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There is much more to learn from reading the biographical and philosophical writings of leaders in higher education about what education for librarianship was and should be than from the literature of library education itself. This article contains an alphabetical list with annotations of 23 books on exploring the issues and problems of higher education. The list started as 12 and was referred to as "Shera's Twelve Apostles," and has now expanded to 23. The article concludes with a few titles that do not fall within the self-imposed limits of the bibliography, but ought to be mentioned as being important to anyone concerned with library education. [For the commentary on this article, "The Four Rightly Guided Caliphs. Commentary on Shera, J. (1969). Twelve Apostles and a Few Heretics," see EJ1073513. This article was originally published in the "Journal of Education for Librarianship."]

Edgar Allan Poe's life was plagued by melancholy and disaster, which is evident in all of his writings. Among the many other poets of his generation, his solitude and individuality set him apart from the rest. He gave the Gothic genre a completely new meaning, making it both dark and significant at the same time. First, as an overview is given, of the 19th century, Edgar Allan Poe, and the tragedies that influenced his poetry. This study employs a comprehensive methodology focusing on the close reading of three of Poe's well-known poems: "The Raven," "A Dream within a Dream," and "Alone." By analyzing how sadness and sorrow are portrayed in these poems, the paper investigates the extent to which these emotions impacted Poe's writing. The analytical approach involves delving into the thematic and stylistic nuances of the selected poems, shedding light on the intricate ways in which Poe articulates his emotions. The purpose of this study is to tackle the sense of gloominess and sadness by employing textual and analytical approaches. The significance of the feelings of loss and sorrow in Poe's writings is addressed, drawing connections to Poe's life story. The findings demonstrate that Poe's writings occasionally converge with personal catastrophes, tragedies from his own life, and stories about death sadness, and grief come together on multiple occasions over the course of his demanding career. Concluding that sadness, sorrow, and everything that comes with it were indeed lurking in every one ofhis statements, this paper contributes to the existing literature by portraying the semi-autobiographical image of the author within the realm of his poetry. The textual and analytical approaches used in this study provide a nuanced understanding of how personal experiences influenced Poe's poetic expression, enriching our comprehension of the intricate relationship between his life and art.

The subject of the annual Presidential address of Phi Kappa Phi, presented on May 8, 1962, was John Dewey. Dewey is identified in the public mind chiefly as an educational philosopher. In this address, the author describes the life and work of John Dewey as an indefatigable student of life whose interests ranged, like those of Aristotle, over the spectrum of human experience and whose curiosity and incisive intelligence led him into analyses of an almost incredible variety of human problems.

A method is described for incorporating student papers based on published biographies or autobiographies into an upper-division undergraduate personality theory course. Students are required to submit a term paper analyzing their selected target person, using concepts from a variety of theories presented in the course. (Author/RM)

Probes the logistical problems of assigning a term paper to large history classes. Proposes a solution that asks students to write a biographical sketch of a notable individual in western civilization. Describes paper requirements and student responses to the assignment. Stresses the importance of developing writing skills in the liberal arts. (RW)

Reports on college freshman research unit in biography that suits writing level of students and incorporates library research as integral part of course. The freshman research paper unit, advantages of biography as topic, freshman library instruction program, and strengths of biography research are covered. Useful topics and worksheets are appended. (EJS)

The purpose of this paper is to explore if the learning of biographical writing contributes to the positive views and attitudes towards others of different groups. The paper used the Research and Development approach by designing and implementing a learning model of biographical writing. The subjects of this study were 200 seventh-grade students having different ethnic and religious backgrounds from nine junior high schools. The data-collecting method was pretest-posttest. The results of the study demonstrated that the average scores of the aspects of student empathy, student positive attitudes towards ethnic differences, and student positive attitudes towards religious differences increased in all the schools investigated. The increase of average score in the aspect of student empathy, positive attitudes towards ethnic differences, and positive attitudes towards religious differences could be classified into three categories: high, medium, and low. Most of the schools under study experienced medium and low increases of average score in all aspects.

