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Journal articles on the topic 'British Personal narrative'
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1
Murphy, Lucinda. "The British Nativity Play." Journal of the British Association for the Study of Religion (JBASR) 20 (September 21, 2018): 118. http://dx.doi.org/10.18792/jbasr.v20i0.33.
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Year upon year the scene is set for what has, for many in Britain, become a strikingly and tangibly familiar image of Christmas and ultimately of childhood. Shepherds fiddle distractedly with their tea-towels. Angels preen their sparkly foil wings and hoist up their white woollen tights. Proudly bejewelled Kings fight over makeshift cardboard crowns. The school nativity play has become an ingrained part of British culture, and perhaps even something of a rite of passage. Despite the continuing prevalence and popularity of this ritualized narrative in British churches and schools, this phenomenon has not, until now, attracted any sustained academic study.
This paper discusses four qualitative interviews I conducted in 2016 with parents whose children had recently performed in a nativity play at a non-faith state primary school in London. Examining how these parents interpreted their experiences, understandings, and memories of this dramatized narrative, I consider how the religious/cultural narrative is retold and reinterpreted through and in relation to personal life narratives. I draw upon anthropological and psychological theories of meaning seeking, memory making, and identity construction to explore how personal participation in, connection to, and narration of cultural/religious narratives might impact the type of valueattributed to their contents.
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Lassner, Phyllis. "Rachel Lichtenstein’s Narrative Mosaics." Humanities 9, no. 3 (August 21, 2020): 88. http://dx.doi.org/10.3390/h9030088.
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Rachel Lichtenstein’s books, along with her multimedia art, represent her explorations of her British Jewish identity and her place in British Jewish culture as an imaginative odyssey. Her work represents research, stories, and traces from London’s Jewish past and multicultural present as well as from Poland and Israel, her family’s accounts, and the testimony of recent immigrants and long-time residents. Lichtenstein is a place writer whose artistic projects subject her relationship to the Jewish past and East End to critical interrogation through a metaphorical method composed of fragments that represent varied segments of Jewish history and memory as well as wandering as a narrative of personal exploration.
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Giangiulio Lobo, Alejandra. "Patricia Duncker, escritora de lectores (Patricia Duncker, a Writer for Readers)." LETRAS 1, no. 59 (February 6, 2017): 99. http://dx.doi.org/10.15359/rl.1-59.5.
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Es una sucinta descripción del proceso, en doble dirección, que vincula al autor con su lector personal, y los efectos mutuos de simpatía, entendida como un efecto semiótico tanto en el proceso de escritura como de lectura. Se centra en el caso de la obra narrativa de la escritora británica contemporánea Patricia Duncker.This succinct description refers to a two-fold process that links the author with a personal reader, and the mutual effects of attraction, understood as a semiotic effect concerning both the reading and writing process. It focuses on the case of the narrative work of the contemporary British writer Patricia Duncker.
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Fuchs, Vivian, and Clements Markham. "Antarctic Obsession: A Personal Narrative of the British National Antarctic Expedition 1901-4." Geographical Journal 153, no. 2 (July 1987): 279. http://dx.doi.org/10.2307/634908.
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Maslen, Joseph. "Autobiographies of a generation? Carolyn Steedman, Luisa Passerini and the memory of 1968." Memory Studies 6, no. 1 (January 2013): 23–36. http://dx.doi.org/10.1177/1750698012463891.
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The meeting-point between memory studies and auto/biographical studies provides new perspectives on the study of the radical generation of 1968 through life-writing techniques, including oral history. A comparison between Carolyn Steedman’s Landscape for a Good Woman: A Story of Two Lives, published in 1986, and Luisa Passerini’s Autobiography of a Generation: Italy, 1968, published in 1988, suggests that belonging to this generation involves tensions between the social master narrative of 1968 and auto/biographical memories. Steedman and Passerini’s personal narratives relate in complex ways to this master narrative, and exploring these ambiguities helps us to generate further innovation in ‘generational thinking’ as well as a comparative understanding of the ‘memory studies’ of two of the most important thinkers in British and Italian contemporary history.
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Caldera, Altheria, Sana Rizvi, Freyca Calderon-Berumen, and Monica Lugo. "When Researching the “Other” Intersects with the Self." Departures in Critical Qualitative Research 9, no. 1 (2020): 63–88. http://dx.doi.org/10.1525/dcqr.2020.9.1.63.
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Although the field of critical qualitative inquiry is saturated with literature on methodologies and theoretical orientations, there is less scholarship that explores the dynamics that prevail when women of color conduct critical qualitative inquiry with participants who share their identities. Using scholarly personal narrative (SNP), our project examines the intricacies of kinship found between women of color researchers and their research participants. More specifically, this article presents narratives of an African American scholar, a British Pakistani immigrant scholar, and two Latina (Mexican) immigrant scholars who explore dilemmas and rewards that surfaced in our research within our individual communities.
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Spokes, Matthew. "Class and Narrative Accrual: Personal Troubles and Public Issues in Five Vignettes." Journal of Working-Class Studies 2, no. 2 (December 1, 2017): 83–94. http://dx.doi.org/10.13001/jwcs.v2i2.6089.
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This paper develops Bruner’s (1991) notion of narrative accrual, in conjunction with ‘lifestories’ and ‘event-stories’, to focus on the accumulation of experiences as a contributor to working-class identity. Situated between Mills’ (1959) personal troubles and public issues, and framed by Nouri and Helterline’s (1998) argument that identity is framed by social interaction with signification systems and other people, the author’s own experiences as an early-career academic in two different British Universities – one more research-oriented with a predominantly middle-class student body, the other more teaching-oriented with a more class diverse student body – are utilized to forward ‘personal narrative accrual’ as a way of both conceptualizing and unpacking class associations, reflecting on Warnock’s (2016) fivefold typology of alienation, cultural capital, stereotyping/microaggression, survivor guilt/impostor syndrome and middle class networking. Ultimately, this paper considers the interrelated problems of working-class identity, career development, and ‘playing the game’ through autobiographical vignettes, and suggests the potential application of personal narrative accrual in decreasing feelings of isolation in academia by working-class academics.
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McDowell, Felice. "Inside the Wardrobe: Fashioning a Fashionable Life." European Journal of Life Writing 8 (May 18, 2019): DM56—DM74. http://dx.doi.org/10.21827/ejlw.8.35550.
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This article looks to the manifestation of the personal wardrobe in digital fashion media. It focuses upon the example of British Vogue’s YouTube series ‘Inside the Wardrobe’ and episodes that feature, firstly Vogue Fashion Editor Sarah Harris and Vogue Contributing Editor and Freelance Stylist Bay Garnett, and, secondly, acclaimed fashion blogger Susie Lau aka Susie Bubble of StyleBubble.com. In doing so it addresses ways in which fashion is an ‘autobiographical act’ and explores how such acts participate in the production and consumption of life narratives, and in particular the narrative of a ‘fashionable life’. The article argues that fashion, in this sense, is a narrative tool employed in the fashioning of oneself and that this is strategically utilised, both consciously and subconsciously, in the field of fashion. Thus, when employed as strategic narrative tools the autobiographical acts that can fashion a self constitute the particular autobiographical form, or autobiography, that is the ‘fashionable life’. In doing so this article demonstrates the contribution that the study of fashion makes to a wider understanding and knowledge of selfidentity, life narrative, autobiographical acts and autobiography in digital mediums and media.
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Zhou, Tingting. "Life Writing in the Era of Genetics: Contemporary Genetic Risk Narratives in Great Britain and America." English Language and Literature Studies 11, no. 3 (July 29, 2021): 45. http://dx.doi.org/10.5539/ells.v11n3p45.
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The development of genetic science brings forth a third group besides the healthy and the ill: the high-risk group who carries certain disease-related genes. In the era of genetics, people try to assess risks with statistical numbers and eliminate risks by Western medical measures. In this context, personal genetic risk narratives (usually in the form of memoirs) emerged in Great Britain and America in the 1990s. The thesis has a close reading of three British and American genetic risk memoirs and wants to find the characteristics and values of the new genre. The memoirs are featured by their vivid description of the narrator’s difficult and complex situation in face of genetic risks. In an era when the body is dominated by statistical numbers, these narratives make personal meaning of impersonal statistics. Genetic risk narratives express a strong belief in genetic technology and Western medical myth. However, the narrative divergence and self-contradiction in the memoirs exposes the limitation of genetic determinism and thus deconstructs the Western medical myth.
