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Through an ethnographic study of decision making in a rape crisis center, I explore how institutional logics come to be through interactions. Zooming in on storytelling interactions and slowing down to follow their evolution, I find that collective cognitive, political, and emotional elements mediated the narration of logics into effect. While the interactions unfolded within a space of possibilities determined by logics, co-narrators still put much cognitive effort into negotiating which logic was relevant and how it implicated specific ways of understanding and responding to events. Narrators' subject positions and their perceived interests and emotions also mediated the work of logics on the ground. Decisions were determined by degrees of coherence across these cognitive, political, and emotional elements. When there was high or moderate coherence, the decision followed the resolution implied by the narration. When coherence was low, decision makers rejected the decision implied by the narration. Coherence, then, constrained people's agency to invoke institutional logic. These results offer compelling new theory about how institutional logics work: logics are neither deterministic nor freely manipulated but instantiated through collective and situated dynamics that set limits on their strategic use. [ABSTRACT FROM AUTHOR]

In this Narrative Inquiry, we share the stories of three Chinese rural students who grew up in a southeastern county in China before moving to the county seat for high school. By inviting our participants to read their own life, we aimed to understand how Chinese rural students make sense of their experience in an exam‐centered school system that seemed to offer them opportunities of upward social mobility but at the same time perpetuated the mindset of rural deficiency. Data analysis shows that the visceral feelings of shame and love played an important role in our participants' critical consciousness about school, allowing them to work within and against school norms to transform a strictly stratified school space. We argue that marginalized youth's storytelling can become a practice of critical literacy, enabling them to construct critical meaning makings in embodied ways. [ABSTRACT FROM AUTHOR]

Racism in TESOL and other academic fields is nothing new, nor are discussions on the topic. However, a majority of the racist encounters discussed in existing literature report on the negative experiences of language teachers and/or students. An area that has historically been ignored and is long due exploration is the negative experiences of nonnative English‐speaking leaders (NNESLs), especially when they lead and/or interact with colleagues among whom ideologies of Whiteness and native English speakerism are dominant. With an aim to fill this gap, this article provides a narrative inquiry of an NNESL's experiences of facing epistemological and institutional racism as she leads a division within an International Branch Campus (IBC) of a U.S. university in an English as an international language (EIL) context in the Middle East. As the NNESL attempts to introduce necessary innovations and policy changes, her capacity as a change maker is questioned, partly due to her nationality, nonnativeness, race, and gender. This article is an attempt to uncover the racial discrimination experienced by NNESLs by providing examples of epistemological and institutional racism embedded in racist discourses and practices, and how it, directly or indirectly, plays a significant role in power relations, institutional structures, and identities, and has implications for the field of TESOL leadership. [ABSTRACT FROM AUTHOR]

The document titled "Index" is a comprehensive index of topics covered in the journal "Advances in Research on Teaching." It covers a wide range of educational theories, methodologies, and concepts, making it a valuable resource for library patrons conducting research on specific topics in the field of teaching and education. The index includes discussions on humanizing pedagogy, expansive learning, experience-based learning, and the role of social media in education. It also addresses issues such as excessive teacher entitlement, teacher authority, and the importance of reflection in teaching. The document provides diverse perspectives and research methods, making it a valuable resource for library patrons conducting research on education-related topics. [Extracted from the article]

Located at the place where excessive entitlement and the "best-loved self" intersect, this research illustrates what happens when the excessive entitlement of one educator trumps that of another. Then, in a perverse sort of way, those who are excessively entitled may even imply that the other is acting excessively entitled. This is how the "not getting your due is your due" theme emerged in the two exemplary cases that are spotlighted. Excessive entitlement is the belief that one's voice, opinion, and assessment hold more weight than others, whereas the best-loved self is the image to which educators ideally aspire. Given the contested nature of universities, it is not surprising that tensions occur around due – with due being the scholarly attention one legitimately expects to receive. The two featured narratives of experience present "amalgams of experience" lived in multiple academic contexts – with both narrative accounts not turning out as expected. The first story chronicles the choosing of an outstanding doctoral student for a prestigious award; the second one tells how a professor who received two national honors was celebrated at her institution. Through using narrative inquiry as both a research method and a form of representation, the researcher also was able to suggest how people might move beyond excessive entitlement. Narrative inquiry's well-known interpretive tools of fictionalization, broadening, burrowing, and storying and restorying, employed repeatedly throughout this chapter, produced deeper meanings and richer understandings that could result to more generous and informed actions for everyone involved. [ABSTRACT FROM AUTHOR]

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Stories of children moving in and out of refugee camps are not uncommon yet are often overshadowed by the dominant narratives of oppression, political failure, and war—the stories told of rather than told by refugees. Dominant narratives on refugees largely shape perceptions about children and youth in displacement as vulnerable, voiceless, and passive. Instead, stories told by these populations highlight their identities as capable and determined. Employing a narrative approach to inquiry in relation to agency, this study seeks to understand how lived experiences of female refugee youth are shared through storytelling. Written narratives of 55 adolescent girls in Kakuma refugee camp in Kenya revealed not only the complex and complicated circumstances of their educational journey but also their agency. This paper concludes by emphasizing the importance of storytelling, which enables us to better understand the needs of the displaced populations, but also their capabilities, aspirations and agency. [ABSTRACT FROM AUTHOR]

