonagy's breakthrough work. Ulric Neisser and Jerome Bruner's theories bring further understanding of development of the self and the socially constructed elements of self-identity. In the process towards ‘reconstruction' Donald Kalsched's theory of the crucial necessity of ‘re-traumatization' is foregrounded, and the study holds this in mind during exploration of the three therapeutic modalities. Neuroscience and brain research also inform this exploration, and a common denominator is found between the three therapeutic modalities via Ernest Hartmann's notion of a ‘continuum' of modes of mental functioning. It is established that the REM programming and reprogramming state, and input from unconscious mental processing are increasingly at work as we operate at the ‘creative'/'dreaming' end of this continuum, and that here psychotherapy, autobiographical writing and dreaming are all shown to be located. Four key points emerge in understanding the impact of these three modalities on healing narrative fracture: the centrality of the relational; the emotions as ‘linchpin'; the power of pattern, metaphor and image; and the potency of the sleeping brain. With its personal accounts, and the new syntheses made between aspects of the different academic fields it mines, this study offers a new perspective on the nature, and lifelong consequences, of early childhood development. It is envisaged that this will provide valuable insight to the burgeoning numbers of quantitative researchers now recognising the need for first person input to their third person research, and to those who are professionally involved in the care of others, as well as to related policy-makers.
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Masterson, Philip Richard. "Exploring the role of a special school teacher : an autobiographical narrative inquiry." Thesis, Durham University, 2017. http://etheses.dur.ac.uk/12380/.

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The aim was to explore my own professional experiences in the role of a special school teacher; a role which I had recently moved to after 16 years teaching in mainstream education. The purposes framed this study: 1. To gain an insight and in-depth understanding of the role of the special school teacher. 2. To examine the influences of teacher identity, personal morality, autonomy and power, upon the role through autobiography. Using Clandinin and Connelly’s (2000) narrative inquiry methodology, data sources included field texts, reflective journal and other salient material. Deep and ongoing reflection using the three-dimensional inquiry space and narrative thinking played a significant part of ensuring the rigour of the study. Results indicate that there is a significant impact upon the role of the teacher due to a lack of specialist training, which impacted upon power and leadership roles within the relationships across teaching teams. Teacher identity, beliefs and personal morality appeared to have an influence upon professional decisions. Generous autonomy and lack of direct accountability appeared to be a significant factor in providing opportunity for a cultural acceptance of poor standards by a small minority of staff. My personal histories were seen to have a significant impact upon my present values and attitudes and had a significant impact upon the shaping of my teacher identity. This narrative inquiry assists in understanding the role of the special needs teacher at a time of profound interest in SEN. It supports understanding the complexities of teacher identity during a time of significant role change and how this affects the teaching role. This study supports a deeper understanding of factors such as morality, power and autonomy and their interconnectedness with relationships in special education.
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Books on the topic "Autobiographical narrative"

1

D’Amore, Jonathan. American Authorship and Autobiographical Narrative. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9780230390683.

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Riggs, Thomas. The literature of autobiographical narrative. Detroit: St. James Press, a part of Gale, Cengage Learning, 2013.

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Memory's gay chariot: An autobiographical narrative. New Delhi: Allied Publishers, 1985.

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Vision voiced: Narrative viewpoint in autobiographical writing. New York: P. Lang, 1991.

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Women and pedagogy: Education through autobiographical narrative. Troy, N.Y: Educator's International Press, 2009.

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American authorship and autobiographical narrative: Mailer, Wideman, Eggers. New York: Palgrave Macmillan, 2012.

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Razgoranie dukha : Avtobiograficheskai͡a povestʹ: Kindle soul : Autobiographical narrative. Erevan: "Zangak" izdatelʹstvo, 2013.

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Rewriting the self: History, memory, narrative. London: Routledge, 1993.

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Michael, Buckland, ed. Robert Gitler and the Japan Library School: An autobiographical narrative. Lanham, Md: Scarecrow Press, 1999.

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Acts of narrative resistance: Women's autobiographical writings in the Americas. Charlottesville: University of Virginia Press, 2009.

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Book chapters on the topic "Autobiographical narrative"

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Smorti, Andrea. "Autobiographical Narrative." In Telling to Understand, 51–63. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43161-7_4.

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Gardner, Leslie. "Autobiographical narrative." In Narratives of Individuation, 71–91. Abingdon, Oxon ; New York : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429202667-5.