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Hussain, Ifsa, Sally Johnson, and Yunis Alam. "Young British Pakistani Muslim women’s involvement in higher education." Feminism & Psychology 27, no. 4 (February 1, 2017): 408–26. http://dx.doi.org/10.1177/0959353516686123.
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This article explores the implications for identity through presenting a detailed analysis of how three British Pakistani women narrated their involvement in higher education. The increased participation of British South Asian women in higher education has been hailed as a major success story and is said to have enabled them to forge alternative, more empowering gender identities in comparison to previous generations. Drawing on generative narrative interviews conducted with three young women, we explore the under-researched area of Pakistani Muslim women in higher education. The central plotlines for their stories are respectively higher education as an escape from conforming to the “ good Muslim woman”; becoming an educated mother; and Muslim women can “ have it all.” Although the women narrated freedom to choose, their stories were complex. Through analysis of personal “I” and social “We” self-narration, we discuss the different ways in which they drew on agency and fashioned it within social and structural constraints of gender, class and religion. Thus, higher education is a context that both enables and constrains negotiations of identity.
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Sauma, Julia. "The Body Perfect: On Disability, Experience and the Aesthetics of Expertise." Teaching Anthropology 10, no. 1 (August 3, 2021): 71–74. http://dx.doi.org/10.22582/ta.v10i1.591.
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This is a provocation. It does not aim for a seamless narrative. The erudition and argument that create narrative smoothness are identified, here, as indexes of the aesthetic values that define Brazilian and British academic training, values that I would like to unpack. Specifically, the suppression of those experiences perceived as less than perfect is what concerns me. Through my experiences as a Deaf anthropologist, I reflect on the relation between aesthetic values, a powerful need to maintain “the body perfect” and, consequently, labour separate from personal experience in Brazilian and British universities. By reflecting on how “the body perfect” emerges through a protection of whiteness, I also hope to begin to explore the relation between racism and ableism that infuses academic aesthetics of expertise. In doing so, my provocation contributes to opening up spaces where reimagining diversity can actually take place in the academy.
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Chhabra, Meenakshi. "Memory Practices in History Education about the 1947 British India Partition." Journal of Educational Media, Memory, and Society 7, no. 2 (September 1, 2015): 10–28. http://dx.doi.org/10.3167/jemms.2015.070202.
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This article is an epistemological reflection on memory practices in the construction, deconstruction, and reconstruction of collective memories of a historical event involving collective violence and conflict in formal and informal spaces of education. It focuses on the 1947 British India Partition of Punjab. The article engages with multiple memory practices of Partition carried out through personal narrative, interactions between Indian and Pakistani secondary school pupils, history textbook contents, and their enactment in the classroom by teachers. It sheds light on the complex dynamic between collective memory and history education about events of violent conflict, and explores opportunities for and challenges to intercepting hegemonic remembering of a violent past.
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Belau, Linda, and Ed Cameron. "Writing in Translationese: Kazuo Ishiguro’s The Remains of the Day and the Uncanny Dialect of the Diasporic Writer." Diaspora: A Journal of Transnational Studies 16, no. 1-2 (March 2012): 67–91. http://dx.doi.org/10.3138/diaspora.16.1-2.67.
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This essay argues that with his third novel, Kazuo Ishiguro has crafted a postcolonial work that illustrates how the crisis of decolonization is linked inextricably to the crisis of subjectivity itself. Unlike the novels of Achebe, Rushdie, and other postcolonial writers who represent colonial and postcolonial conditions by focusing on the actual postcolonial contexts, Ishiguro accomplishes his postcolonial critique by focusing more on the issue of cultural difference within the developed world than on issues explicitly resulting from the decolonizing process in the colonized parts of the world. Furthermore, his focus on the issue of cultural difference in Britain is not articulated around issues of immigration and assimilation of the other but, rather, around the internal otherness of the British subject itself. Ishiguro’s novel in effect argues that this internal otherness, always present to some degree, emerges most prominently during the breakdown of the Empire, when the traditional symbolic coordinates for British identity are weakened. Ishiguro expresses this perspective in his novel (1) by ever so faintly re-inscribing a traditional narrative form to reflect its internal strangeness or foreignness, (2) by providing an uncanny narrative documentation of the consciousness of a secondclass British subject during the height of the decolonization period, and (3) by constructing a narrative that sublimates his own unique diasporic position as a means of coming to grips with his somewhat unique and personal ethnic and cultural conflicts.
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Howarth, Anita. "Hunger Hurts." International Journal of E-Politics 6, no. 3 (July 2015): 13–26. http://dx.doi.org/10.4018/ijep.2015070102.
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Austerity food blogs have become prominent as household food budgets have become tighter, government finances constrained, and an ideology of austerity has become dominant. The British version of austerity privileges reducing government spending by cutting welfare benefits, and legitimizes this through individual failure explanations of poverty and stereotypes of benefit claimants. Austerity food blogs, written by those forced to live hand to mouth, are a hybrid form of digital culture that merges narratives of lived experience, food practices and political commentary in ways that challenge the dominant views on poverty. The popular blog A Girl Called Jack disrupts the austerity hegemony by breaking the silence that the stigma of poverty imposes on the impoverished and by personalizing poverty through Jack Monroe's narratives of her lived experience of it, inviting the reader's pity and refuting reductionist explanations of the causes of poverty. Monroe also challenges austerity through practices derived through her personal knowledge gained during her struggle to survive and eat healthily on £10-a-week food budget. This combination of narrative and survival practices written evocatively and eloquently resonate powerfully with readers; however the response to Monroe's blog highlights a deep uneasiness in British society over growing levels of poverty, and deep divisions over who is responsible for addressing it; and more fundamentally, over identifying and defining the modern poor and modern poverty.
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Kapranov, Yan, Olesya Cherkhava, Viktoriia Gromova, and Olga Reshetnyk. "Methodological procedure of diagnosing behavioural stereotypes resilience of different language cultures representatives." Revista Amazonia Investiga 10, no. 39 (May 5, 2021): 186–93. http://dx.doi.org/10.34069/ai/2021.39.03.18.
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This paper represents the methodological procedure of diagnosing behavioural stereotypes resilience of different language cultures representatives. The methodological procedure is aimed at compiling a typology of narrative codes of stereotypes resilience of four language cultures representatives and it involves the implementation of six successive stages that will help: 1) to compile a list of personal characteristics of respondents involved in the survey; 2) to compile stimulus lists, i.e. markers of expressive narratives (by keywords); 3) to enter the compiled stimuli lists into the Google Forms with corresponding guidelines for respondents; 4) to perform a free associative experiment with the British, French, Germans and Ukrainians of different social groups through electronic communication; 5) to do the computer processing of the obtained results with the involvement of the information-analytical service STIMULUS; 6) to differentiate the degree of stereotypes resilience of separate social groups of each studied linguoculture in situations of expressive narratives, and differentiate linguistic cultures according to three types of their resilience and their degrees of adaptation to stressful phenomena.
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Altwaiji, Mubarak. "Discourse Analysis: New Language and New Attitude towards Yemen in Contemporary British Novel." International Journal of English Linguistics 9, no. 4 (July 12, 2019): 326. http://dx.doi.org/10.5539/ijel.v9n4p326.
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In the critical work on European orientalism, the European scholars approach post 9/11 British neo-orientalist discourse with a totalizing view of representation; a part of the dominant misrepresentation. This study examines issues related to Yemen in Paul Torday’s novel Salmon Fishing in the Yemen (2007). In Salmon Fishing, Torday uses fragmented forms of narrations for his new approach of representation. He uses newspapers, interviews, emails, news articles, document transcripts, diary entries, personal interviews, scientific reports and memoranda as narrative techniques to re-conceptualize the Yemeni people. This study investigates the British political and cultural attitudes towards Yemen and the improvement in the representation of Yemen in post 9/11 British discourse by focusing on the fissures between classic orientalism and neo-orientalism. In the analysis of Salmon Fishing, the study scrutinizes the views of Ralph Emerson and Georg Lukács which are usually associated more closely with studies on representations. The study manifestly identifies the harmony, cooperation and mutual understanding between the east and the west in post 9/11 British discourse on Yemen.