Featuring the experiences of 14 LGBQ+ college students at U.S. institutions across the country, this paper centers on photographs participants took and reflected on as they described expressions of grief relative to their sexual identity development (SID). Drawn from an interview-based narrative inquiry study focused on how LGBQ+ students detail ambiguous loss in SID by considering stories and photos, we employed narrative analysis to examine their photos and data gathered through two individual interviews with each participant. Guided by a conceptual framework integrating literature on SID and scholarship on the social constructionist model of grief, we identified four thematic expressions of grief: Navigating External and Internal Conflicts Shaped by Oppressive Structures, Articulating Varied Emotional Responses in SID, Processes Associated with Coming into Queerness, and Engaging with the Future as Unknown, Yet Filled with Hope. We provide implications for research, as well as for practice targeted at educational and counseling professionals. [ABSTRACT FROM AUTHOR]

This paper demonstrates how fictional narratives can address ethical and epistemic problems in the creation and conduct of qualitative research. A story about international students with parental responsibilities in the UK is presented. Through this 'performance,' fictional narratives can address issues linked to ethical and epistemic desires. This article contributes to the extant literature on fictional research writing by presenting and interrogating a piece written in response to ethical and epistemic dilemmas in the field. I present the lack of opportunity to meet for a group study to demonstrate how participants can convene in the 'virtual real.' Instead of passively accepting the unfortunate limitations on our interactions and interpretations, I allowed a fictional version of a utopian meeting to 'occur' among us. At the same time, the account itself performs a reflexive dystopian unravelling as I reveal some tacit frameworks and processes that led to its writing. Finally, I discuss the repercussions of desire on the material presentation of research as part of an initiative to address impossibilities in the conduct of research. [ABSTRACT FROM AUTHOR]

Higher education students use digital devices for learning, entertainment, and financial transactions. The present study examines undergraduate (UG) students' challenges faced in cyber security space amid digital environments. The study employed a qualitative research design with a narrative inquiry method to capture the lived experiences, challenges, and coping mechanism of UG students through semi structured interviews. The researchers analyzed the qualitative data of ten UG students using the inductive thematic analysis method. UG students shared overall that they face varied experiences, multiple challenges, and cope with cyber security issues in multiple ways. Findings from the study led to recommendations for stakeholders, which includes designing higher education classes in a more secure way. This may offer students orientation on cybersecurity knowledge which keeps them safe and helps them understand the digital environment overall. [ABSTRACT FROM AUTHOR]

This article draws upon the rich and diverse history of situation to develop a new tool for narrative analysis across media and form. The term has played a role in theater, creative writing, and screenwriting; as situatedness, it has been linked to the categories of identity; and it has been used to chart relations between social and aesthetic experience. Seizing upon the way situation emphasizes emergent dynamics, we theorize it as a narrative concept by distinguishing it from plot, genre, and context. Identifying its minimal conditions as two elements in relation with something at stake, we explore what situation can offer in capsule readings of Harold Ramis's Groundhog Day and Daniel Defoe's Robinson Crusoe. [ABSTRACT FROM AUTHOR]

At the core of each grand challenge is a society that is thought to have a need and organizations with an ambition to address that need. This article explores the necessary negotiations between organizations and society as they address a grand challenge involving an ambitious programme of change. Using Narrative Inquiry, we analysed 78 interviews conducted with organizations and society in rural Sarawak (Borneo) to understand the process of negotiating narratives of public value when intervening in the societal grand challenge of rural electrification. We found that organizations and society amplified and attenuated narratives of public value through a boundary object (electrical energy), where they pushed out and pulled in viewpoints to adapt narratives of the intervention's public value. The paternal nature of the organization's management of the intervention created conflict about what its perceived and real benefits were. The model we develop explains how conflicting narratives of public value are negotiated and adapted using boundary objects. In illustrating this process, we provide a theoretical model that management research can use to assess the boundary objects, narratives and public values that organizations apply when they seek to do good, and to understand the conflict and negotiation with society where they intervene. [ABSTRACT FROM AUTHOR]

This analysis of personal narrative as performance identity explores the reperformance of marginalized embodiment in group fitness classes in the national fitness affiliate CrossFit and the national Pure Barre franchise. The researcher re-connects with a participant from a study two decades ago focused on bulimic identity as a personal narrative performance. The participant and author struggle through the re-emergence of past co-performances of marginalized embodiment as they participate in national boutique fitness culture. The narratives illuminate the role of co-meaning-making in daily performances of self that reiterate rather than resist marginalization, even when cultural spaces offer opportunities for potentially inclusive co-performance. [ABSTRACT FROM AUTHOR]

