Relevant bibliographies by topics / Told-to narratives

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

Academic literature on the topic 'Told-to narratives'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Told-to narratives"

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Tannen, Deborah. "“We’re never been close, we’re very different”." Narrative Inquiry 18, no. 2 (December 12, 2008): 206–29. http://dx.doi.org/10.1075/ni.18.2.03tan.

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Drawing on interviews I conducted with women about their sisters, I identify three narrative types: small-n narratives, big-N Narratives and Master Narratives. Small-n narratives are accounts of specific events or interactions that speakers said had occurred with their sisters. Big-N Narratives are the themes speakers developed in telling me about their sisters, and in support of which they told the small-n narratives. Master Narratives are culture-wide ideologies shaping the big-N Narratives. In my sister interviews, an unstated Master Narrative is the assumption that sisters are expected to be close and similar. This Master Narrative explains why nearly all the American women I interviewed organized their discourse around big-N Narratives by which they told me whether, how and why they are close to their sisters or not, and whether, how and why they and their sisters are similar or different. In exploring the interrelationship among these three narrative types, I examine closely the small-n narratives told by two women, with particular attention to the ways that the involvement strategies repetition, dialogue, and details work together to create scenes. Scenes, moreover, anchor the small-n narratives, helping them support the big-N Narratives which are motivated in turn by the culturally-driven Master Narrative.
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Pesco, Diane, and Martha Crago. ""We Went Home, Told the Whole Story to Our Friends": Narratives by Children in an Algonquin Community." Journal of Narrative and Life History 6, no. 4 (January 1, 1996): 293–321. http://dx.doi.org/10.1075/jnlh.6.4.01wew.

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Abstract Narratives of personal experience told by 18 Algonquin children ranging from 10 to 13 years old are described and discussed in this article. The narratives were collected in peer dyads or groups and told in English, the children's second language. Using a database of 93 narratives, we report the type of contributions that the children made to each other's narratives as well as the narrative content and themes. The structural properties of a subset of the narratives, determined using high point analysis, are also reported. These discoursal, thematic, and structural features are discussed in terms of how they interact with one another, and together provide insights into the social character of the children's narratives. The study also demonstrates how children's narratives reflect and contribute to cultural, community, and peer group belonging. (Communication Sciences)
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Bennett-Kastor, Tina. "The “frog story” narratives of Irish–English bilinguals." Bilingualism: Language and Cognition 5, no. 2 (August 2002): 131–46. http://dx.doi.org/10.1017/s1366728902000238.

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Four bilingual speakers of Irish (Gaelic) and English, two men and two women, were audiorecorded as they produced narratives based on pictures from the Mercer Mayer book Frog, where are you? Order of narration was counterbalanced. The narratives were analyzed according to certain features of global and local structure originally identified in Berman and Slobin (1994). Differences within and across narratives emerged in the number of components included, the number of planning components explicitly marked for purpose, the marking of tense and aspect, and the use of extended aspectual categories. These variations were attributed to 1) the order in which the narrative was told (first-told versus second-told versions), 2) the language of the narrative (Irish versus English), and 3) the particular preferences of individual narrators.
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Allen, Marybeth S., Marilyn K. Kertoy, John C. Sherblom, and John M. Pettit. "Children's narrative productions: A comparison of personal event and fictional stories." Applied Psycholinguistics 15, no. 2 (April 1994): 149–76. http://dx.doi.org/10.1017/s0142716400005300.