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Hughes, Celia. "Negotiating ungovernable spaces between the personal and the political: Oral history and the left in post-war Britain." Memory Studies 6, no. 1 (January 2013): 70–90. http://dx.doi.org/10.1177/1750698012463895.
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In this article, I consider the value and challenges of using oral history interviews to access and interpret narrative memories of men and women who became active in the left network around Britain’s anti-war movement, the Vietnam Solidarity Campaign. I focus in-depth on the individual stories of one man and one woman who, in the late 1960s and early 1970s, joined far left Trotskyist organisations. The stories reveal a two-fold search for past revolutionary and current selves. Reading between the shifting layers of past and present, the article will explore what deeper insights interviewing offers into the complex ways in which activists shaped subjectivities both in their far left groups and in the interview itself. It engages with the concept of inter-subjectivity to reflect on the interpersonal relationship between interviewer and interviewee in the oral history encounter. It thus considers the meeting of particular subjectivities and the role they played in shaping the oral history narratives. Through careful attention to my own internal state at the time of interviewing, and to how the interviewees’ stories made me feel, I seek to understand unconsidered political, social and emotional gendered experiences of life on the British far left around 1968.
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Raissouni, Iman. "Authoritative Structures of British Feminist Colonial Discourse: Emily Keen’s Travel Narrative My Life Story as a Case Study." International Journal of Linguistics, Literature and Translation 4, no. 6 (June 29, 2021): 20–27. http://dx.doi.org/10.32996/ijllt.2021.4.6.4.
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This paper analyses the representation of Morocco by a British female traveller during the late nineteenth and early twentieth century. Emily Keen’s My Life Story attempts to set out the conditions in which women travelled and translated the reception of their experiences into autobiographies in their native countries, breaking down the boundaries of space and time to discover and interpret the discourse that traverses the writer’s narrative. The endeavour is to show how what was imagined about the country, what was a fantastic legend about Morocco, what started as an innocent story and literary entertainment for British readers, built up to make an authoritative discourse of colonisation. My intention and method go so far as to broaden the range of issues connected to travel writing. These issues include gender, race, identity, and personal experience, etc. Through this lens, I argue that such writers were conscious and unconscious informants preparing the way for the European colonisation of the country; they are the living witnesses of an evolution through which a culture was forced to open itself to foreign powers.
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REES, AMANDA. "Stories of stones and bones: disciplinarity, narrative and practice in British popular prehistory, 1911–1935." British Journal for the History of Science 49, no. 3 (September 2016): 433–51. http://dx.doi.org/10.1017/s0007087416000649.
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AbstractThis paper explores how three central figures in the field of British prehistory – Sir Arthur Keith, Sir Grafton Elliot Smith and Louis Leakey – deployed different disciplinary practices and narrative devices in the popular accounts of human bio-cultural evolution that they produced during the early decades of the twentieth century. It shows how they used a variety of strategies, ranging from virtual witness through personal testimony to tactile demonstration, to ground their authority to interpret the increasingly wide range of fossil material available and to answer the bewildering variety of questions that could be asked about them. It investigates the way in which they positioned their own professional expertise in relation to fossil interpretation, particularly with regard to the – sometimes controversial – use they made of concepts, evidence and practices drawn from other disciplines. In doing so, they made claims that went beyond their original disciplinary boundaries. The paper argues that while none of these writers were able, ultimately, to support the wider claims they made regarding human prehistory, the nature of these claims deserves much closer attention, particularly with respect to the public role that historians of science can and should play in relation to present-day calls for greater interdisciplinarity.
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COOMBS, CATHERINE. "Partition Narratives: Displaced trauma and culpability among British civil servants in 1940s Punjab." Modern Asian Studies 45, no. 1 (November 3, 2010): 201–24. http://dx.doi.org/10.1017/s0026749x10000247.
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AbstractGrassroots accounts of the tragic events of partition are increasingly in the spotlight in studies of the transfer of power. This paper approaches the local perspective through the memories of British civil servants during their last few months in Punjab, assessing what these reflections suggest about the mentality of the departing ruling elite. The similarities between these recorded experiences suggest a process of coming to terms with grief and guilt for what they had witnessed through the creation of a narrative of transition from total power to total loss; a simplified imagery of a fully operational and peaceful pre-1947 Punjab descending with shocking suddenness into the violence of partition. This process of shaping memories not only offers an insight into the British civil servant's need for self-affirmation and a reaffirming of their sense of personal as well as professional value, but also has a broader importance in understanding the mentality of a group of people at the heart of pre-partition Punjab, who were instrumental in defining the emerging independent nation.
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Madigan, Edward. "‘An Irish Louvain’: memories of 1914 and the moral climate in Britain during the Irish War of Independence." Irish Historical Studies 44, no. 165 (May 2020): 91–105. http://dx.doi.org/10.1017/ihs.2020.7.
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AbstractWhen the British government declared war against Germany in August 1914, a great drive to gain popular support by presenting the conflict to the public as a morally righteous endeavour began in earnest. Stories of German violence against French and Belgian civilians, largely based in fact, were central to this process of ‘cultural mobilisation’. The German serviceman thus came to be widely regarded in Britain as inherently cruel and malevolent while his British counterpart was revered as the embodiment of honour, chivalry and courage. Yet by the autumn of 1920, less than two years after the Armistice, the conduct of members of the crown forces in Ireland was being publicly drawn into question by British commentators in a manner that would have been unthinkable during the war against Germany. Drawing on contemporary press reports, parliamentary debates and personal narrative sources, this article explores and analyses the moral climate in Britain in 1920 and 1921 and comments on the degree to which memories of atrocities committed by German servicemen during the Great War informed popular and official responses to events in Ireland.
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Shaw, Katy. "Prescribed Reading: Reflective Medical Narratives and the Rise of the Medimoir: An Interview with Adam Kay." Humanities 7, no. 4 (December 7, 2018): 130. http://dx.doi.org/10.3390/h7040130.
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The 21st century has witnessed the rise of a genre of literature that has taken both the reading public and the publishing industry by storm. The ‘medimoir’—or medical memoir—is not in itself a new genre of writing, but has risen to prominence in a contemporary British context of renewed focus on public health and wellbeing, a proliferation of professional confessionals in publishing, and debates about the future of the free-at-point-of-care British National Health Service (NHS). The most prolific medimoir published to date is Adam Kay’s This Is Going to Hurt (2017), a reflective diary that chronicles his time as a trainee gynaecologist in the NHS, and his subsequent exit from medical training in the face of growing personal and political pressures on his profession. This article contextualises and considers the rise of the medimoir, and examines why this genre of medical narrative has become such a critical, literary, and publishing success in the first two decades of the new millennium.
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Berkencotter, Carol. "A Patient’s Tale of Incarceration in a Victorian Lunatic Asylum." International Journal of English Studies 11, no. 1 (June 1, 2011): 1. http://dx.doi.org/10.6018/ijes/2011/1/137071.
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Using the archival admissions records and the case history of a patient at a British asylum in the 1870s, the author compares two genres. The first of these is two medical certificates written and signed by two physicians attesting that the patient was of <em>unsound mind</em> and needed to be confined and treated. The second genre is the patient’s oral testimony to <em>Parliament’s Select Committee on Lunacy Laws</em> (1877), a narrative he delivered the year following his release from the asylum. Both genres are legal texts; however, it is the patient’s narrative of personal experience, as transcribed in the committee report, that allows the reader a glimpse of the misery imposed by confinement in a “lunatic” asylum. The two medical certificates have considerably more illocutionary force, however; as speech acts they most often resulted in confinement until the patient was determined to have recovered, was transferred to another asylum, or died.
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THELEN, DAVID. "Making History and Making the United States." Journal of American Studies 32, no. 3 (December 1998): 373–97. http://dx.doi.org/10.1017/s0021875898005945.