The family is the first classroom for children and adolescents to learn and grow, and parents' behavior plays an important role in influencing their children's development, which is also evident in the process of sport participation. The main purpose of this study is to summarise the specific theoretical and practical experiences of parents in sport parenting based on a comprehensive review of the types and functions that constitute parental involvement in sport parenting and the process of their practice. To this end, this study used narrative research as the main research method and searched the literature related to parents' involvement in parenting through sport using the Web of Science database. Using the theoretical underpinnings of parents' implementation of sport parenting and their role practice, studies were screened and 39 pieces of literature were finally obtained. The study found that in terms of theoretical underpinnings, the existing types of parental involvement in sport parenting can be broadly categorized into four types: authoritative, authoritarian, permissive and rejecting-neglecting. The functions of parental involvement in sport education have two dimensions: promoting sport development and promoting socialization. Based on a review of their theories, we further summarise and conclude the consequences of action and appropriate practices of parental practices in three scenarios: on the sports field, on the way home and in the private space. It is assumed that parents, when participating in sports parenting, need to: (I) regulate their own behavior in order to avoid psychological pressure on their children due to inappropriate behavior; (II) play different roles at different stages of their children's sports development; (III) should not put too much pressure on their children's performance. Based on these reviews of the theory and practice of parental involvement in sport parenting, this study further examines the theoretical limitations of the established research. It is argued that future research should pay attention to the differences between the identities and expectations of parents or children of different genders about their sport parenting, in addition to the differences in parental involvement in sport parenting and different practices in different cultural contexts. [ABSTRACT FROM AUTHOR]

There is limited research on deaf and hard‐of‐hearing (D/HH) learners' learning English as a foreign language. It is even more scant in contexts such as Iran where D/HH learners are least visible and represented. This narrative inquiry aimed to explore Iranian D/HH English as a foreign language (EFL) learners' lived experience in learning English. The data were collected through semi‐structured interviews with 10 undergraduate students of English. The data were thematically analysed, yielding five themes: (1) learning English and its relevance to personal goals and aspirations; (2) perceived language‐related difficulties; (3) awareness of the differences in their language learning experience as D/HH learners; (4) significance of visual communication for D/HH learners of English; and (5) the role and support of technology. These themes provided a multidimensional understanding of these learners' perception of their foreign language learning trajectory. The results of this study have implications for various stakeholders in the context of special needs language education. [ABSTRACT FROM AUTHOR]

The research has explored various challenges related to E-learning dynamics faced by high-education academicians during the COVID-19 period. To develop an in-depth understanding, qualitative research methods were used and the narrative inquiry method was integrated for collecting data from interviewees. Data were collected from 14 university teachers via focus group discussions in which respondents were required to provide written narrations about the teaching-related challenges as well. Data were narrated from the words of respondents using the thematic analysis approach. Based on the analysis, seven major themes were derived and characterized as the key challenges of e-learning during COVID-19 named as lack of readiness, lack of resources and training, lack of interaction and motivation, quality of education deliverance, assessment & monitoring issue, Workload and distractions and Curriculum revision. Accordingly, this research has offered useful suggestions for education policymakers, senior management of universities, and researchers which will enable them to have a better understanding of E-learning challenges in developing countries. [ABSTRACT FROM AUTHOR]

This article illustrates the importance of considering the narratological implications of textual variations in the Septuagint, the Greek translation of the Hebrew Bible. While these differences have traditionally concerned textual critics, this study argues for their importance in the field of narrative analysis as well. Using the divergent readings in 1 Samuel 10.5 and 1 Sam. 13.1–4 as a case study, the article analyzes the potential meaning and implications of these textual variants by showing how the different readings can offer new perspectives and uncharted avenues of interpretation, expanding our understanding of the Greek text as a distinct literary work. By bridging textual criticism and narrative analysis, this article aims to contribute to a deeper appreciation of the narratological dimensions inherent in the Septuagint and highlight its significance in the broader field of biblical narratology. [ABSTRACT FROM AUTHOR]

The aim of the study is to deepen understanding of educators' daily practices in the Northern ECEC through the lenses of culturally responsive teaching. The research material consists of two-staged peer interviews with 10 educators, which were selected from the whole research material for detailed analysis. The main finding of this study is ethical balancing, which permeates the work of educators in the culturally diverse North. Ethical balancing is presented through four dimensions: (1) educators' struggles between equality and cultural diversity in everyday ECEC life, (2) educators' values confronting the requirements of culturally responsive teaching and diverse educational communities, (3) educators balancing between diverse perspectives in collaboration with families and (4) educators' experiences of inadequacy in culturally diverse settings. In addition to new empirical knowledge, the study provides a new methodological approach to the ECEC research field. The peer interview method has the potential to support educators with the dilemmas of everyday practice, and the method can also be extended to teacher education to support student teachers during their studies. The study challenges educators, education providers and policymakers to engage more deeply with the aims and practices of culturally responsive teaching to respond better to the needs of a diversifying society. [ABSTRACT FROM AUTHOR]