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ABSTRACTPersonal event narratives and fictional stories are narrative genres which emerge early and undergo further development throughout the preschool and early elementary school years. This study compares personal event and fictional narratives across two language-ability groups using episodic analysis. Thirty-six normal children (aged 4 to 8 years) were divided into high and low language-ability groups using Developmental Sentence Scoring (DSS). Three fictional stories and three personal event narratives were gathered from each subject and were scored for length in communication units, total types of structures found within the narrative, and structure of the whole narrative. Narrative genre differences significantly influenced narrative structure for both language-ability groups and narrative length for the high language-ability group. Personal events were told with more reactive sequences and complete episodes than fictional stories, while fictional stories were told with more action sequences and multiple-episode structures. Compared to the episodic story structure of fictional stories, where a prototypical ‘good” story is a multiple-episode structure, a reactive sequence and/or a single complete episode structure may be an alternate, involving mature narrative forms for relating personal events. These findings suggest that narrative structures for personal event narratives and fictional stories may follow different developmental paths. Finally, differences in productive language abilities contributed to the distinctions in narrative structure between fictional stories and personal event narratives. As compared to children in the low group, children in the high group told narratives with greater numbers of complete and multiple episodes, and their fictional stories were longer than their personal event narratives.
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Pfeifer, Hanna, and Alexander Spencer. "Once upon a time." Journal of Language and Politics 18, no. 1 (October 10, 2018): 21–39. http://dx.doi.org/10.1075/jlp.18005.spe.

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Abstract The article examines the romantic narratives told by the “Islamic State” in the propaganda online videos of foreign fighters. Employing a method of narrative analysis, based on insight from Literary Studies and Narratology, it holds that while narratives of jihad differ to “war on terror” narratives told in the West with regard to their content, narratives of jihad employ a very western romantic genre style. Focusing on the narrative elements of setting, characterisation and emplotment the article illustrates a romantic narrative of jihad which contains classical elements of a romantic story in which the everyday person is forced to become a hero in a legitimate struggle against an unjust order for the greater good and in aid of the down trodden. The article thereby aims to contribute to the debate on why such narratives of jihad have an appeal in certain parts of western society.
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MacDonald, Nathan. "Deuteronomy and Numbers." Journal of Ancient Judaism 3, no. 2 (May 6, 2012): 141–65. http://dx.doi.org/10.30965/21967954-00302003.

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The books of Numbers and Deuteronomy narrate a number of the same stories; Deut 1–3 even covers the same narrative space as the book of Numbers: the forty years or so from Sinai to the plains of Moab. This article will examine the complex relationship between these two books by considering the narratives about that time in the wilderness. These will be addressed in the following clusters: narratives told in Numbers and Deuteronomy; narratives told in Numbers and alluded to in Deuteronomy; and narratives in Numbers that are not told in Deuteronomy. These will be examined in order to shed light on the individual books of Numbers and Deuteronomy, the relationship between them, and the question of whether there was a pre-Deuteronomic narrative that retold how Israel went from the desert to the edge of the promised land. I will argue that there is no evidence for a continuous narrative tracing Israel’s journey from Sinai to Moab prior to the composition of Deut 1–3. The authors of the narratives in Numbers are indebted to this Deuteronomistic account. However, for the readers of the Pentateuch, Deut 1–3 appears as a concise summary of what has preceded, with the most important issues highlighted.
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Minami, Masahiko. "Japanese Preschool Children's and Adults' Narrative Discourse Competence and Narrative Structure." Journal of Narrative and Life History 6, no. 4 (January 1, 1996): 349–73. http://dx.doi.org/10.1075/jnlh.6.4.03jap.

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Abstract This study presents empirical evidence o f Japanese preschool children's (a) narrative discourse competence and narrative structure and (b) rhetorical/expressive flexibility, compared to adults. With data on oral personal narratives told by Japanese preschoolers and adults, and with verse/stanza analysis (Gee, 1985; Hymes, 1981) and high point analysis based on the Labovian approach (Labov, 1972; Peterson & McCabe, 1983), it was discovered that children's and adults' narratives are similar in terms o f structure in that they both tend to have three verses per stanza, and that children and adults tend to tell about multiple experiences. By contrast, there are some clear differences in terms o f content and delivery. Whereas children tend to tell their stories in a sequential style, adults emphasize nonsequential information. Specifically, compared to children's narratives, adults' narratives place considerably more weight on feelings and emotions. The findings of this study strongly suggest that oral personal narratives told by Japanese preschoolers do not represent the final phase o f development. Rather, they still have a long way to go. (Narrative Development; Narrative Structure)
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Schiff, Brian, Heather Skillingstead, Olivia Archibald, Alex Arasim, and Jenny Peterson. "Consistency and change in the repeated narratives of Holocaust survivors." Narrative Inquiry 16, no. 2 (December 15, 2006): 349–77. http://dx.doi.org/10.1075/ni.16.2.07sch.