Describes a two-part approach to teaching the student research paper that encourages students to make a science of developing research gathering techniques and an art of blending the gathered materials with a perspective that will make the paper more than just a summary of facts. The approach uses biography as a model for research. (HTH)

In this article, I will discuss a collective research project that I designed for my History of Mathematics course. My students, who are by and large pre-service teachers, explored online, digital versions of 18th-century British almanacs that contained question-and-answer sections for mathematics. In a multi-stage research process, they explored the primary sources, investigated selected mathematical problems from the almanacs, conducted prosopographies of the contributors to the almanacs, and finally surveyed secondary sources. They then presented their results in pairs to their classmates. Through these presentations, as well as the prosopographies and notes they shared on our online classroom management system, the working pairs of students wrote research papers that placed their findings within the context of the research of the whole class. This collective research project allowed my students to begin focused and purposeful research within the first week of classes. Moreover, this project encouraged them to become highly engaged with their primary sources and enabled them to work as a team. This collective research project framework could be applied to a variety of groups of primary sources from the history of mathematics (such as textbooks and journals), now widely available online, to a variety of mathematics courses.

En el setanta-cinquè aniversari de la mort d'Eduard Toda, que va ser diplomàtic, egiptòleg, escriptor i historiador, que va redescobrir i divulgar l'alguerès, que va reconstruir i restaurar Escornalbou i Poblet, que va compilar bibliografies i va ser un bibliòfil i un mecenes exemplar, s'analitza en primer lloc aquest darrer aspecte de la seva activitat que va contribuir a enriquir les biblioteques i els arxius del país. A continuació es presenta la seva relació amb l'Escola de Bibliotecàries que es va iniciar gràcies al lligam que havia establert amb la Biblioteca de Catalunya amb les seves generoses donacions de materials bibliogràfics. A partir de la documentació conservada a l'arxiu de l'antiga Escola de Bibliotecàries, es mostren les distintes facetes d'aquella relació: les excursions a Escornalbou que es complementen amb tot un recorregut cultural, les estades de les alumnes a Poblet on col·laboren en l'organització de la biblioteca pobletana, la introducció de les classes de restauració en el pla d'estudis de la carrera, la posada en marxa d'un laboratori de restauració que, per moltes dècades, compartiran l'Escola i la Biblioteca de Catalunya, etc. Certament, els vincles de Toda amb l'Escola es van caracteritzar per un afecte mutu i algunes de les activitats que va promoure amb les alumnes van contribuir a donar a l'Escola aquell toc d' Diplomat, Egyptologist, writer and historian, Eduard Toda is remembered as the man who rescued the Algherese dialect of Catalan from oblivion and who helped rebuild the monastery libraries of Escornalbou and Poblet. On the occasion of the seventy-fifth anniversary of his death, this paper reviews Toda’s book collecting activities, his general love of books and his outstanding work as a benefactor of libraries, which together contributed to enriching our country’s book heritage. The paper then turns to Toda’s relationship with the school for librarians the Escola de Bibliotecàries, which was founded thanks to his donation of a number of book collections to the Library of Catalonia. As recorded in the archives of the old Escola, this relationship was based on a number of different activities: Toda’s trips to Escornalbou, which also provided an opportunity for cultural study; his organization of periods of residence for student librarians at Poblet to help rebuild the monastery’s library; his creation of classes in book restoration in degree courses in librarianship; and the creation of a workshop for restoring library materials, which for many decades helped to link the Escola and the Library of Catalonia. Finally, as the article shows, Toda’s ties with the Escola de Bibliotecàries were reinforced by the mutual affection existing between him and the school as well as by the activities he organized with its students, which gave the school its singular nature as a place of study during the 1930s.

American government educational policy and leading advocacy groups commonly espouse independence as a primary goal for young people with intellectual disabilities. An extensive philosophical literature of autonomy has focused mostly on analyses of cognition that achieve individual self-governance. But the loosely defined concept of independence used by disability policymakers and advocates provides a more malleable, social understanding that involves someone actively relying on the assistance of others. The purpose of this paper is to examine the cultural, historical origins of the notion of independence for disabled persons through an exploration of the biography of Ed Roberts, the father of the independent living movement, and the cultural context of Berkeley, California, in the 1960s and 1970s, where the movement began. The paper applies those cultural concepts to the life situations of persons with intellectual disabilities, asking how well independence serves as a useful goal for the group.