Since Russia invaded Ukraine in February 2022, German foreign and security policy has been under intense pressure to adapt to a much more threatening geopolitical setting. Notwithstanding the leadership's decision to embrace change, the crisis has exposed some persistence in Germany's antecedent 'civilian power' paradigm, or culture of restraint. A culturalist analytical approach finds that durable historical and ideational factors in identity formation, the embeddedness of foreign policy in domestic institutions and the close association of European integration with the core tenets of Germany's identity constrain its capacity to act decisively and without equivocation, even under dramatically changed circumstances summarised in the concept of Zeitenwende. [ABSTRACT FROM AUTHOR]

The use of violence by state actors in political conflicts is often legitimised through the development of strategic narratives. The social construction of such narratives arguably relies on polarised storytelling centred on notions such as national heroism on one side and 'perpetration against the nation' on the other. The Kremlin's official justification of Russia's full-scale invasion of Ukraine since February 2022 provides an illuminating example of this process of strategic narration. Relying on widely accepted cultural templates, Russia's state institutions and officials put forward a narrative focused on Russia's alleged heroic mission in Ukraine and the delegitimisation of the Ukrainian government and its external supporters as 'ultimate perpetrators'. This highlights the proactive framing role that state actors may have in developing a discourse legitimising violence. [ABSTRACT FROM AUTHOR]

This exploratory case study examines the impact of a relational approach to instructional coaching on an elementary school teacher's development as an instructor of writing. During a year-long co-teaching project with the school literacy coach, the third-grade teacher shared stories of her complicated history with writing and self-perceived lack of confidence and skill. Through the lenses of heuristic and narrative inquiry, the data paint a portrait of her journey toward efficacy as a writing teacher and the role that relational coaching played in her transformation. The critical elements of site, extended time, collaboration, and differentiation frame the discussion of relational coaching. The findings that emerge highlight the critical nature of trust and vulnerability in co-constructed coaching conversations. The teacher's increased confidence and competence led to improved outcomes for her students and sustained professional growth for the teacher as well as the literacy coach. [ABSTRACT FROM AUTHOR]

The decompositions of the installation Casa Barrio José, in this text, ponder a narrative environment that acts as a de-local-ization of a neighborhood in Mar del Plata (Argentina). In imbrication with narrative, autobiographical and performative research in education, a domestic, everyday and close queer theory is named from it. It initially sought to point out the corruption reproduced in the naming of public space, and then expanded as a house-laboratory. In it, residencies and volunteering led to the sharing of a recognition program for domestic and environmental artist-educator-researchers in nineteen performances, entitled Doctor Honoris Casa. As an epistemic embodiment and beyond its materiality, this inquiry does not position a conscious or voluntarist subject or a neutral and deliverable object, much less an experiment or an experience. Its continuity is in the relationship, in being research. A theoretical exercise and a way of producing knowledge that is inscribed as a life-research in the body-home that inhabits us. [ABSTRACT FROM AUTHOR]

The article conceptualizes the category 'botanical gestures' and develops arguments about the relevance of its incorporation in educational research. This foundation includes a vast bibliographical tour through theoretical and literary texts. He also proposes two intermezzos that incorporate references to the visual arts. Finally, it states a propositional agenda that constitutes an expansion of two agendas previously stated by the authors of the work. [ABSTRACT FROM AUTHOR]

Research in computer-assisted language learning (CALL) has turned into a critical way of addressing the interrelationships between L2 pedagogy and technology. This autobiographical narrative inquiry aimed to investigate CALL researchers' strategies to conduct genuine CALL research (Colpaert, 2020). To that end, the autobiographical narratives of 24 CALL researchers were collected and analyzed using a deductive-inductive thematic analysis. The findings indicated that the researchers addressed the research needs of the CALL community of practice by focusing on contexts and conditions, CALL research streams, future directions, and creating academic knowledge. Moreover, the researchers addressed their CALL research identification through addressing local, global, and real-world audiences for authentic communication topics. Furthermore, to show their competence in their CALL studies, they attempted to review CALL literature comprehensively, cite papers from experienced CALL researchers, use comprehensive research designs, and publish/present CALL research in academic journals/conferences. Additionally, the findings showed that they tried to build relatedness in their studies by citing academic articles and books, using methodologies implemented by experienced CALL researchers, and having research collaboration locally and globally. Finally, CALL researchers attempted to become autonomous in selecting research methods, academic writing styles, and addressing CALL materials and applications in CALL research to show their autonomy in their CALL research. Therefore, it can be concluded that the role of the CALL community of practice is rather critical in leading the types and qualities of the strategies used by CALL researchers. [ABSTRACT FROM AUTHOR]