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In this article, we study the oral history interviews of eight survivors of Auschwitz-Birkenau. We give a detailed analysis of a central narrative in their life story, the “selection narrative,” the experience of being forcibly separated from family into groups for labor or death, as it is told in the late 1970s-to-early 1980s and again in the 1990s. We study patterns of structure and variation in the referential aspects of narrative, how narratives recapitulate past actions, and the evaluative aspects of narrative, how narratives are interpreted. Our analysis of these eight sets of repeated narratives focuses on four processes that help structure consistent accounts over time: the past, previous tellings, culture and the interview situation. In each set of repeated narratives, the selection narrative maintains significant portions of the complicating action and evaluations over time. At the same time, various changes are evident that alter the style or interpretation of the narrative. In other words, changes were, in large measure, observed in “how” or “why” the narrative was told but not in “what” was recounted. Our data suggests that despite changes in context, critical aspects of our identities endure over long periods of time.
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Black, Steven P. "Narrating fragile stories about HIV/AIDS in South Africa." Pragmatics and Society 4, no. 3 (October 28, 2013): 345–68. http://dx.doi.org/10.1075/ps.4.3.04bla.

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This article analyzes narratives about living with HIV/ AIDS amid stigma, using the notion of “fragile stories” to further detail the linguistic practices through which people narrate experiences in danger of not being told. The article is based on fieldwork in 2008 in Durban, South Africa with a Zulu gospel choir in which all group members are living with HIV/AIDS. Close analysis of recorded narratives demonstrates how institutional story frameworks and the normative performance of gender helped storytellers to breach boundaries drawn by stigma. The article consolidates research on narrative tellability and fragile stories, verbal art, and stigma. The article has implications for research amid stigma, advocating linguistic analysis of narrative to emphasize the relationship between stories told and life events involving stigmatization.
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Lindemann, Sandra. "As-Told-To Life Writing: Narratives of Self and Other." a/b: Auto/Biography Studies 32, no. 2 (April 25, 2017): 385–87. http://dx.doi.org/10.1080/08989575.2017.1289020.

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Dissertations / Theses on the topic "Told-to narratives"

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Rule, Heather. "Openness in Adoption Narratives Told to the Second Generation." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1374443263.

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Pesco, Diane. ""we went home and told the whole story to our friends" : narratives by children in an Algonquin community." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22790.

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This thesis is a study of narratives by eighteen children 10 to 13 years old who live in an Algonquin community of Quebec. The narratives, primarily of children's personal experiences, were collected in peer groups, and were told in English, the children's second language. The specific contributions of children to each other's narratives were investigated and are described. The structural properties of a subset of the narratives were also examined using high point analysis (Peterson & McCabe, 1983). Findings resembled those reported for non-Aboriginal children with respect to the inclusion of the narrative elements of orientation, actions, and evaluation. However, the positioning of these elements and the low incidence of others resulted in differences in the structure of the narratives. Other aspects of the narratives considered include theme, narrator role, and the use of reported speech. The characteristics of the narratives are discussed as means by which the children in the study constructed and co-constructed narrative meaning.
Information on the functional dimensions of narratives in the community and on the sociocultural context in which the children live is also provided in order to facilitate the reader's appreciation of factors that influence children's narrative production.
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Cook, Sean E. "Told and retold : the Solomon narratives in the context of Tanak." Thesis, University of St Andrews, 2013. http://hdl.handle.net/10023/3532.

