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This article reflects on the ways researchers are affected by their engagement with the stories they encounter in research. It proposes the notion of 'research resonance' to capture the experience of living with research participants' stories, and by extension, their lives. The article draws on data collected for the 'Girlhood and Later Life' project, which investigated youth experiences and transitions to adulthood of women born between 1939 and 1952 in Britain. Reflecting on examples from a music elicitation exercise and life history narratives, the researchers on this project explore and conceptualise their experience of living with 'sociological memories'. Their accounts address how life history researchers may be challenged or affected on a personal level through their professional practice. The article concludes by outlining the key implications of 'research resonance' for the craft of analysing life-course interviews. [ABSTRACT FROM AUTHOR]

This article proposes 'resonance' as a fruitful way of conceptualising the relationship between youth and later life and reflecting on its significance: resonance is how a person's 'youth' is lived with in the present of their later life. Resonance revisions youth, engaging with the complexity of its presence in the lifecourse. Relinquishing a preoccupation with continuity and linearity, youth seen from the vantage point of later life contributes fresh insights into what matters for people and how. This conceptualisation emerged from a qualitative study of women born 1939–52 which revealed that experiences attributed to the teens and early twenties have a presence in a person's later life in ways unrecognised in established approaches, namely longitudinal life-course studies and socio-cultural approaches. These resonances are often historically inflected such that some cohorts may live with their youth in later life in ways that distinguish them from their predecessors and successors. [ABSTRACT FROM AUTHOR]

A small number of attempts have been made to take stock of the field of gender and education, though very few have taken methodology as their explicit focus. We seek to stimulate such discussion in this article by taking stock of the use of visual methods in gender and education research (particularly participatory and image-based methods). We undertake this exercise by looking at the claims researchers have made about the ways in which visual methods have advanced gender and education research, and by examining how these methods have been employed in research. We argue that the visual has become somewhat invisible in accounts of gender and education research. We conclude by considering different ways in which we might develop image-based research in the future.

History is often embedded, explicitly or implicitly, in discourses on contemporary aspects of gender and education, but relatively few scholars engage critically with history as they grapple with current issues. This article posits "historical sensibility" as a means of engaging constructively with the past when scrutinising and working on current issues in gender and education. Four features of historical sensibility are mapped out and compared with established ways of approaching the relationship between the present and past. The utility of historical sensibility is demonstrated with reference to ongoing debates about the feminisation of schooling, the sexualisation of children and the leisure pursuits of young women.

Examined use of the viva in British doctoral examinations, specifically: (1) its roles as delineated within university policy; and (2) its purposes from the perspectives of examiners, supervisors, and doctoral candidates. Found no consensus regarding the viva's role in the Ph.D. examination process; moreover, found inconsistencies and contradictions concerning its purposes, both at the policy and practice levels. (EV)

Discusses the parameters set by the 1944 British Education Act for part-time continuing education of youth, age 15-18. Created county colleges, but due to lack of consensus about proposals for compulsory continuing education, they were overlooked as leading educators. Abandoned proposals for compulsory education in 1988. (MER)

Discussion of the PhD examination process in Britain focuses on institutional policies and practices at 20 British universities. Finds that although there is a large degree of inter-institutional consistency regarding key criteria for the PhD award, close inspection of institutional policy suggests that the PhD examination is in fact conceptualized and operationalized in diverse ways. (Author/DB)

To purchase or authenticate to the full-text of this article, please visit this link: http://dx.doi.org/10.1111/j.1467-954X.2007.00704.x Byline: Carolyn Jackson (1), Penny Tinkler (2) Abstract: Abstract 'Ladettes' are argued to be a sign, and product, of contemporary development and change; their fortunes are presented as inextricably related to the conditions of late modernity. Using the past to shed light on the present, this paper considers whether fears and claims about the behaviour of some contemporary young women in Britain are exclusive to the present. Two data sets inform the discussion: first, representations of ladettes in national and local newspapers from 1995 to 2005; second, materials relating to the 'modern girl' published in the popular print media between 1918 and 1928. Although there have been important changes in the conditions of girlhood since the 1920s, this historical comparison highlights continuities in the representation of 'troublesome' youthful femininities. We explore similarities and differences in the characteristics attributed to the modern girls of the twenties and the ladettes of recent years, and the dominant discourses that underpin popular constructions of troublesome young women. Author Affiliation: (1)University of Lancaster (2)University of Manchester Article History: Received 8 June 2005Finally accepted 30 October 2006

This article discusses the manner in which cigarette advertising is portrayed as a positive sexual, feminine, and modern practice for British women. Topics include fashion trend, feminine identity, and social change.