This paper aims to raise awareness of the relevance of the philosophy of Charlotte Mason to primary school education today. First a biography of Mason, tracing her development from an orphaned pupil apprentice to an internationally influential figure, puts her philosophy in context. This is followed by an overview of her philosophy, with a focus on outdoor learning and on learning in history. Then three case studies of outdoor history investigations are analysed to explore the ways in which they reflect both the English National Curriculum and Mason's philosophy. First, eight-nine-year-old children visit Stone Age sites, then five-to-seven-year-olds visit a medieval castle and finally a group of primary school teachers investigate a seventeenth-century farmhouse during a residential weekend. The paper explores how Mason's philosophy and practice can enrich the teaching of history within contexts of the English Curriculum.

What do we do with emotion in biographical research: is it an end in itself, a symptom to be explained, a thread to be pulled? This paper presents an experiment in methodology within a field of biographical methods that involved revisiting a single qualitative interview after the elapse of thirty years. The interview with 22 year old Stacey was troubling at the time it was generated (as captured in fieldnotes and interview transcript) and was still troubling when these documents were reprised. Naming sadness as an emotion at play in the material took teamwork and emotionally engaged methods of analysis and interpretation. Working with psychoanalytically informed theories we show how a curiosity about emotion and a willingness to follow feelings can help connect individual stories to collective histories. The paper presents group based analyses and writing methods as a way of tracing the psychic logics of story through scenic material (what we call 'emotional bombshells'). We consider the difference that time might make to an analysis, considering the possibility that more time might produce more perspective through allowing the original context to be rendered (more) visible. We also suggest that clock time can be transcended when considering unconscious processes and experiences that resist narrative. Recontextualising research materials can enrich meaning and further realise the value of qualitative interviews that always contain more to be heard, resituated in new times and relationships. This is not simply an exercise in nostalgia but is offered as a method in its own right, reanimation as a route to the generation of new intergenerational knowledge of a thick present in which past, present and future co-exist.

Purpose: The purpose of this paper is to explore the clubs and club memberships of 491 elite women in three eastern Australian states in the 1930s. It is the second part of a descriptive analysis of these women's biographical sketches in Who's Who-type collections, now out of copyright, published in Australia in the 1930s: Victoria (1934), New South Wales (1936) and Queensland (1939). Design/methodology/approach: Using mixed methods within a prosopographical approach, described fully in the first paper on these data, this is mainly a quantitative analysis. After the numbers of club memberships of the women are given and compared on a state-by-state basis, a taxonomy of five main types of clubs was created and the clubs and club memberships listed for each of them. The five types are: (1) social and cultural clubs; (2) sporting clubs; (3) imperial, national and patriotic clubs; (4) professional clubs; and (5) service and educational clubs. The paper then explores the similarities and variations at the state level in the women's club memberships across the five types. It should be noted that the article does not include charities to which the women contributed because they required a separate typology and analysis to be taken up elsewhere. Findings: The paper frames women's clubs as informal educative networks where women were able to acquire the knowledge and skills in modernity for effective participation in the public sphere. The analysis shows that three-quarters of the 491 women were members of one club or more. Overall, the women listed 340 separate clubs with 1,029 memberships across the five types. The state-by-state analysis giving lists of clubs, and numbers of memberships per club in each type, enumerated variations of women's clubs at the state level. Overall, the analysis suggests that the "club habit" for such women was a substantial historical phenomenon at this time. Originality/value: This is the first study to encompass women's club memberships across three Australian states. Quantification of women's involvement in clubs has proved difficult, however, by using a prosopographical approach, this study creates a unique quantitative picture of the club data contained in 491 elite women's biographical sketches from the 1930s.

Friedrich Fröbel is known as the founder of the modern kindergarten and for his development of novel learning materials called Gifts and Occupations. One of the foci of Fröbel's programme was mathematical education, which he addressed and taught through various activities that encouraged the largely implicit transmission of mathematical principles. Based on a historical analysis of Fröbel's background in mathematics and crystallography and drawing on Fröbel's notes, the first part of this paper proposes that the mathematics and the various Gifts taught and used in Fröbelian kindergartens have their roots in two traditions, both of which intersected in Fröbel's thought: first, a visual tradition, influenced by drawings of crystals; second, a tradition influenced implicitly by German Idealism consisting of geometric methods and conceptions as well as notions derived from crystallography used to analyse the structure of crystals and mainly developed by Christian Samuel Weiß. The second part of this paper will inspect these influences drawing on Fröbel's previously unpublished notes.