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This thesis explores the relationship between the books of Kings and Chronicles and considers the value of having two different versions of the same monarchic history within the Tanak. It furthermore explores how these books are read in relation to one another. To be more specific, its concern is how the book of Chronicles is read in relation to the book of Kings as Chronicles is so often considered to be a later rewritten text drawing upon an earlier version of the Masoretic Text of Kings. The predominant scholarly approach to reading the book of Chronicles is to read it in light of how the text was emended (additions, deletions, etc.). This approach has great value and has furthered our understanding of the theology and purpose of Chronicles. While this thesis fully affirms this diachronic approach to reading Chronicles, it also finds it to be lacking. This said, I suggest that this predominant way of reading Chronicles through the lens of its source (Kings) sometimes misses the theological and rhetorical features of the Chronicler's text. In light of this suggestion, this thesis will answer the following question: “why were two narratives retained in the Tanak and what possible answers to this question might emerge by looking at the similarities and differences in the two narratives' contents, arguments, and theology?” The method by which this question will be addressed is to read the Solomon narratives in the books of Kings and Chronicles in two ways: first, to read each narrative as a whole and independently of one another, and second, to examine each narrative together in an effort to understand their uniqueness. The result of this analysis will show that these narratives can in fact read as whole narratives independent of one another, and furthermore, that Solomon is in fact less idealized (contra popular scholarly opinion) in the book of Chronicles.
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"WALK WITH ME: CHAPTERS IN THE LIFE OF STÓ:LŌ ELDER ARCHIE CHARLES (1922-2010) AND REFLECTIONS ON COLLABORATIVE RESEARCH." Thesis, 2015. http://hdl.handle.net/10388/ETD-2015-10-2299.

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This dissertation is both an analytical life history of Stó:lō Elder Archie Charles (1922-2010) as well as an academic reflection on the process of collaborating to record and write this told-to narrative. Grand Chief Archie Charles left a profound social, political and cultural legacy within the Stó:lō community. He is broadly acknowledged as one of the community’s most respected modern leaders. My examination of the way Archie strategically accepted and rejected elements of the teachings of his ancestors and the lessons learned from newcomers serves to enrich a growing body of post-colonial scholarship that challenges long-standing assumptions about what it means to be Aboriginal. The agency revealed through his life experience alerts us to the dynamic way in which Archie and certain others of his generation balanced innovation with tradition. This study of Archie’s life therefore, contributes to an emerging scholarship that challenges still lingering racist myths and faulty dualisms that position Native people as either “assimilated” or “resisting”. Through Archie’s story, I reveal the way in which he applied knowledge and skills he gained via the acculturation process (and his lifelong reflections on this process) to foster particular cultural continuities within areas of Stó:lō life. Archie successfully did this by enacting his own personal ethos of “protection through inclusion and education”. This research chronicles and interprets the genesis and evolution of his leadership strategy by tracing it back to his adaptive interpretations of his ancestral and familial teachings and highlighting key times in Archie’s life history when he worked to find a balance between innovation and tradition. Thus it foregrounds his formative experience with Xwelítem (newcomers) and Stó:lō society and cosmology, particularly his adoption, time spent attending Kamloops Indian Residential School, and involvement as a soldier and veteran of the Canadian Armed Forces. It highlights how he derived meaning out of these experiences, which in turn guided his actions in the public sphere and shaped his policies as a community leader –in particular as elected Chief of his community of Seabird Island British Columbia and as a Sia:teleq (a hereditary caretaker) of his family fishcamp in the Fraser Canyon. This research draws upon my own sustained dialogue with Archie Charles and his immediate family, secondary and primary sources, and previous oral history interviews conducted with Archie and his family members. It explicates Archie’s role as a man who was known more for his actions than his words and the ways in which silence may be interpreted and made meaningful in the told-to genre. In terms that reflect the subtleties of collaborative dynamics that play out in told-to narratives, it likewise examines his role as narrator and authority of his life experience and my role as chronicler, then interpreter. As such, it provides glimpses into specific time periods and aspects of Archie’s life, but does not seek to be fully chronologic and comprehensive. As a result, I seek to contribute to collaborative historiography by sharing the way in which my collaboration with Archie shifted from a dialogue, particularly following his death in 2010, to a “polylogue”: an engagement of multiple voices of family and extended community members to support this telling of his life narrative. Moving from hearing to a more engaged form of “listening” as we did – the kind which allows for silences to exist – reinforced for me that knowledge, expressed through words, gestures, actions as well as silences are not things we can go into a community or individual’s life and “get”. Rather, they are shared as gifts, and as such come with obligations of reciprocity. This dissertation aspires to reciprocate the sharing that Archie did with me by providing his community and my scholarly community with not only an account of his life, but with an assessment of what his life reveals about pertinent issues in Aboriginal and Native-Newcomer history – and through this process to hopefully contribute to the ongoing efforts at building reconciliation between settler and Indigenous societies.
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Books on the topic "Told-to narratives"