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In the Declaration of Independence Thomas Jefferson became the first American to put history to work to create a nation. He blazed a path that historians have been following ever since. Consider the difficulty Jefferson faced. Different events were happening in thirteen intensely local and isolated colonies among people with different traditions, languages, religions, and circumstances. Jefferson turned these scattered events into a national narrative. Behind these individual acts by agents of the British Crown aimed at different colonies was a single menace, Jefferson insisted, that should inspire these isolated individuals to discover and act upon what they shared as bearers of the traditional liberties of Englishmen. To introduce his stunning attempt to fit isolated events into a single narrative, Jefferson began by boldly declaring that it was “necessary for one people to dissolve the political bonds that have connected them with another.” The colonists, Jefferson proclaimed, were “one people.” Jefferson knew that the colonists were not “one people.” But in order to invent one nation, Jefferson had to invent one people, and in order to invent one people Jefferson had to invent one history that might unite that “one people.” It has been hard work ever since.From 1776 until sometime in the 1960s or 1970s, it was possible to believe – indeed, it was hard to question – that nations were, or even should be, the embodiment of people's destinies – that nations could express their identities, solve their problems, and be entrusted with their dreams and fates. The modern practice of history was born a couple of centuries ago to serve this process, to invent narratives and persuade peoples to interpret their personal experiences within national terms and narratives.
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Ben-David, Shelly, David Kealy, and Radha Ortiz. "T230. IDENTITY IN THE EARLY STAGES OF PSYCHOSIS: PERSPECTIVES OF CANADIAN EARLY PSYCHOSIS CLINICIANS." Schizophrenia Bulletin 46, Supplement_1 (April 2020): S320—S321. http://dx.doi.org/10.1093/schbul/sbaa029.790.
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Abstract Background A recent narrative review of the research literature (Ben-David & Kealy, 2019) found that identity-related concerns were an important aspect of young people’s experiences in the early stages of psychosis. Themes across articles suggested that the emergence of psychosis leads to identity disruption, which in turn may contribute to additional mental health risks. Moreover, studies indicated the salience to young people of addressing personal identity during the recovery process. Understanding clinicians’ perspectives on issues related to identity in early psychosis is an important next step, particularly to determine needs for knowledge development, clinician support, and intervention practices. The current literature on clinician’s perspective on early psychosis and identity is limited, with more attention placed on clinician’s perspectives on the use of medication, and psychosocial interventions (e.g. cognitive behavioral therapy (CBT)). The purpose of the present study was to understand the perspectives of early psychosis intervention (EPI) clinicians on identity related concerns among young people in the early stages of psychosis. Methods An online questionnaire was distributed to 331 EPI clinicians in the province of British Columbia, Canada. Participants were asked about their opinions on identity in the early stages of psychosis using fixed and open response questions. The open-ended response question “what kinds of interventions do you think would strengthen clients’ personal identity in the early stages of psychosis?” was coded by two investigators, using content analysis methodology. Results The response rate was 30%. Of the participants, 98% agreed that personal identity is an important issue for clinical attention among young people in the early stages of psychosis, and 99% agreed that schizophrenia spectrum disorders can have a negative impact on a young person’s identity. Despite near-unanimous acknowledgement of identity as a critical issue in early psychosis, only 53% of clinicians endorsed a high level of confidence in their ability to address issues related to identity in treatment, and only 28% agreed that current intervention practices adequately address personal identity. Seventy-four percent of the participants provided qualitative responses regarding intervention approaches that they believed would strengthen clients’ personal identity in the early stages of psychosis. Common themes included social connection and peer support, therapeutic interventions (e.g. CBT, mindfulness, narrative therapy, psychoeducation), focusing on the youths strengths, involving family in the work, connecting youth to personal identity (e.g. exploring culture, values, interests and sources of meaning, storytelling), and enhancing relationships between service providers and youth. Discussion EPI clinicians in British Columbia agree that personal identity in the early stages of psychosis is an important issue. However, they indicated feeling markedly less confident in their ability to address issues related to identity in treatment. Findings suggest that EPI programs should invest in identity- related training for clinicians. Future research can focus on the impact of identity-related interventions with regard to treatment engagement and client recovery outcomes.
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Lee, Catherine. "Capturing the personal through the lens of the professional: The use of external data sources in autoethnography." Methodological Innovations 12, no. 1 (January 2019): 205979911982557. http://dx.doi.org/10.1177/2059799119825576.
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This article shows how external data sources can be utilised in autoethnographic research. Beginning with an account of a critical incident that examines the incompatibility of private and professional identities, I show how, through the collection of data sources, I capture the impact of homophobic and heteronormative discursive practices on health, wellbeing and identity. In the critical incident, I explore how I prospered as a teacher at a British village school for almost 10 years by censoring my sexuality and carefully managing the intersection between my private and professional identities. However, when a malicious and homophobic neighbour and parent of children at the school exposed my sexuality to the Headteacher, I learned the extent to which the rural school community privileged and protected the heteronormative discourse. A poststructuralist theoretical framework underpins this article. My experience of being a subject is understood as the outcome of discursive practices. Sexual identity, teacher identity and autoethnographer identity are understood to be fluid, and constantly produced and reproduced in response to social, cultural and political influences. The article describes how email correspondence, medical records and notes from a course of cognitive behaviour therapy were deployed to augment my personal recollection and give a depth and richness to the narrative. As the critical incident became a police matter, examination takes place of how I sought to obtain and utilise data from the police national computer in the research. Attempts to collect data from the police and Crown Prosecution Service were problematic and provided an unexpected development in the research and offered additional insight into the nature of the British rural community and its police force.
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Lieven, Michael. "Heroism, Heroics and the Making of Heroes: The Anglo-Zulu War of 1879." Albion 30, no. 3 (1998): 419–38. http://dx.doi.org/10.1017/s0095139000061093.
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In recent years a number of studies have examined the function of heroic narratives in the propaganda of empire and the construction of “Britishness.” Graham Dawson has argued that such narratives “became myths of nationhood itself providing a cultural focus around which the national community could cohere.” In the light of the nineteenth-century chivalric ideal, the Victorian military hero was expected to be “the embodiment of the virtues of bravery, loyalty, courtesy, generosity, modesty, purity, and compassion, and endowed with an indelible sense of noblesse oblige towards women, children and social inferiors.” The English and upper-class image of the “British” hero served, among other things, to inculcate these supposedly English characteristics in the Irish, Scottish, and Welsh. Courage was taken for granted as the essential characteristic of British imperial officers in the Victorian period but, while courage is a personal quality and is not in itself a quality belonging to the public domain, heroism is, by contrast, something definitionally public. The courageous man becomes a hero only when he is declared to be one. The roots of the hero are in dramatic narrative, which spans the epic myth and the reality of war. The hero is “made” whether in a dramatic fiction or in the representation of events, though the latter produces the problem of molding reality to the requirements of the genre. Military heroes in the genre of the imperial adventure story and in the representation of “real” events are hardly distinguishable, for they are “made” to serve the same purposes. The hero is part of a story and, as Northrop Frye has argued, that story or langue has certain generic features throughout history. On the other hand, though the hero is made, the individual can, and often did, prepare and present himself for the role.
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Glover, Catherine. "Rapha and its embedded storytelling." Journal of Fashion Marketing and Management: An International Journal 22, no. 1 (March 12, 2018): 17–34. http://dx.doi.org/10.1108/jfmm-12-2016-0110.
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Purpose The purpose of this paper is to explore how British cycling brand Rapha innovatively embeds stories throughout its touchpoints and in its garments. Design/methodology/approach Using narrative inquiry methodology and subjective personal introspection, it analyses published brand texts, cycling apparel, primary interviews and lived experience to establish a key story theme and the role, form, value and continuity of stories in the brand’s canon. Findings It claims that Rapha’s texts reveal evidence of a specific story plot, the “Quest” (Booker, 2015), which acts as a structural editorial device and provides a rich lexicon that taps into a transformative personal experience. The study proposes that the brand’s employees identify themselves with quester values that define the brand’s essence, providing a coherent message and magnifying the agency in Rapha’s stories. Research limitations/implications This inquiry offers insight into a single consumer brand, yet it is the material manner in which stories are embedded within the brand offerings plus how lived experiences are recounted through structured storytelling that are of significance to wider practice and understanding. Originality/value It brings together industry, academic and personal insight to Rapha’s storytelling praxis to illustrate how storied content can be used to transmit values, purpose and passion to its audience.