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Clandinin, D. Jean. "Autobiographical Narrative Inquiries." In Engaging in Narrative Inquiry, 113–26. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003240143-10.

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Smorti, Andrea. "From Autobiographical Memory to Autobiographical Narrative." In Telling to Understand, 37–50. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43161-7_3.

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Freeman, Mark. "Autobiographical Understanding and Narrative Inquiry." In Handbook of Narrative Inquiry: Mapping a Methodology, 120–45. 2455 Teller Road, Thousand Oaks California 91320 United States: SAGE Publications, Inc., 2007. http://dx.doi.org/10.4135/9781452226552.n5.

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D’Amore, Jonathan. "Introduction." In American Authorship and Autobiographical Narrative, 1–12. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9780230390683_1.

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D’Amore, Jonathan. "The Writing Life: Authors and Autobiography in the American Literary Marketplace." In American Authorship and Autobiographical Narrative, 13–59. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9780230390683_2.

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D’Amore, Jonathan. "“The Old Literary Idea of Oneself as a Major Writer”: Norman Mailer, “Norman Mailer,” and the Changing Cultural Landscape." In American Authorship and Autobiographical Narrative, 61–94. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9780230390683_3.

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D’Amore, Jonathan. "Process and Play in “Great Time”: John Edgar Wideman’s Interactive Autobiographical Project." In American Authorship and Autobiographical Narrative, 95–122. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9780230390683_4.

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D’Amore, Jonathan. "“But Self-Awareness Is Sincerity”: Authorship and Exposure, Irony and Earnestness, Dave Eggers and A Heartbreaking Work of Staggering Genius." In American Authorship and Autobiographical Narrative, 123–61. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9780230390683_5.

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Conference papers on the topic "Autobiographical narrative"

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Rubinstein-Avila, Eliane. "AUTOBIOGRAPHICAL NARRATIVE ASSIGNMENTS IN PRE-SERVICE TEACHER PREPARATION." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0622.

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Chen, Yuanli. "International Experience of Knowledge Communities and Teacher Professional Development: An Autobiographical Narrative Inquiry." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1587403.

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Lo, Margaret. "Teacher Education for Social Justice Across Sociocultural and Sociopolitical Contexts: An Autobiographical Narrative Study." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1437053.

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Schaefer, Lee. "Physical Education Preservice Teachers' Perceptions of Autobiographical Narrative Inquiry: Shifting Stories of Social Justice." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1580273.

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Рустамов, Роман Ровшанович. "CHARACTERISTIC FEATURES OF SYLVIA PLATH'S SHORT PROSE." In Социально-экономические и гуманитарные науки: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Июнь 2022). Crossref, 2022. http://dx.doi.org/10.37539/seh303.2022.10.43.006.

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На примере рассказов «Джонни Паника и Библия сновидений», «Дочери Блоссом-стрит», «Мэри Вентура и “Девятое королевство”» и других определяется своеобразие малой прозы Сильвии Плат: доминирование тем одиночества и непонимания, автобиографичность, сюжетная напряженность, фрагментарность, богатая метафоричность. The article reveals the characteristic features of Sylvia Plath`s short prose based on the analysis of stories “Johnny Panic and the Bible of Dreams”, “The Daughters of Blossom Street”, “Mary Ventura and The Ninth Kingdom” and others: the major themes of loneliness and lack of connection, autobiographical motives, the intensity of narrative, fragmentation and metaphoricity.
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Aleandri, Gabriella, and Fernando Battista. "Arts-therapy as innovative educational strategy for embodied narrative, lifelong learning and inclusion." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12959.

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Art, artistic expression and arts-therapy can be an opportunity to the pedagogy need to develop effective, innovative and avant-garde visions and strategies on issues considered crucial for cohesion and inclusion, in particular regarding migration issue. Dance-movement-therapy is central to this project which is configured as art-based research in the educational / intercultural field. It is a political-pedagogical project starting within the school context to open up to the territory. The research question therefore aims to verify whether art-therapy can create inclusive and intercultural environments, integrate with autobiographical methods through embodied narratives and stimulate self-awareness and lifelong learning. Main aims are: analyzing ways of inclusion, making significant and transformative changes to growth processes, modifying prejudices and stereotypes. The research, moving within the theoretical and methodological framework of the research-intervention, followed a mixed method preserving its qualitative nature, following the phenomenological and hermeneutic approach and, at the same time, using a questionnaire (Pettigrew, Meertens, 1995), which characterized the quantitative part. Among the main results, the discovery of feeling directed towards new perspectives from which to look at the world, more aware and proactive, emerged. Results have strengthened the choice of adopting a such innovative integrated educational strategy for inclusion and lifelong learning.
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MARCYSIAK, Tomasz, and Piotr PRUS. "AUTO-ETHNOGRAPHIC TECHNIQUES AS AN EFFICIENT TOOL FOR RECONSTRUCTION OF RURAL SOCIAL CAPITAL AND LOCAL IDENTITY." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.164.