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" Our fathers have told us": Introduction to the analysis of Hebrew narratives. Roma: Editrice Pontificio Instituto Biblico, 1990.

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Repa, Peter. A footnote to my epitaph: The story of Lieutenant Repa as told. Singleton: D. Mason-Jones, 1993.

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Blacksnake. Chainbreaker: The Revolutionary War memoirs of Governor Blacksnake as told to Benjamin Williams. Lincoln: University of Nebraska Press, 1989.

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1803-1861, Williams Benjamin, and Abler Thomas S. 1941-, eds. Chainbreaker: The Revolutionary War memoirs of Governor Blacksnake as told to Benjamin Williams. Lincoln: University of Nebraska Press, 2005.

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Mock, Alfred. Bail out: Alfred Mock's World War II story as told to Christopher P. Gregoire. Alden, NY (13333 Park St., Alden 14004): C.P. Gregoire, 1987.

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Erb, Leonard. Great pops: Memoirs & sea stories : the memoirs of Leonard Erb as told to Diane Kanner. [United States?: s.n.], 2004.

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Coffin, Charles Carleton. Eyewitness to Gettysburg: The story of Gettysburg as told by the leading correspondent of his day. Shippensburg, PA: Burd Street Press, 1997.

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Coffin, Charles Carleton. Eyewitness to Gettysburg: The story of Gettysburg as told by the leading correspondent of his day. Thorndike, Me: G.K. Hall, 2000.

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Glenton, George. No safe haven: Told for the first time - an epic story of endurance by the Allied Merchant Fleet in the Mediterranean - from the Barbary Coast to Bari, 1942 to 1944. Ringwood: Navigator Books, 1995.

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Glenton, George. No safe haven: Told for the first time - an epic story of endurance by the allied merchant fleet in the Mediterranean - from the Barbary Coast to Bari - 1942 to 1944. Ringwood, Hampshire: Navigator Books, 1995.

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Book chapters on the topic "Told-to narratives"

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Hobbs, Jeffrey Dale, and Piengpen Na Pattalung. "A case study of elephant venue narratives." In The elephant tourism business, 179–90. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789245868.0015.

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Abstract This chapter presents a case study that examined the narratives told about elephants at tourist venues in Phuket, Thailand, and what these narratives communicate to Thai and foreign tourists as appropriate beliefs, values and actions regarding elephants. The observed attractions in Phuket presented narratives centred on eight themes regarding elephants: anthropomorphism and zoomorphism, commercial uses of elephants, conservation and ethical treatment of elephants, danger, interactions with elephants, science, religion and history. Four recommendations are offered for narratives about elephants.
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Phipps, Gregory. "“She Told Them About Her Trips to the Horizon”: Creative Democracy in the Short Fiction of Zora Neale Hurston." In Narratives of African American Women's Literary Pragmatism and Creative Democracy, 213–37. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01854-2_8.

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Magazzini, Tina. "In the Eye of the Beholder? Minority Representation and the Politics of Culture." In IMISCOE Research Series, 275–91. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67608-7_15.