Transgender autobiographies have been a subject of narratology since the 1990s. Most of these studies have focused predominantly on twentieth- and, later, twenty-first-century texts, guided by the increasing availability of primary sources and the temporal limitations of transgender history. And yet, as Jay Prosser argued in his influential 1998 work Second Skins: The Body Narratives of Sexuality, “even without the official discourse of sex change, the plot lines of nineteenth- and early twentieth-century transgendered subjects are remarkably consistent with those of contemporary transsexuals” (133). This article expands the chronology and geography of narratological analysis of this genre through reading Notes of a Cavalry Maiden [Zapiski kavalerist-devitsy] (1836) by Aleksandr Aleksandrov (Nadezhda Durova) (1783–1866), a Russian-Ukrainian hero of the Napoleonic wars, as a transgender autobiography. This reading brings into consideration new forms, affects, and narrative structures as constituent elements of trans narratives and has the potential to expand anglophone trans imaginaries past the confines of their current locations and temporalities. [ABSTRACT FROM AUTHOR]

In the 21st century, discussions on the environment actively intersect with religious discourse, purposefully incorporating religious texts and spiritual perspectives to propose effective solutions for addressing the pressing global environmental crisis. Within this context, this study employs a narrative analysis approach, conducting fifteen semi-structured interviews with students pursuing undergraduate course in science, aged 18–21 years, representing diverse cultural and religious backgrounds. The primary aim is to understand how traditional values embedded in micro-level activities and rituals, drawn from their culturally and religiously diverse backgrounds, significantly contribute to the formation of distinctive household-based value systems that integrated within education can bring about attitudinal changes by developing sensitivity toward the environment. These narratives offer valuable insights into a nuanced understanding of the crucial role that religious/spiritual teachings can play in shaping robust eco-ethics essential for nurturing a sustainable future. The research underscores the interplay of cultural, religious, and ethical dimensions in shaping individual perspectives and actions toward the environment. [ABSTRACT FROM AUTHOR]

While women entering medical school are faced with a patriarchal system, they also enter into a community with other women and the potential for resistance. The purpose of this study is to use the theory of temporal agency to explore how first-year medical students who identify as women draw upon past, future, and present agency to resist the patriarchal system of medicine. The data for this study were drawn from the first year (October 2020-April 2021) of a longitudinal project using narrative inquiry to understand the socialization of women students in undergraduate medical education. Fifteen participants performed two interviews and a series of written reflection prompts about their childhood and medical school experiences, each lasting approximately 45 min. Participants' resistance drew on past resources, recognizing themselves as Other, which contributed to categorically locating themselves as part of a broader resisting community, even outside their institution. They also hypothesized future possibilities as part of resistance, either an ideal future where they would exercise power, or an unchanged one and the hypothetical resolutions they would use to manage it. Finally, they contextualized past and future in the present, identifying problems to make strategic decisions and execute actions. Our creative interweaving of the constructs of temporal agency, communal agency, and resistance allows us to paint a nuanced picture of how these women conceive of themselves as part of a larger group of women amidst the hierarchical, patriarchal structures of medical school while, at times, internalizing these hierarchies. [ABSTRACT FROM AUTHOR]

Teacher preparation for generalist (non-specialist) elementary teachers in Ontario typically comprises one compulsory music class. In entry surveys, many generalists describe themselves as highly apprehensive about and unconfident in their ability to teach music, confirming previous research. Using narrative inquiry, we explore the stories of both preservice and in-service generalist teachers. Data from focus groups with preservice teachers revealed that most participants felt markedly more comfortable with the prospect of teaching music in primary grades after taking our music courses; while fewer expressed confidence in teaching music to junior/intermediate grades. However, preservice teachers are rarely given the chance to observe or teach music while on practicum. Interviews with in-service generalist teachers revealed that a lack of confidence compelled them to take part in intentional, incremental, self-directed learning experiences to further develop their knowledge and skills for the elementary music classroom. The pandemic largely halted music activities, creating new barriers for generalist in-service teachers who teach music. The enduring gaps identified by this research are how to build more opportunities for generalist preservice teachers to practice their newly acquired skills while on practicum; and how to better support generalist in-service teachers to acquire additional skills for teaching music once in the classroom. [ABSTRACT FROM AUTHOR]

Copyright of Revista Linguagens, Educação e Sociedade (LES) is the property of Revista Linguagens, Educacao e Sociedade (LES) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Linguagens, Educação e Sociedade (LES) is the property of Revista Linguagens, Educacao e Sociedade (LES) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Linguagens, Educação e Sociedade (LES) is the property of Revista Linguagens, Educacao e Sociedade (LES) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Linguagens, Educação e Sociedade (LES) is the property of Revista Linguagens, Educacao e Sociedade (LES) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Linguagens, Educação e Sociedade (LES) is the property of Revista Linguagens, Educacao e Sociedade (LES) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article aims to achieve an experiential study of cinematic representations of females in Chinese films through quantitative narrative analysis. Applied to a census of 360 Chinese films across various genres produced across 18 years (2001-2018) systematically selected on Mtime, we ask to what extent female characters in Chinese films are empowered? How is their power exercised? And what socio-cultural implications can be detected from the cinematic representations of women in the contemporary Chinese gender discourse? We aim to fill in the gap in Chinese cinema studies in which most scholarships focused on pre-2000 works, adopted qualitative textual and narrative analysis to interpret the representations of women in a particular genre or in typical cases, leaving the quantitative approach, particularly focusing on the post-2000 films, all but absent. We develop a systematic set of typologies, including 4 major power-level categories (power-over, power-to, powerwith, and no-power) and 12 deuterogenic ones, which can be applied for future research on Chinese film and media studies. While women's career success has been articulated with empowerment, independence, subjectivity, and ambition in the neoliberal rhetoric, our research reflects a more intricate relationship between cultural representations of women and power in contemporary Chinese films. [ABSTRACT FROM AUTHOR]