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Many regions in Poland are said to be a unique example of preservation of cultural heritage. These include many examples of Pomorskie, Kujawsko-Pomorskie, Wielkopolskie and Dolnoslaskie voivodships. These regions are known to preserve the traditional way of life and customs as well as the architecture, especially the sacral architecture. It is also much easier to build mutual trust and social capital in them, because people from those regions can always refer to the universal values of their ancestors. However, there are also regions which, under the influence of migration and post-displacement processes after World War II, have lost their cultural and social character. Economic emigrants and displaced people from the Eastern Borderlands and Central Poland shared poverty and desire to settle. Will they succeed, and is there a chance to recreate and build a new identity? Those are the questions we are trying to answer, and the following article presents some of the results. By moving the border of autobiographical and ethnographic methods, authors adopt an autoethnographic method (narrative interviews, participant observation, biographical methods), which means turning to narratives as a way of research and as an expression of the search for a different relationship between the researcher and the subject and between the author and the reader. The researchers use their own experiences as a source of description of the culture in which they participate and examine. As a result, the text is a story created by the local community and researchers, aimed at reproducing and creating identity in the post-immigrant rural communities based on experienced and historical memory. The research was conducted in the years 2016-2017 in the above mentioned voivodships.
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Byrne, Daragh, and Gareth J. F. Jones. "Towards computational autobiographical narratives through human digital memories." In Proceeding of the 2nd ACM international workshop. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1462014.1462017.

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Bandalo, Višnja. "ICONOGRAPHIC DEPICTION AND LITERARY PORTRAYING IN BERNARD BERENSON'S DIARY AND EPISTOLARY WRITING." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/18.

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The paper focuses on the interlacement of literary and iconographic elements by displaying an innovatory philological and stylistic approach, from a comparative perspective, in thematizing multilingual translational and adaptive aspects, ranging across Bernard Berenson's diaristic and epistolary corpus, in conjunction with his works on Italian visual culture. This interweaving gives occasion to the elaboration of multilinguistic textual influences and their verbo-visual artistic representations deduced from his innovative interpretative readings in the domain of world literature in modern times. Such analysis of the discourse of theoretical and literary nature, and of the pictoricity, refers to Bernard Berenson's multilingual considerations about canonical authors in English, Italian, French, German language, belonging to the Neoclassical and Romantic period, as well as to the contemporary era, as conceptualized in his autobiographical works, in correlation with his writings on Italian figurative art. The scope of this presentation is to discern and articulate Berenson's aesthetic ideas evoking literary and artistic modernity, that are infused with crucial notions of translational theory and conveyed through the methodology of close reading and comprising at the same time, in an omnicomprehensive manner, a plurality of tendencies intrinsic to social paradigms of cultural studies. Unexplored premises reflecting Berenson's vision of Italian culture, most notably of a visual stamp, will be analyzed through author's understandings of such adaptive translations or volumes to be subsequently translated in Italian, and through their intertwined intertextual applications, significantly contributing to further critical and hermeneutic reception thereof. Particular attention is drawn to its instancing in the field of Romantic literary production (Emerson, Byron), originally underscoring the specificities of each literary genre and expressive mode, of the narrative, lyric or theatrical nature, as well as concomitantly involving parallel notions as adapted variants within visual arts, and in such a way expressing theoretical views pertainable to Italian artworks too. Other analogous elements relevant to literary expression in the most varied cultural sectors such as philosophy, music, civilisational history (Goethe, Hegel, Kant, Wagner, Chateaubriand, Rousseau, Mme de Staël, Taine) are furnished, as well as the examples of the resonances of non-western cultures, with the objective of exploring the effect among readership bringing also to the renewal of Italian tradition.
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Lee, Ahreum, and Hokyoung Ryu. "Emotional Tagging with Lifelog Photos by Sharing Different Levels of Autobiographical Narratives." In CHI '18: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3205851.3205860.

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