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Shahizan Ali, Mohd Nor, Mat Pauzi Abd. Rahman, Ali Salman, and Mohd Azul Mohammad Salleh. "The transformational reading of Gen Y on British greatness through historical documentary." Media and communication as antecedents to the transformation agenda in Malaysia 25, no. 2 (December 7, 2015): 267–78. http://dx.doi.org/10.1075/japc.25.2.09sha.
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Youth generation in this century (Gen Y) as a whole are exposed to technological developments, particularly in the process of getting information. As a result, any information that comes to them will be interpreted widely and critically. Recently, a documentary aired regularly shaped history back to the audience (especially Gen Y) to express the spirit of patriotism to the country. The question here involves the interpretation by the youth (Gen Y) which is more focused on the implicit meaning of the historical documentary ‘The Kinta Story’ (1949) produced by the National Film of Malaysia (FINAS). This article analyzes the interpretation of Gen Y based on understanding of the cognitive and aesthetic elements of the historical documentary. A focus group discussion was conducted on seven informants. The discussion focuses on the propaganda aspect, the aspect of British greatness and the overall interpretation of the historical documentary narrative as a message. From the results, the Gen Y informants interpreted the colonialists of British Malaya as having personal interests to reap the economic resources and make communist as a cause to justify their relevance in Malaya. The results also showed that the transformation of social technologies and the impact of extensive and open information have influenced the interpretation (read: reading) of Gen Y.
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Osborne, Myles. "British Visions, African Voices: The “Imperial” and the “Colonial” in World War II." Itinerario 44, no. 2 (August 2020): 287–315. http://dx.doi.org/10.1017/s0165115320000169.
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AbstractThis article is focused on a magazine called Jambo, which was published by the British East Africa Command for troops in its employ between 1942 and 1945. Jambo was an agglomeration of political articles, general interest stories, propaganda, cartoons, crosswords, and more, with many of its contributions authored (or drawn) by men serving in the Allied forces. Here, I use Jambo to consider notions of the “colonial” and “imperial” during the Second World War, exploring how the realities of racial segregation in the colonies fit awkwardly with imperial service. Jambo also permits us a window into the views of some hundreds of British servicemen, who wrote extensively about the Africans with whom they served, revealing the complexities and shifts in British perceptions of African peoples during the conflict. Jambo is unique in another respect: it also provided a forum for African troops. In few other publications—and even fewer with such wide circulation—could educated (but nonelite) African peoples reach thousands of British readers. Though their published letters and articles were few compared to those written by Jambo's British authors, African writers used the venue to critique the conditions of their military service, argue about the sort of social ordering they desired in their home communities, and create an alternate narrative of the war. Like most colonial publications, Jambo had intended audiences, but also voracious, additional, alternate publics that mediated the articles which appeared in its pages. All this suggests that we might think of the colonial public sphere as both local and global, inward and outward looking, personal and communal, and situated along a continuum between colonial and imperial contexts.
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Stokoe, Elizabeth. "“I’ve got a girlfriend”." Narrative Inquiry 19, no. 1 (September 25, 2009): 154–82. http://dx.doi.org/10.1075/ni.19.1.09sto.
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This paper investigates when, how and for what interactional function, police officers disclose something about their personal lives to the suspects they interview. Anonymized recordings of 120 interviews between different police officers and suspects in a constabulary area of the British police service were transcribed and analysed using conversation analysis. The analysis revealed that ‘clear’ cases of self-disclosure (SDs) had two main functions: (1) When positioned as full turn responses within a suspect’s narrative telling, SDs were designed to affiliate with suspects, in contrast to ‘continuer’ turns that aligned with the telling. A similar affiliative action was accomplished by SDs positioned as sequence-launching first-pair parts of adjacency pairs. Affiliative SDs coalesced around categorial phenomena by displaying shared knowledge of categorial items in suspects’ prior turns, and by temporarily suspending ‘officer’ and ‘suspect’ category memberships and making other identities relevant (e.g., ‘heterosexual man’; ‘social worker’). (2) When positioned as second-pair part responses to suspects’ questions, SDs blocked suspects’ attempts to halt the routine pattern in police interviews of question-answer sequences, and sometimes functioned to pursue admissions from suspects. As such, these SDs had a clearer institutional function than the affiliative SDs. Four further possible types of SD were also considered for their admission-pursuing function. Overall, the paper challenges psychological and narrative analytic approaches to self-disclosure, grounding the analysis of such phenomena in the potent reality of everyday life, rather than in researcher-elicited, self-reported narrative accounts.
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Andrews, Hannah. "BBC4 Biopics: Lessons in Trashy Respectability." Journal of British Cinema and Television 13, no. 3 (July 2016): 409–29. http://dx.doi.org/10.3366/jbctv.2016.0327.
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Between its launch in March 2002 and 2013, BBC4, the BBC's niche arts and culture digital channel, broadcast a cycle of biographical dramas, largely about the unhappy personal lives of British cultural and political icons of the twentieth century. Alongside stylish continental European drama imports, world cinema and documentary programmes, biopics became a key marker of the BBC4 brand and its dominant home-grown dramatic output. In scholarly work on television biopics to date, the genre has been seen as akin to tabloid newspapers, conceived as a trashy cultural form that reduces the importance and seriousness of biographical narrative. However, in recent years biographical drama has been used by upmarket television brands like HBO, Showtime or, indeed, the BBC as a mark of distinction and respectability. This article analyses this dynamic in relation to BBC biopics, exploring how a specific dramatic genre is used to reinforce the brand image of a niche digital channel. It focuses not only on the benefits of such material for attracting both within and beyond the channel's intended demographic, but also on certain of the ethical and legal challenges intrinsic to a genre that exploits the personal stories of real people.
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Bell, Allan. "Media Language and Representations of Identity." Thema's en trends in de sociolinguïstiek 3 62 (January 1, 1999): 57–71. http://dx.doi.org/10.1075/ttwia.62.05bel.
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The use of language in the mass media is an act of identity. The media offer us representations of the identities of groups and individuals, and are even implicated in the very nature of contemporary identity. Drawing on the work of the British socio-logist Anthony Giddens on late modernity, this paper examines four aspects of identity in contemporary society, and illustrates and evidences them by analysis of New Zealand television advertisements. Firstly, human identity in the late modern age is 'reflexive', by which the media and their language reflect back images of the self. Secondly, modern identity is at least in part a 'narrative of the self, and many advertisements frame their appeal as aspects of personal biographies, including in particular personal choices and the lifestyle which constitutes them. Thirdly, the media are the crucial technologies in the re-organisation of time and place in the modern wodd, and offer a wodd for consumption. Lastly, the media are the means by which the global reaches into the local, and the local can be disseminated to the rest of the globe. These characteristics are manifested and identifiable across all levels of language.
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Paproski, D. L. "Healing Experiences of British Columbia First Nations Women: Moving Beyond Suicidal Ideation and Intention." Canadian Journal of Community Mental Health 16, no. 2 (September 1, 1997): 69–89. http://dx.doi.org/10.7870/cjcmh-1997-0007.
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This study explores how five British Columbia First Nations women moved through suicidal ideation and intention in their youth. Much of their healing process was facilitated by a reconnection to their cultural identity and traditional native spirituality. Phenomenological research methods were used to guide the interview process, analysis, and the interpretation of unstructured interviews. Each transcribed interview was analyzed for themes and developed into a narrative. Several procedures were used to examine the validity of the analysis and interpretation, including participant review of the findings. Three of the 12 themes that emerged suggest common experiences surrounding suicide attempts or ideation. These experiences suggest that the impact of separation from family, community, and culture was significant for each of these women. Nine of the 12 major themes describe a variety of healing experiences for these five women, involving elders or other role models, professional counsellors, family, and community. As a consequence of their healing experiences, all participants reported an increased sense of personal empowerment, a positive view of themselves, and a commitment to a positive future for themselves and other First Nations people. The significance of cultural connections and native spirituality may have important implications for the intervention and prevention of suicide in First Nations youth.