Narrative inquiry has long been respected as a qualitative approach to researching the lived experiences of participants. Used widely in educational research the approach enables insights into the practices, perspectives and preferences of teachers, most often considering a small number of participants within a close circle of influence. In response to the challenge of evaluating a sector wide literacy reform initiative we were interested to ascertain if narrative inquiry might be used to explore a large sample size, over broad geographical spaces at different points in time as teachers worked collaboratively to explore the teaching of Phonics in Context. We collected teachers' stories via digital platforms and keeping true to the principles of narrative inquiry, deliberately addressed its key epistemological components, namely, relationality, temporality, landscapes and competing stories through the data analysis process. The findings from the study indicate that narrative inquiry at scale can be a cost-effective way to collect, analyse and report on the experiences of teachers while adding a critical lens to policy and or pedagogical implementation and evaluation. [ABSTRACT FROM AUTHOR]

Migration refers to the movement of people from their origin to another place for diversified reasons. The glorified image and good life expectations are a matter of discussion whenever it comes to migration but the gloomy sides, transforming perceptions on this migration issue, are still in the shade in Bangladeshi Villages. This article examined the nature of migration and prevailing multiple perceptions, and the transformation in these perceptions over decades this in Shakhail, Uladab, and Mirkutiya Villages, located in the Tangail district, of Dhaka, Bangladesh. This article addresses migration and growth, how young perceive "bidesh" and how family economic progress affects migration patterns. It is also concerned with the process of Materiality determining status. Psychological breakdown, seclusion, and separation are also discussed with relevant case studies in this article. I have identified various perceptions, which are the collective perceptions of different people from these village communities. In addition, I have tried to predict the future of these villages with the help of Lee's Push-pull theory with relative narrative analysis. [ABSTRACT FROM AUTHOR]

Integrating 21st century skills, including communication, collaboration, problemsolving, and critical thinking, into English as a Foreign Language (EFL) university courses is imperative. This study adopts a tripartite focus: (1) investigating cross-cultural EFL instructors' perspectives on challenges linked to infusing 21st century skills into Saudi EFL university courses; (2) identifying contributory factors underpinning these challenges; and (3) elucidating proposed strategies for embedding 21st century skills in selected Saudi EFL university classrooms. Using narrative inquiry as a research method, empirical data was garnered through semi-structured interviews involving thirty EFL instructors representing mixed-gender and eight nationalities across multiple Saudi universities. The findings underscore instructors' affirmative disposition towards incorporating 21st century skills in EFL classes, despite entrenched academic, institutional, collegial, and student-centered obstacles. Furthermore, the findings spotlight diverse factors exacerbating these challenges, encompassing technological underpinning, temporal constraints, and the absence of robust assessment frameworks, dwindling student engagement, conventional pedagogic paradigms, and administrative complexities. Addressing these challenges necessitates a comprehensive approach characterized by faculty development, curricular realignment, seamless technology integration, collaborative learning ecosystems, student-centric pedagogies, and judicious evaluation mechanisms. Through adopting this holistic approach, educational stakeholders can effectively surmount the intricacies linked with 21st century skill integration, fostering an enriched educational milieu aligned with evolving global imperatives. [ABSTRACT FROM AUTHOR]

Background: Issues of social justice require the understanding and intervention of teachers across all subject areas. Teachers must be positioned to uphold fairness for all individuals in their classes while considering the disparities of wealth, opportunities, and social privileges that may impact the student experience. This paper explores the challenges and benefits of choosing transformative teaching methods when preparing preservice teachers to adopt socially just teaching practices. In the study, the experiences of four student participants, shared through autobiographical narrative inquiry, help us to better understand how transformative teaching modalities might best be applied in the Physical and Health Education Teacher Education (PHETE) context to assist student understanding of, and engagement with, social justice concepts. Study aims:: The purpose of the study was to (1) better understand how PHETE students experienced transformative teaching methods in the post-secondary classroom, and (2) learn about student tensions, challenges, and successes felt whilst learning through this novel approach. Methods: The study uses narrative inquiry methodology to engage with the individual and shared experiences of participants. Drawing on four preservice teachers’ narratives, our study brought to life the struggles PHETE educators and students face in confronting the hardwired ‘rules of school’ in university contexts. Results: Strong theoretical underpinnings for our methods did not entirely liberate students from their institutional understanding of learning and achievement. However, students did show greater critical awareness once they felt acknowledged as having individual agency. Conclusion: Our findings expose the shift in student perceptions of PHETE instruction to appreciate more reflexive methods and transformative pedagogies. They signal opportunities for larger institutional shifts, like removing rigid assessment structures which undermine the theories we’re implementing. [ABSTRACT FROM AUTHOR]