Although automation is not a novelty, high hopes are currently pinned on more and more ingenious devices built with Artificial Intelligence (AI). AI has become a key discussion point in the agendas of governments and multinational agencies, with particular interest in educational applications. This article explores parallels between ideas surrounding AI in education and conceptions proposed in the 17th century by Jan Amos Comenius, known as the father of modern education. Drawing upon illustrations from ongoing research that takes metaphor as its core analytical category, the piece assumes that metaphors are not mere stylistic elements, but strategic persuasive devices. Comenius' "didachography," a portmanteau coined in his 1657 "Didactica Magna" to describe an inclusive educational system, relies heavily on metaphors that suggest remarkable similarities with contemporary EdTech rhetoric, especially on AI-related developments. Whilst exemplifying that ideas and premises entailed in current discourses on EdTech may hark back to centuries-old ideas, the paper argues that, despite taking on varying, contextually situated linguistic expressions, underlying metaphors appear to have endured from Comenius' time to support the advent of an educational system poised to automate teaching and, thus, dispense with a key part of his scheme: the teacher. In closing, the piece suggests that we may need to acknowledge the contingent nature of teaching and learning, perhaps accepting that key aspects of what makes us human may always resist engineering.

In this paper, the authors review life stories in learning disability research and practice since the 1960s. Although there is consistent evidence of their value in giving people a voice and an identity beyond the service label, they are not widely used in the provision of health and social care. This is despite long-standing policy commitments to person-centred practice. The paper explores possible barriers to the use of life story work and what further research is needed if they are to be more widely and effectively used in practice.

Each year, the author's school district, North Syracuse (New York) Central School District, requires teachers to identify and work on specific professional development goals. She relates how she identified assessment as the area she wanted to work on during the 2005-2006 school year. For several years she had been wondering if the students were really synthesizing what she was teaching, and she came to realize that most of her lessons didn't assess what her students had learned. In articles and workshops she'd been hearing about the importance of assessing student learning, and she became convinced that she needed evidence that what she was doing was actually making a difference. She had developed many collaborative lessons, but the assessment and the evaluation were always done by the teacher. In this article, the author describes a biography project she has successfully implemented for her students. The project required students to investigate a famous New York state person, focusing their reports around the essential question, "What was the person's contribution to his or her community, state, country, or world?" She relates how the project gave her students an opportunity to practice self-assessment about their work. (Contains 1 table.)

Presents a short biography of the winner of the American Psychological Association's Psi Chi/APA Edwin B. Newman Graduate Research Award. The 2012 winner is Cynthia J. Najdowski for an outstanding research paper that examines how jurors' judgments are influenced by a juvenile defendant's confession and status as intellectually disabled. Through the use of a mock trial experiment, the research revealed that jurors discounted a juvenile's coerced confession and sometimes used intellectual disability as a mitigating factor. Attribution theory and the discounting principle were used to identify the psychological mechanisms underlying this effect. The paper, titled "Understanding Jurors' Judgments in Cases Involving Juvenile Defendants," was published in Psychology, Public Policy, and Law in October 2011 and was the basis for Najdowski's selection as the recipient of the 2012 Psi Chi/APA Edwin B. Newman Graduate Research Award. Bette L. Bottoms, PhD, served as faculty supervisor. Najdowski's Award citation and a selected bibliography are also presented.

The purpose of this historical investigation was to contribute to the growing body of knowledge about women in music education by means of documenting the life and career of Genevieve F. Hargiss (1912-1995), a lesser known yet exemplary twentieth-century music educator. Through the investigation of primary source materials including Hargiss's personal scrapbooks, interviews, and her scholarly publications, as well as newspaper articles and oral histories, this paper explores Hargiss's contributions to the field of music education from 1929 to 1982. This study argues that Hargiss made a lasting impact in her field through her innovative, research-based improvements to professional teacher-training programs and elementary general music programs in Kansas, Arizona, and across the U.S. Hargiss blazed a trail for women in the field of music education through her excellence in performing, research, mentoring, and teaching; a brilliant educator and scholar -- "not just for her time, but for any time."

Barbara Leigh Smith Bodichon (1827-1891) was an English educationist, artist, philanthropist, and feminist. Her personal correspondence is quite extensive, containing letters exchanged with her family, friends, and acquaintances. The bulk of her epistolary archive though consists of letters sent to her. Instead of viewing this fragmentation and imbalance as a handicap, this paper argues that the silences her epistolary archive contains can be turned into a meaningful source of information and thus are methodologically relevant. To do so, it examines the extent to which Bodichon herself might have introduced silences ([un]consciously) as a strategy to exercise power over her own narrative. In order to tease out these epistolary silences and make them speak, this paper reads them through the lens of Lisa Mazzei's poetics of silence.