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AbstractThe debate(s) on the relationship between art, activism and academia is as old as knowledge-production itself. In keeping with this volume’s focus on reflexivity and representation, this contribution asks what role filmmakers, curators and artists play as knowledge producers and as knowledge-brokers when working on politicized issues such migration and/or ethnicity. This chapter looks at three European experiences that sit on the seam of curatorial practice, testimony and activism and address the (visual) narratives of minority groups. Exploring the emergence of these initiatives and drawing upon interviews with the curators and artists behind them, this chapter takes stock of ongoing debates on the complex relationship between political and artistic representation on minority groups. Adopting Mitchell’s (1995) approach to representation that sees it as always being ‘of someone, by someone, to someone’, particular attention is given to the implications of what kind of stories are told, for whom they are told, and of who does the storytelling.
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Bottigheimer, Ruth B. "From Printed Page to Thrice-Told Tales." In Narrative Culture. Studies in Narrative Culture presented to Hans-Jörg Uther on the occasion of his 65th birthday, 121–32. Berlin, New York: Walter de Gruyter, 2009. http://dx.doi.org/10.1515/9783110214727.3.121.

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Wiemann, Dirk. "Being Taught Something World-Sized." In The Work of World Literature, 149–72. Berlin: ICI Berlin Press, 2021. http://dx.doi.org/10.37050/ci-19_07.

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This paper reads ‘The Detainee’s Tale as told to Ali Smith’ (2016) as an exemplary demonstration of the work of world literature. Smith’s story articulates an ethics of reading that is grounded in the recipient’s openness to the singular, unpredictable, and unverifiable text of the other. More specifically, Smith’s account enables the very event that it painstakingly stages: the encounter with alterity and newness, which is both the theme of the narrative and the effect of the text on the reader. At the same time, however, the text urges to move from an ethics of literature understood as the responsible reception of the other by an individual reader to a more explicitly convivial and political ethics of commitment beyond the scene of reading.
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Buraphadeja, Vasa, and Kara Dawson. "Exploring Personal Myths from The Sims." In Handbook of Research on Effective Electronic Gaming in Education, 862–74. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-59904-808-6.ch049.

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Many game scholars claim that the emergent authorship opportunities provided within The Sims may lead to positive game play outcomes. This study hypothesizes that narratives told by game players may be similar to narratives told in real life and explores 66 Sims narratives via McAdams criteria of a good myth (1997). Results suggest that most people who play The Sims do not naturally adhere to the criteria of a good myth when developing their narrative, however, over half the narratives met some of the criteria. Our results suggest that The Sims has the potential to serve as a narrative studio for personal myth development but that some kind of intervention or scaffolding may need to be provided. The concept of psychosocial moratorium (McAdams, 1997) is suggested as one possible strategy professionals in multiple disciplines may use to promote The Sims as a narrative studio for myth development. Suggestions for future research are also provided.
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Britton, Jeanne M. "Novelistic Sympathy in Frankenstein." In Vicarious Narratives, 152–79. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198846697.003.0005.

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In Mary Shelley’s Frankenstein, a pivotal scene shows the monster weeping together with the Arabian Safie over the fate of Native Americans. The monster embodies an unrecognizable difference that Shelley’s novelistic model of sympathy seeks to accommodate through acts of vicarious narration, and his telling and transcription of Safie’s story are not only the structural center of the novel’s narrative levels but also the conceptual pivot of Shelley’s reformulation of sympathy. Frankenstein explicitly puts forth the genre of the novel as compensation for the impossibility of sympathetic experience. Throughout this novel, moments of narration, transcription, and transmission consistently intersect with experiences of sympathy, which produce the impetus for narrative to be both told and recorded. The shifts in perspective around which Smith centers his definition become, in Shelley’s novelistic sympathy, acts of narrative framing and novel-writing that attempt to overcome difference that defies classification.
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Akerman, Sean. "The Shape of Narrative Identity in Exile." In Words and Wounds, 49–74. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190851712.003.0003.