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Mironyuk, Sergei A. "The Control Over the Trans-Siberian Railway as a Motive for Britain’s Participation in an Allied Intervention in the Far East and Siberia in 1917–1919 and Its Role in the Operation (Based on the Memorandum “Siberia” by George Nathaniel Curzon (December 20, 1919))." Vestnik Tomskogo gosudarstvennogo universiteta, no. 458 (2020): 153–59. http://dx.doi.org/10.17223/15617793/458/19.
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The article deals with the problem of control provision over the Trans-Siberian Railway as a motive for Britain’s participation in an Allied intervention in the Far East and Siberia and evaluates its role in this operation. The work is based on the facts and judgments contained in the memorandum “Siberia” by George Nathaniel Curzon, the Secretary of State for Foreign Affairs, dated December 20, 1919. The memorandum has not been previously described and researched in the domestic historiography. Besides the text of the memorandum, the source base includes the minutes of the meetings of the British War Cabinet, the memories of W. Graves, the commander of the American expeditionary force, and of J. Ward, the chief of the British expeditionary detachment, and some other sources of personal origin. Works by N.E. Bystrova, F.D. Volkova, R. Ullman, A.I. Utkin, N.A. Halfin and other researchers were also used. The main research methods were comparative and narrative. The comparative method made it possible to compare the memorandum with some other documents from the National Archives of the United Kingdom, as well as with the sources of personal origin important for the research topic, and confirm its analytical, resumptive nature. Since some of the documents, including the memorandum “Siberia”, have not been previously investigated and described in the domestic historiography, the narrative method was widely used in the study. First, the author examines the main issues: Curzon’s approaches to the Eastern policy of Britain; Russia’s place in the British Eastern policy; control over globally important railways as an element of Britain’s Eastern policy. Then the author reviews the provisions of the memorandum relating to the Trans-Siberian Railway and the motives for Britain’s participation in the intervention in the Far East and Siberia, as well as the data on the participation of the United States, Japan, and Britain in the operation, and, on this basis, investigates the specificity, forms of participation and role of Britain in the intervention in these regions. The author concludes that, in fact, Britain became the main political driving force that led to the Allied intervention in the Far East and Siberia. The active position of Britain regarding the intervention in the Far East and Siberia was based on the tasks to oppose Germany during the war and at the same time to form and maintain Britain’s long-term Eastern policy under the new conditions. The control over the Trans-Siberian Railway could be an effective instrument to overcome these challenges. A possibility to participate in the allied control over the Trans-Siberian Railway was a weighty motive for Britain to intervene in Eastern Russia. Its role in the operation was political and pragmatic.
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Hughes, Celia. "The Struggle of the Male Self: A New Left Activist and His 1961 Diary." Journal of British Studies 54, no. 4 (September 2, 2015): 898–925. http://dx.doi.org/10.1017/jbr.2015.118.
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AbstractThis article examines the 1961 diary of a new left young activist to explore his fractured sense of personal and political self. At the height of the Cold War, John Hoyland was an undergraduate at London's University College, living with his Communist Party family and active in the Campaign for Nuclear Disarmament (CND). His intensely political world notwithstanding, Hoyland's diary reveals that interior life troubled his every day and shaped much of his thinking. Hoyland's self-conscious narrative illuminates self-making, male heterosexuality, generation, and relationships and cultures in the early 1960s British Left. He experienced himself as fragmented and struggled to negotiate his conflicting identities. He felt torn between older models of socialist identity and morality, his hedonism associated with the beatnik metropolitan scene, and his project of personal self-improvement. His diary offers rare insight into the intimate thoughts and feelings of one New Left young man at a time when political, social, and sexual codes and cultures were in transition before the emergence of feminist sexual politics. The article examines the identities Hoyland held as a socialist, sexual, and domestic male subject; it considers how his emotional world and relationships were shaped by his metropolitan landscapes, consisting of CND marches, Communist Party meetings, urban youth spaces, and the parental home; and it discusses Hoyland as a writer and the sense of selfhood the diary helped to make possible.
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Hardaker, Glenn, and Aishah Sabki. "The nature of memorisation for embodiment." Journal for Multicultural Education 10, no. 1 (April 11, 2016): 87–98. http://dx.doi.org/10.1108/jme-01-2016-0019.
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Purpose The purpose of this paper is to provide insights on the interconnectedness of the Muslim community, madrasah and memorisation in realising the process of embodiment. Design/methodology/approach Our anthropological study was conducted in 2011 at a prominent madrasah for higher education in England. The madrasah has approximately 400 adult learners that are studying Islamic studies programme. For our anthropological study, the notion of Islamic teaching and embodiment was integral to each other and was illustrative of a long educational tradition of the pedagogy of Islam. For this research, we follow a sensory narrative style in expressing our descriptions. Findings The findings provide an insight into the nature of memorisation for embodiment. The research suggests that the madrasah was teaching memorisation with a purpose to support the process of personal embodiment. Moreover, what we also see when considering madrasah life is that the notion of the “walking Qur’an” endures, and it transcends in the form of locally flavoured articulations of embodiment. To reiterate, the Islamic approach to memorisation for embodiment was found to be a practice relevant to all of us, as individuals, communities and institutions, reflexively engaging in the world around us. For the British madrasah, this was seen to be pivotal to the Islamic pedagogy shaped by the interplay between orality, facilitating memorisation and the didactic approach towards the sacred. From our observations, embodiment has a physical and spiritual dimension where prophecy is retained and is inherent to existence and daily madrasah practice. Originality/value Our narrative experiences bring a spiritual order to the pedagogical matters of memorisation represented by the inseparable nature of knowledge and the sacred. The interweaving of experiential narrative with a theoretical perspective brings forth our understanding towards the nature of memorisation for embodiment.
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Chelysheva, Irina P. "The Goddess Spitting Fire: Myths and Reality of the Kangra Temple." Oriental Courier, no. 1-2 (2021): 191. http://dx.doi.org/10.18254/s268684310015822-2.
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The paper focuses on one of the most popular Hindu pilgrimage centers — Jwalamukhi temple, based in the Kangra district of the North-Western state of India, Himachal Pradesh. The temple is unique due to the absence of the main image. At the same time, people worship the deity as women’s energy Shakti in the form of a fire. The author draws attention to peculiar analogies traced by some research scholars between this temple and the fire temple named Surakhan Ateshgah near Baku in Azerbaijan. Considering this subject, the author analyses different versions of the origin of the fire temple in Azerbaijan, including the so-called “Indian angle”. Basing on the wide range of source material, including the reports of the Archaeological Survey of India established by the British colonial administration in 1861, the author evaluates and critically reviews various versions regarding possible dates of building this temple. Undertaken investigation allows concluding that the temple of Jwalamukhi could be founded in the 6th–7th centuries AD. However, the very cult of worshipping this goddess in Kangra might originate much earlier, in the first centuries BC. The article contains a cryptic narrative of the medieval history of the temple, supplemented by famous chronicles by Ferishta narrating how it was repeatedly subjected to devastating raids of Muslim armies, firstly led by the Delhi sultans and later by Mughal rulers. The description of the temple and religious rituals are based on the personal impressions of the author.
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Liebscher, Martin. "German émigré psychologists in Tel Aviv (1934–58)." History of the Human Sciences 30, no. 2 (April 2017): 54–68. http://dx.doi.org/10.1177/0952695116687236.
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The First International Congress for Analytical Psychology was held in Zurich from 7 to 12 August 1958. On this occasion a small group of Israeli psychologists, represented by Erich Neumann, was accepted as a charter group member of the International Association for Analytical Psychology (IAAP), which marked the foundation of the Israel Association of Analytical Psychology. The history leading up to this official birth date is mainly associated with the efforts of Erich Neumann – and rightly so; however, a number of other therapists, scholars and patients have been forgotten or deleted from this historical narrative, to their detriment. While I was working on the edition of the correspondence between C. G. Jung and Erich Neumann I came across their names, which were often only casually mentioned re some episode, and I have since tried to find out their stories and what happened to them. In this article I discuss the contributions to the development of analytical psychology in British Mandate Palestine, later Israel, of two such figures, Max M. Stern (1895–1982) and Margarete Braband-Isaac (1892–1986). Both had been in personal contact with C. G. Jung and built a bridge between the isolated Jewish therapists in British Mandate Palestine and the Zurich circles. In Tel Aviv they collaborated for a while with Neumann, with whom for different reasons both fell out. The article shows the cause of these controversies with Neumann and tries to find out why those two characters were historically marginalized.