Objectives To investigate whether the timing and nature of women's transitions out of full-time (FT) education are related to later-life subjective well-being and the life-course experiences that might explain any associations seen. Methods Data are from women in Wave 3 of the English Longitudinal Study of Ageing who have participated in the life history interview and were aged 50+ at the interview (n = 3,889). Using multichannel sequence analysis, we identified 6 types of transition out of FT education (ages 14–26). Regression models were used to examine associations between transition types and life satisfaction, quality of life, and depressive symptoms at age 50+. Results Women who made early transitions to married parenthood and FT domestic labor had lower levels of well-being on all 3 later-life well-being outcomes (p <.01), compared to women who made later transitions to family life and remained employed. Women who remained single up to age 26 also had lower life satisfaction (p <.05) and quality of life (p <.01) in later life than their counterparts who married and had children. These associations were explained by the life-course socioeconomic and relationship pathways. Advantaged childhood socioeconomic circumstances and higher educational qualifications set "Later Marriage and Later employment" women apart onto advantaged trajectories and a better quality of life later (p <.01). Discussion The timing and nature of exits from FT education played a pivotal role in setting people onto life-course trajectories that influence well-being in later life for this older generation of women. [ABSTRACT FROM AUTHOR]

Reflecting on a photo-elicitation project linked to a major exhibition of Shirley Baker's photos of Manchester and Salford in the 1960s and 1970s, this paper explores relationships between people and the photos that purportedly represent the communities of their childhoods. It addresses neglected questions about how documentary photos contribute to the construction of memory and about how personal memories might animate found photos. The article proposes that it is useful to describe relationships between people and photos using terminology that characterises connections between people. 'Intimate' relationships are the focus of this discussion; these occur when people have a personal connection, and feel close, to a photo. Intimate relationships were forged with Baker's photos in part because of their mnemonic power. Their utility as memory materials was not simply that they prompted remembering, including re-enactment of belonging in place, but that they did important work for participants by facilitating the composition of narratives about the self, past and present. Baker's photography collection is one of several, typically underused photographic sources in local archives, representing everyday life in post#-war Britain. Understanding how people relate to documentary photos that purportedly represent their lives, enables more effective use of found photos as sources in academic and community history contexts. [ABSTRACT FROM AUTHOR]

Spatial mobilities are a neglected dimension of the historiography of post-war youth and yet, as this article argues, in the late 1950s and 1960s, mobilities became integral to a redefinition of young femininity. Examining media targeting girls and young women, as well as national newspapers and women's magazines, this article explores the popularization of the idea that girls in their teens and early twenties were on the move and that particular kinds of mobility were a feature of modern girlhood. Whether out and about, travelling or migrating to cities, mobilities were often portrayed as empowering girls and facilitating transitions to adulthood; for these reasons, girls were encouraged to embrace opportunities to be going places, even if this meant challenging personal boundaries. This empowering new ideal came at a cost: youth, and the passage to adulthood, became riskier for girls. Only a thin line separated going places from out of place, as the most transformative mobilities took girls away from the parental home and other forms of adult supervision. There were long-established dangers posed by predatory men, but also new ones posed by going it alone—sexual and domestic exploitation, loneliness; risky mobilities were often less about travel than arriving someplace else. Financial resources helped safeguard girls, but survival increasingly depended on personal resources. Mobilities became a new axis of social differentiation, dividing the girls who were going places, literally and in terms of social status and cultural capital, from those who were out of place or stuck in place. [ABSTRACT FROM AUTHOR]

A discussion on how and in what ways the leisure activities of young women became a cause for concern, the objects of analysis and the areas where intervention became necessary is presented. This concern came to the fore after the Second World War whereby the interconnection of the three themes of leisure, adolescence and social stability became apparent in constituting the problems of young women's leisure and suggestions to this effect with references to discussions in the 1930s and 1940s were implemented.