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Chapter 2 discusses how the experience of exile comes to shape identity in a way that can be at odds with the collective identity of that person’s exiled group. The author draws on his fieldwork to show instances in the informants’ narratives where their sense of exile did not cohere to other Tibetans’ experiences of exile, resulting in a double alienation. The author also looks to the narratives of the informants to identify a salient type of story they told, one that combines surrender, apartness, and survival. Finally, the author identifies the modes through salient stories that were told and situates these understandings within narrative psychological literature about identity, pointing to both the possibilities and limits of the concept.
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Welch, Kimberly M. "Telling Stories." In Black Litigants in the Antebellum American South. University of North Carolina Press, 2018. http://dx.doi.org/10.5149/northcarolina/9781469636436.003.0002.

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This chapter examines how black litigants in the antebellum U.S. South learned to tell legal stories. It follows three cases in which litigants mediated and navigated slavery and its attendant concepts about race through contested narratives told in legal settings. The exploration of how black litigants seized upon narrative structures, how they constructed competing narratives, and how opponents challenged the meanings of those stories illuminates a far more complex legal culture of slavery than any straightforward story of domination and subordination.
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Braunstein, Ruth. "Narratives of Active Citizenship." In Prophets and Patriots. University of California Press, 2017. http://dx.doi.org/10.1525/california/9780520293649.003.0003.

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Chapters 3 traces how Interfaith’s and the Patriots’ shared commitment to the ideal of active citizenship began to refract into two different group styles of active citizenship. Specifically, this chapter identifies a key process through which the groups’ developed different ways of imagining what it meant to be an active citizen in practice. Both groups drew on American culture and history to develop narratives of active citizenship, yet the groups’ narratives highlighted different combinations of characters, events and plotlines that coalesced into different ideal-typical models of active citizenship—the prophet and the patriot. The fact that they told such different stories about the origins and development of the American democratic project reveals profoundly different democratic imaginaries—ways of understanding how democracy works and the proper role of active citizens in it. Consequently, when these narratives were referenced in the course of the groups’ efforts, they offered different blueprints for their action.
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Reports on the topic "Told-to narratives"

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Orning, Tanja. Professional identities in progress – developing personal artistic trajectories. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.544616.

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We have seen drastic changes in the music profession during the last 20 years, and consequently an increase of new professional opportunities, roles and identities. We can see elements of a collective identity in classically trained musicians who from childhood have been introduced to centuries old, institutionalized traditions around the performers’ role and the work-concept. Respect for the composer and his work can lead to a fear of failure and a perfectionist value system that permeates the classical music. We have to question whether music education has become a ready-made prototype of certain trajectories, with a predictable outcome represented by more or less generic types of musicians who interchangeably are able play the same, limited canonized repertoire, in more or less the same way. Where is the resistance and obstacles, the detours and the unique and fearless individual choices? It is a paradox that within the traditional master-student model, the student is told how to think, play and relate to established truths, while a sustainable musical career is based upon questioning the very same things. A fundamental principle of an independent musical career is to develop a capacity for critical reflection and a healthy opposition towards uncontested truths. However, the unison demands for modernization of institutions and their role cannot be solved with a quick fix, we must look at who we are and who we have been to look at who we can become. Central here is the question of how the music students perceive their own identity and role. To make the leap from a traditional instrumentalist role to an artist /curator role requires commitment in an entirely different way. In this article, I will examine question of identity - how identity may be constituted through musical and educational experiences. The article will discuss why identity work is a key area in the development of a sustainable music career and it will investigate how we can approach this and suggest some possible ways in this work. We shall see how identity work can be about unfolding possible future selves (Marcus & Nurius, 1986), develop and evolve one’s own personal journey and narrative. Central is how identity develops linguistically by seeing other possibilities: "identity is formed out of the discourses - in the broadest sense - that are available to us ..." (Ruud, 2013). The question is: How can higher music education (HME) facilitate students in their identity work in the process of constructing their professional identities? I draw on my own experience as a classically educated musician in the discussion.
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