This article calls into question the validity and necessity of the concept of the 'implied translator', aiming at clarifying the confusion it creates between the translational and narratological concepts of 'translator's voice' and 'narrative voice'. It suggests that some translation scholars' concern about the translator's textual status reflects anxiety about the disciplinary status of Translation Studies, and that in their wish to improve the situation they run the risk of a lopsided emphasis on the translator's role, which may result in a confrontation between translation (Translation Studies) and literature (Literary Studies). Translated narrative studies based respectively on bilingual textual comparison and monolingual translated narrative analysis should, it is argued, be integrated. Meanwhile, translation scholars' endeavours to promote the status of Translation Studies do not have to turn the translator into an interceptor who needs to usurp the author's original voice. [ABSTRACT FROM AUTHOR]

This paper presents an innovative narrative data analysis approach, used in a narrative research project exploring student values. The work of three different authors was drawn upon to create a novel, rigorous and synergistic analysis tool. A novel approach to data analysis, using the stories told by one Generation Z (Gen Z) student and the personal values elicited, which are drawn from Schwartz's theory of universals in basic human values is presented. This leads to a restorying of the data, from which the reader finds meaning. The participant was interviewed at the beginning of their first year as undergraduate and is presented as an example from the larger study of seven Gen Z students. How this approach is effective is examined, demonstrating that combining theory and the narrative analysis approach enabled the values of self-direction, security, benevolence and power to be exposed within the resulting restorying. This is a new and innovative approach to narrative analysis that can be applied in a wide range of contexts internationally and utilised in future studies. [ABSTRACT FROM AUTHOR]

Exercises performed at home are called Home-based Exercises. The suspension of classes exposed the learners to home-based exercises. The goal of this study is to explore the ideas and insights of learners on Home-based Exercise. The study utilized Basic Qualitative Research, specifically, Narrative Inquiry to gather the stories of learners. In a semi-structured interview, seven conversation partners participated. The seven conversation partners were chosen using inclusion criteria. The rigorous data analysis and data explication using Creswell's six-step data explication elicited four central themes: (1) The Obstacle: Hindrances in Performing Home-based Exercise, (2) The Push: A way to overcome the Hindrances, (3) The Goal: An Exercise Plan, and (4) The Drive: A motivation to keep going. The findings of this study provided a picture of how learners have coped with the challenges posed by exercising at home. This study carries meaningful data as a reference for future innovation in Home-based Exercise. [ABSTRACT FROM AUTHOR]

This study applies Carolin Gebauer's theory of fictional present to short fiction, focusing on Alice Munro's "In sight of the lake" (2012) which is rendered in present-tense narration. Gebauer identifies immersive, rhetoric, communicative, and synchronizing functions for the use of present tense in narratives. The paper investigates how all these contribute to the thematic function. It detects instabilities on the story level (between characters) and tensions on the discourse level(between text and readers).The examination of generic, narratological, rhetoric, and affective tensions in Munro's story reveals the cognitive operations that fictional present activates in the mind of readers and thereby ironizes their social imaginary of the fourth age. [ABSTRACT FROM AUTHOR]

The problem of becoming a member of the Financial Action Task Force (FATF) has been an ongoing issue in the Iranian policymaking environment since 2009. One significant aspect of this issue is the FATF-related success or failure narratives from the perspective of policymaking. The current study uses the narrative method to analyse the stories defending and refuting the FATF Recommendations Bill in the Islamic Parliament of Iran (IPI). Two major competing narratives have been presented in the IPI by the two main Iranian political factions: the Principlists and the Reformists. The Principlists see the passage of the Bill as a failure, whereas the Reformists consider it to be a policy success. To gain a better position, both narratives have employed specific settings, characterisation, and emplotment. The findings demonstrate that the 'failure narrative' constructed by the Principlists is dominant as it has a better setting and characterisation than the 'success narrative' advocated by the Reformists. Although the 'success narrative' frames a better emplotment structure compared to the 'failure narrative', the 'failure narrative' is more forethoughtful and prudent as it uses conditional propositions in its emplotment, paving the way for the approval of the Bill in the future based on revolutionary rationality or expediency. [ABSTRACT FROM AUTHOR]