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Lv, Xiaotang. "Retrieving the Past—The Historical Theme in Penelope Lively’s Fictions." Theory and Practice in Language Studies 6, no. 10 (October 1, 2016): 2014. http://dx.doi.org/10.17507/tpls.0610.18.
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Penelope Lively (1933- ), the contemporary British writer, was first known mainly as a children’s writer prior to her winning the 1987 Booker Prize with her widely praised novel Moon Tiger (1987). The Road to Lichfield, published in 1977, is her first adult novel which was shortlisted for the Booker Prize. Treasures of Time (1979), her second adult novel, was the winner of Great Britain’s first National Book Award for fiction in 1980 and the Arts Council National Book Award. In her literary fictions, Lively interweaves the present and the past -- history, the public, collective past, and memory, the private and personal past -- together with the application of various narrative techniques, such as flashback, stream of consciousness, psychological time, etc. A predominant theme running through her literary world is her consistent focus on history. This essay intend to study Penelope Lively’s understanding and interpretation of history, and draw this conclusion: Although a complete understanding of history is impossible, yet as we realize our subjectivity and misunderstanding of history we can try to understand it in a new way and integrate it into the present life.
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Fox, Jo. "‘To Be a Woman’: Female Labour and Memory in Documentary Film Production, 1929–50." Journal of British Cinema and Television 10, no. 3 (July 2013): 584–602. http://dx.doi.org/10.3366/jbctv.2013.0159.
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Despite extensive scholarship on British documentary in the period from 1929 to 1950, the role of female documentary film-makers has received relatively little attention, partly due to their fragmented and partial ‘archival trace’. Combining neglected materials in the BECTU oral history project, the personnel records of the GPO Film Unit, and the personal papers of leading female documentarists, this article challenges the standard narrative of wartime opportunity and postwar decline that tends to characterise the examination of women's employment more broadly in this period. It uses women's experience in documentary film production to offer a more complex explanation of the effect of war within a wider chronological framework and within the context of workflow, labour patterns, training and networks within the industry itself. It examines female documentarists’ own accounts, through oral histories, to suggest that such sources should be ‘read against the light’ to offer insights into the memory of the Second World War, contending that the place of gender in defining individual careers both during and after the conflict remains contested, a site of the continued struggle for professional recognition, achievement and identity.
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MERCHANT, PAUL. "What oral historians and historians of science can learn from each other." British Journal for the History of Science 52, no. 4 (September 26, 2019): 673–88. http://dx.doi.org/10.1017/s0007087419000517.
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AbstractThis paper is concerned with the use of interviews with scientists by members of two disciplinary communities: oral historians and historians of science. It examines the disparity between the way in which historians of science approach autobiographies and biographies of scientists on the one hand, and the way in which they approach interviews with scientists on the other. It also examines the tension in the work of oral historians between a long-standing ambition to record forms of past experience and more recent concerns with narrative and personal ‘composure’. Drawing on extended life story interviews with scientists, recorded by National Life Stories at the British Library between 2011 and 2016, it points to two ways in which the communities might learn from each other. First, engagement with certain theoretical innovations in the discipline of oral history from the 1980s might encourage historians of science to extend their already well-developed critical analysis of written autobiography and biography to interviews with scientists. Second, the keen interest of historians of science in using interviews to reconstruct details of past events and experience might encourage oral historians to continue to value this use of oral history even after their theoretical turn.
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Ruxton, Sandy. "Masculinity, Intimacy, and Mourning: A Father’s Memoir of His Son Killed in Action in World War II." Genealogy 4, no. 2 (May 15, 2020): 59. http://dx.doi.org/10.3390/genealogy4020059.
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Emotional restraint was the norm for the bereaved during and after the Second World War. Displays of individual grief were discouraged, and overshadowed by a wider concern for mass bereavement. There is limited archival evidence of the suffering that fathers of sons killed in action endured. This article draws upon and analyses a powerful memoir written by my grandfather, lamenting the death of his only son killed in action near the end of the War. While most men contained their emotions in such circumstances, this extended lament expresses a range of deep feelings: Love and care for the departed son, tenderness towards other family members, guilt at sending his son away to boarding school, loss of faith in (Christian) religion, and a sense of worthlessness and personal failure. Of particular interest is the impact of geographical distance over which this narrative is played out, and what it reveals about the experience of one white British middle-class family living overseas, but strongly interconnected with ‘home’ (and specifically Scotland). It also documents the pain of prolonged absence as a result of war; often boys sent ‘home’ to board were separated from their parents for much of their childhood, and were forced to ‘become men’—but not as their parents had envisaged. The article concludes by exploring the implications of this private memoir and what it reveals about memoir, masculinity, and subjectivity; gender and grieving; connections with ‘home’; and constructing meaning after trauma.
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Marker, Michael. "Geographies of Indigenous Leaders: Landscapes and Mindscapes in the Pacific Northwest." Harvard Educational Review 85, no. 2 (June 1, 2015): 229–53. http://dx.doi.org/10.17763/0017-8055.85.2.229.
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This essay features three stories of “place-based” leadership in two Indigenous communities in the Pacific Northwest. Author Michael Marker weaves together stories from Nisga'a Elders in the Nass Valley of British Columbia, Coast Salish Elders in Washington State, and his own experiences as a researcher, teacher educator, and community participant to connect the personal, the political, and the historical themes of Indigenous education. Marker identifies two salient concepts through the developing narrative: first, leaders from an Indigenous consciousness must invigorate traditional spiritual foundations, and, second, they must mobilize knowledge of the land and people—corroded by colonization—toward cultural renewal. Bringing to light the conflicts between local community yearnings and Western institutional goals when engaging in cross-cultural collaborations, this essay puts forth a decolonized approach to educational leadership, one that requires cultural renewal and respect for how a people experience landscape, history, and identity. Erratum Publisher's Note: Due to an editing error, the original published version of “Geographies of Indigenous Leaders: Landscapes and Mindscapes in the Pacific Northwest” by Michael Marker misstated the present status of the Lummi Day School. The earlier version stated on page 230 that “This school is currently a U.S. government institution that serves students from kindergarten through eighth grade.” The sentence has been corrected to read: “This school was a U.S. government institution that served students from kindergarten through eighth grade.” Updated: 2015-09-30
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Barton, John Cyril. "“An Unquestionable Source?”." Nineteenth-Century Literature 68, no. 2 (September 1, 2013): 145–79. http://dx.doi.org/10.1525/ncl.2013.68.2.145.
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This essay is the first to examine Melville’s “The Town-Ho’s Story” (Chapter 54 of Moby-Dick [1851]) in relation to W. B. Stevenson’s then-popular-but-now-forgotten British travel narrative, Twenty Years’ Residence in South America (1825). Drawing from suggestive circumstances and parallel action unfolding in each, I make a case for the English sailor’s encounter with the Spanish Inquisition in Lima as important source material for the Limanian setting that frames Melville’s tale. In bringing to light a new source for Moby-Dick, I argue that Melville refracts Stevenson’s actual encounter with the Inquisition in Lima to produce a symbolic, mock confrontation with Old-World authority represented in the inquisitorial Dons and the overall context of the story. Thus, the purpose of the essay is twofold: first, to recover an elusive source for understanding the allusive framework of “The Town-Ho’s Story,” a setting that has perplexed some of Melville’s best critics; and second, to illuminate Melville’s use of Lima and the Inquisition as tropes crucial for understanding a larger symbolic confrontation between the modern citizen (or subject) and despotic authority that plays out not only in Moby-Dick but also in other works such as Mardi (1849), White-Jacket (1850), “Benito Cereno” (1855), Clarel (1876), and The Confidence-Man (1857), wherein the last of which the author wrote on the frontispiece of a personal copy, “Dedicated to Victims of Auto da Fe.”
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Oldham, Joseph. "‘The trouble with treachery nowadays’: Revisiting the Age of Treason in Philby, Burgess and Maclean and Blunt." Journal of British Cinema and Television 15, no. 3 (July 2018): 396–417. http://dx.doi.org/10.3366/jbctv.2018.0429.