This paper reports a study of permanent secretaries who served at the Department for Education (DfE) from 1975 to 2011. Located within a context of theories that explain how government bureaucracies operate, it focuses on Michael Bichard. Appointed in July 1995 when attempts were being made to open Whitehall to non-career civil servants, he retired in May 2001 having served 21 months with a Conservative and 48 months with a Labour Secretary of State. He was an unusual permanent secretary. An outsider, state school and red-brick university educated whose father had been a docker, his prior service was in local government. Inter alia, the paper traces his background and career; his role in the merger of the Departments for Education and Employment (DfEE); his relationship with his Secretaries of State; his contribution to education policy; and his estimation of his style and achievements. Consideration is also given to the value of external appointments and to the merits of a descriptive based approach to the study of public sector administration.

Purpose: The purpose of this paper is to demonstrate how teachers can use their Sgaw Karen students' names as a means to gaining awareness of their students' home culture, language and personal stories. Design/methodology/approach: This case study uses interviews with four Karen families to explore the meanings behind the names and nicknames given to Karen individuals. Findings: The findings of this study reveal that Karen names can provide teachers important insights into Karen culture, history and language. Moreover, Karen names can also provide important biographical information about the student. Research limitations/implications: This study only focuses on Sgaw Karen names and does not include other Karen subgroups like the Pwo Karen, who are also resettling in the USA. This study does not include all Sgaw Karen names, but the authors have made efforts to include Karen names from various regions of Burma and of different religious backgrounds. Practical implications: Teachers and others working with culturally and linguistically diverse students like the Karen will gain a better understanding of the various ways that names are given across cultures. While this paper focuses on one particular ethnic group, it is believed that teachers need to expand their notions about how other non-European groups name their children and how these names may reveal something about the student's heritage culture, history, language and the unique lived experiences of their students. Social implications: Too often teachers and others working cross-culturally do not realize that other cultures follow different naming practices than those used in the USA. Teachers often mispronounce or misunderstand students' names when the student comes from a cultural group unfamiliar to them. This paper helps a general audience better realize the unique approach Karen culture takes to naming children and how these names are often transformed to fit American naming conventions. As the title suggests, Karen students often feel embarrassed and take on a negative opinion of their given name as a result of a lack of awareness by teachers and others. Originality/value: This paper provides a unique perspective in the literature on the ways cultural naming conventions can serve teachers aspiring to incorporate biography-driven instruction into their classroom practices.

Purpose: The purpose of this paper is to investigate and illustrate the potential relationships between doctoral students' life histories and educational experiences and their methodological understanding and assumptions. Design/methodology/approach: The qualitative research design consisted of life-history interviews with nine doctoral researchers in the UK in disciplines relating to the social sciences. Findings: The study indicated that the students' methodological assumptions may be understood as a socially constructed product of their life histories and academic experiences. Experiences of postgraduate research training were presented as having the potential to unlock the methodological consciousness required to re-frame these experiences, improve understanding and resolve methodological conflict. Originality/value: This paper provides an insight into the complex nature of the development of methodological understanding and a provocation for considering methodological becoming through the lens of socialisation. This may have utility for both doctoral students and educators.

This paper contributes to current debates on positionality by critically discussing and comparing three researchers' experiences doing research involving Muslims. We introduce "positionality meetings" to enhance reflexivity in qualitative research projects. Based on empirical evidence from our independent projects and the positionality meetings, this paper illustrates how efforts to understanding each other's perspectives and positions, which differ in identities and biographies, challenge our accounts of self-reflexivity. Due to their deliberative character, positionality meetings reveal new and sometimes uncomfortable insights into, for instance, insider and outsider relationships and our attitudes towards religion as a research subject in a particular political context. The paper highlights several stages of the meetings to demonstrate the deliberative practice's value throughout the collective reflexive process. Serving to an interdisciplinary audience, we encourage qualitative researchers to engage in positionality meetings. Therefore, we conclude this paper by providing recommendations on how to organise such meetings.