Nationalistic interpretations of history were prevalent in Finland until the Second World War. A unifying past for Finns was sought in antiquity, often influenced by interpretations of the Kalevala, regarded as the Finnish national epic. The Kalevala also inspired writers in the Theosophical Society, who promoted various alternative views of humanity's past. In this article, I analyse the late 1930s writings of Wilho "Willie" Angervo (1875-1938), a medical colonel and author who had a central role in the Finnish Order of the Star in the East and the Theosophical Society in his time. Inspired by the Kalevala, Angervo traced the origins of the Finns to the lost continent of Atlantis and aimed to revitalize the pre-Christian "faith of the forefathers". Dialogical narrative analysis is employed to explore how Angervo portrayed the Finns' past, combining Theosophical and nationalistic ideas to construct an ideal Finnishness. I argue that Angervo utilized the Theosophical timeline and concepts to construct a spiritually oriented national narrative for the Finns that would surpass any political quarrels and challenge both the Church and more military-oriented nationalism. [ABSTRACT FROM AUTHOR]

This paper proposes a distance-based doctoral supervisory model to support students in the process of navigating self, agency, and emotions over their doctoral journey. The model emerged through our examination of the lived experiences of three Chinese female doctoral students who, though enrolled as internal students in our New Zealand university, were prevented by the pandemic from returning from their Spring Festival sojourn to China, and continued their study by distance. We employed narrative analysis to deeply engage with their stories shared in diaries and one-on-one interviews, alongside social media interactions. These revealed a strong commitment to study emanating from answerability toward their research projects, already underway, and agentive actions to maintain peer-to-peer academic and emotional support, enabling resilience and reflexivity about personal values and needs. Learning from this experience, we emphasize in our model the need to nurture important bonds between students, their peers and their supervisors in online environments. [ABSTRACT FROM AUTHOR]

The Nehruvian era has been seen as marked by the focus on sovereign human agents, no longer dependent on non-humans and their powers to achieve self-defined goals. This reinforced the distinction between humans and their others, notably ghosts and otherworldly creatures. However, this article argues, this exorcism was less successful than often assumed. A close reading of the film Mahal (directed by Kamal Amrohi in 1949) shows that ghosts were not only present at a narrative level, but also continued to establish their presence, right at the centre of the modern medium of the film and amongst filmmakers committed to the Nehruvian project. [ABSTRACT FROM AUTHOR]

This study explores how Swedish women narrate experiences of hormonal contraceptives through utilizing the frameworks of biomedicalization and reproductive justice, adding a social justice perspective previously lacking. Ten in-depth interviews were conducted with women who had experience of using hormonal contraception. Political narrative analysis illuminated how these women moved narratively both chronologically, from the teenage years to adulthood, and through social positioning, in their contraceptive stories. Two different, often conflicting, discourses of hormonal contraceptives emerged, which the women constantly negotiated. These can be described as (1) a biomedical interpretative prerogative, promoting hormonal methods as an easy fit for everyone, and negating the diverse lived experiences of women, and (2) a simplified critical media and online discourse, painting hormonal methods as an enemy to female health. From a reproductive justice standpoint, these stories illuminate that age is a relevant intersectional location, and even privileged women in a country known for its 'gender equality agenda' can experience subtle yet very real, reproductive coercion, when agency becomes constrained to choosing hormonal contraceptives within a dominant biomedical script. Even though critique of the mechanistic prescription of hormonal contraception is rather ubiquitous, the opposition in these narratives does not take the form of rejection of biomedical knowledge, rather the biomedical paradigm is internalized and incorporated into the embodied knowledge. This study shows that upstream factors such as gendered social injustices, reproductive norms, and a biomedical expansion are intricately interwoven with embodied experience of hormonal contraceptive use. It is important to acknowledge that distinct lived experiences of mood or personality change in women using hormonal contraceptives are contextual and dependent on intersectional location. I propose no simple panacea, but when a state-sanctioned biomedical prerogative puts all emphasis on individual reproductive planning behaviour, it obscures structural inequalities and narrows imaginable life trajectories. [ABSTRACT FROM AUTHOR]

Praxis, according to the Vygotskian thoughts and tenets, entails the unity of and dialectical relationship between theory and practice. As a vital concept grounded in sociocultural theory, praxis has received increasing attention among language teacher education scholars, typically over recent years (e. g., Johnson et al., 2020, 2022). Yet, there remains scant research through the lens, thus requiring extended efforts from researchers. To join the existing literature and bridge the gap, we explored how praxis- oriented themes may inform the development of professional beliefs and practices between mentor-mentee duos through TESOL-related programs. In addition, we investigated how the development of beliefs and practices may, in turn, inform the mentorships and contribute to the identity development of these duos. We adopted the narrative inquiry method and captured the participants' experiences and emotional episodes over their mentoring journeys. We reported a common developmental path along the two duos' mentoring journeys, while they differed in a few places. These journeys were found to unfold through a 3E pattern with three distinct stages, each contributing to the evolution of their beliefs and practices. These stages were identified as enhancing learning, embodying the mentor, and embracing heritage and identity. Accordingly, three different types of identities, including learner and apprentice, mentee and novice researcher, and language teacher and Chinese culture embodiment, were identified in the stages. Our study provides valuable insights for language teachers and teacher educators by shedding light on praxis-oriented themes that can enhance teacher professional development programs. [ABSTRACT FROM AUTHOR]