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The Cambridge spy ring has been the subject of many dramatic representations on British television. While prior scholarship has largely focused on plays by Dennis Potter and Alan Bennett depicting the later lives of such figures, this article examines an alternative tradition: representations which re-enact events at the height of their careers in the early Cold War. I focus on two productions which centre specifically on events surrounding the 1951 defection of Guy Burgess and Donald Maclean, but from hugely contrasting perspectives. Firstly, Philby, Burgess and Maclean (ITV, 1977) by Ian Curteis covers a ten-year period from the 1945 ‘Volkov Incident’ to Kim Philby's exoneration in 1955. This production closely adheres to broadly accepted accounts of the case as known in the late 1970s, and I examine this is as a product of the public service-oriented drama-documentary culture of Granada Television. I then contrast this with the revised narrative presented in Robin Chapman's Blunt (BBC, 1987). Not only does this incorporate the newly revealed ‘fourth man’, Anthony Blunt, but it also offers a more humanised portrayal of Burgess and centres much of its drama on the marginal but implicated figure of Goronwy Rees. I explore how, in contrast to Curteis, Chapman takes greater artistic licence in examining the spies' personal lives, which resulted in a wave of controversy. I argue that this portrayal can be situated within a broader revisionist school of 1980s representation which mobilised these icons of an earlier generation's ideals in order to critique new political developments.
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Terry, Tim, Nancy Redfern, and Gordon French. "Mentoring for urologists." Journal of Clinical Urology 12, no. 2 (October 3, 2018): 158–62. http://dx.doi.org/10.1177/2051415818802440.
Full textAbstract:
Trainee and established urologists are familiar with ‘generic mentoring’ as a potpourri of helping aids that include supervision, coaching, buddying, career advice, counselling and patronage to enable mentees to develop professionally. However, most are unfamiliar with ‘developmental mentoring’ as a highly specific learnt technique through which mentors help mentees, by interactive dialogue, to choose their own agendas and arrive at their own solutions to career/professional/personal opportunities or difficulties as distinct from the paternalistic mentor approach typified by the downward flow of information generated by ‘generic mentoring’. This paper is a systematic review of developmental mentoring as pertains to urologists in the UK, and reports outcomes of 1-hour taster sessions between Egan-trained mentors and urologists offered at British Association of Urological Surgeons (BAUS) annual general meetings since 2013. Both the General Medical Council and the Royal College of Surgeons of England imply that ‘mentoring’ is mandatory for both trainees and trained urologists, but fail to clarify what they mean by a ‘mentor’, which potentially creates a void in providing ‘developmental mentoring’ since the later requires specific training and is costly to provide. Currently, most ‘developmental mentoring’ is performed by trained staff in Local Education and Training Boards or National Health Service Trusts. BAUS has an opportunity to offer ‘developmental mentoring’ through a portal on its website to manage opportunities and difficulties experienced by its members. Level of evidence: This paper is a systematic review as pertains to the place of mentoring in current urological practice. By its nature, it has reviewed previous narrative reviews and its highest level of evidence is a contemporary paper from 2016, which was a comparative cross-sectional study; other case series were reviewed. Overall, this amounts to level 4 with a recommendation of C as per the Oxford Centre for Evidence-based Medicine Levels of Evidence.
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Caplan, Pat. "Anthropology, History and Personal Narratives: Reflections on Writing ‘African Voices, African Lives’." Transactions of the Royal Historical Society 9 (December 1999): 283–90. http://dx.doi.org/10.2307/3679405.
Full textAbstract:
Almost half a century ago, the famous British anthropologist Evans-Pritchard suggested that anthropology is actually a form of historiography, thus initiating a debate about the relationship between the two disciplines which has continued sporadically ever since. His statement was a reaction to the claims of Radcliffe-Brown, a founding ‘father’ of British social anthropology, that social anthropology was a kind of science, whereas Evans-Pritchard sought to claim it for the humanities.
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Chigbu, Chigbu Andrew, Ike Doris Ann Chinweudo, and Chibuzo Martin Onunkwo. "Philosophical Quest and Growing up Motif in Ambiguous Adventure by Chiekh Hamidou Kane and Dead Men’s Path by Chinua Achebe." International Journal of Applied Linguistics and English Literature 7, no. 7 (December 1, 2018): 117. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.7p.117.
Full textAbstract:
In literary tradition, some of the innovative and formative trends that characterise production and consumption of mimetic art in most third World countries of Africa focuses extensively on formation of the personal agents- specifically, the protagonist.This phenomenon has characterised most of the 21st Century texts and classed them under the literary sub-genre known as Bildungsroman. Bildungsroman is viewed primarily as a nineteenth-century literary phenomenon and the term is used so loosely and broadly that any novel – and even an epic poem like Iliad and Odyssey by Homer – that include elements of coming-of-age narrative might be labelled as a “Bildungsroman”.It is true that the type of novel commonly referred to as the “Bildungsroman” flourished in British literature in Victorian age, and was extremely popular among the realist writers. This accounts for early British publication of Charles Dickens, Charlotte Brontë, George Eliot and others who employed the pattern, for their novels of character formation into the fictional model of the Bildungsroman literature; a genre that consists of the literary treatment of the process of development and formation of a character in relation to society. As it were, the variety of Philosophical Bildungsroman is an advance variant of Bildung that offers the necessary extension and complexity to the phenomenological literary concern of Martin Heidegger, who posits the philosophical experience of the individual as the “Dasine”. Dasien is Heidegger’s philosophical concept which means “being there”. As a concept in existential philosophy, Heidegger employs it to explain the very concept of personhood. The philosophical quest in this case is attained through the process of “unconcealment” meaning “the disclosure of truth”. Meanwhile, in rethinking Ambiguous Adventure and Dead Men’s Path as typical Bildung texts, the real unconcealment will be extricated from the “thingly character or the constitutive elements” (Poetry Language Thought, 54)of the protagonists, so as to determine, and have a clear vision and beauty of a (realist) representation of these agent (s) maturing in relation to the modern demands of society woven in universalistic model of growth and development via social background. Thus, ‘‘beauty becomes one way in which truth occurs as unconcealdness’’ (The Origin of the Work of Art, 55). This is because in philosophical Bildung, the attainment of successful maturation remains the object of our inquiry and concern, and this is framed within a large-scale diachronic model of human existence; who engages in the act of “thinking a thought, this kind of thinking concerns the relation of being to man” (Letter to Humanism, 1) and remains the prototype of a true Bildung character and texts understudy, namely: Ambiguous Adventure and The Dead Men’s Path. Therefore, this paper opens up a new pattern of thought by investigating philosophical quest and growing up motif in this two novels using Heidegger’s notion of dasien and unconcealment.
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Bhandari, Nagendra Bahadur. "Representations of The Gurkhas (Lahures) in Modernist Narratives." Unity Journal 2 (August 11, 2021): 153–62. http://dx.doi.org/10.3126/unityj.v2i0.38822.
Full textAbstract:
The representation Gurkha soldier or Lahures in British military writings and Nepali modernist narratives vary drastically. The British writings expose their martial skill and strength with high degree of integrity and loyalty in different wars including the First and Second World Wars. For instances, Brian Houghton Hodgson’s “Origin and Classification of the Military Tribes of Nepal”, J. P. Cross’s In Gurkha Company: The British Army Gurkhas and John Pemble’s British Gurkha War reflect their gallantry and unconditional loyalty. On the contrary, Nepali modernist narratives unravel their personal loss, separation, unpatriotic feeling and irresponsibility. Such unpleasant connotations in Nepali literature appears in ‘Aamali Sodhlin ni’ (Mother May Ask), a song of Jhalak Man Gandharva, “Sipahi” (Soldier), a story of Bishweshwar Prasad Koirala, Sisirko Phul (Blue Mimosa), a novel of Bishnu Kumari Baiba ‘Parijat’ and poems of Bhupi Sherchan. This article explores drastically different types of the representation of the Gurkhas (Lahures) in British military writings and Nepali narratives, and the socio-political contexts of their representation. The social, cultural and political contexts of representation and the motives of the writers render variations in their representations. This article unfolds the connection between the representation of the Gurkhas (Lahures) and the condition under which they are represented. While doing so, this paper supports an instance of the representation of Gurkha soldiers as an ideological construct on ground of political and sociological phenomena.