The Stegman Papers is a biography of Dr. Samuel J. Stegman. The papers were collected by Dr. Stegman during his lifetime as a dermatologic surgeon and leader. The manuscript includes a time line of Dr. Stegman''s life and listing of his accomplishments, including significant publications. [Copyright &y& Elsevier]

The article focuses on the information gathered from personal papers for biographical purposes. The biography of Sir John Simon, Chamberlain's Contemporary is being discussed in the article. Despite of extensive collection of private papers at the Bodleian Library, there is a lack of authentically private material. Simon's occasional diary betrays a self-consciousness which suggests that it was written by Simon with at least one eye on family. Simon's mother Fanny died at the age of ninety. At the time of her death in October 1936, some of the highest offices of state were being served by Simon. When Gilbert, son of Simon, died a considerable amount of material related to Sir John was discovered by Gilbert's wife from his papers. Simon's private family letters confirm the seismic impact upon both his character and career of the early death of his first wife Ethel in 1902. Simon, at the death of his first wife, called his infant son "this child of sorrow."One of the papers so discovered revealed death of Queen Victoria in 1901 and Simon's irritation at the ritualized formality of national mourning.One of the papers so discovered revealed death of Queen Victoria in 1901 and Simon's irritation at the ritualized formality of national mourning.

Families that live in a new environment after having fled or migrated go through transformation processes that are connected to various challenges and possibilities. The focus of this paper is on negotiations of language policies in family biographies and family language practices, comparing cases of migrant families who arrived to Switzerland in different legal contexts of migration. The article addresses how these transnational families negotiate the meaning of (family) languages against the background of hegemonic language and migration policies. Questions of how these policies are experienced and dealt with and in what ways they do enable or disable possibilities for action are addressed using a qualitative analysis of narrative family interviews and participant observations in transnational families that now live in German-speaking Switzerland. On the basis of the analyses of interview transcriptions and field notes, I show how families deal with experiences of social and educational inequalities in the context of transnational pathways of education and how these are negotiated in the families. Language learning appears not only as an (un)available possibility, but it also requires one to return to the status of a student. At the same time, it is accompanied by a deep struggle for identity and belonging.

Within discourses on education and transnationalism, much importance has been given to language, both for the educational success of migrants and their transition into the labor market. Among the many perspectives on multilingualism, there is a growing body of research on language brokering. In contrast to professional interpreting, this is often associated with interpreting without formal qualifications or payment in mostly informal settings. However, language brokering is embedded in complex social structures, and students who interpret often act within complex power relations. In our article, we address experiences with education-related language brokering. While focusing on the perspectives of the students, we will address the roles they take during language brokering activities between different actors and the power relations they experience. Our data were collected as part of an ethnographic research project which aimed to explore the experiences of refugee students following their arrival in Austria and during the adjustment period in their new sociolinguistic and educational context. Empirically, the article is based on a data set of small stories and reflections about language brokering. The analysis was carried out through contrastive comparisons between different cases. The paper will conclude with suggestions on the introduction of critical language brokering practices and policies in educational institutions.

The author invites scholars from South Asian nations to contribute their papers with focus on important autobiographies and biographies in all of South Asia. He describes how autobiographies and biographies occupy an important place in Indian writing in English. He then offers a rationale and justification for writing autobiography, citing leaders such as Jawaharlal Nehru and Mahatma Gandhi. In addition, the author explores the controversial nature of biographies and autobiographies.

Many women were socially conditioned as children to believe that gender operates on a superiority/inferiority axis -- the male has been naturally created to be in charge and to take dominion of all living and non-living things including plants, animals, fishes, birds, children, and women. For the women, they are to be submissive to the biological order of things which patriarchy has worked hard to institutionalise. One of the means patriarchy has adopted to sustain this belief is the divide and rule tactic, where women are taught to believe that they cannot work together, cannot love one another and cannot support one another because they do not like themselves. This belief is propagated through folklore, especially in co-wife rivalry tales. Another common instance is the raging 'war' between mothers-in-law and daughters-in-law. This paper will analyse the common myth that women are their own worst enemies through selected Nigerian folktales, and in the second part, will analyse contemporary Nigerian women's autobiographies, with particular emphasis on the 3-volume biographical compendium, "Women of Valour," and how these women negated this erroneous belief in their narratives. One of the findings of this paper is that women's autobiographies have significantly disabuse many of these patriarchal myths about women, thereby rewriting and re-narrating women's life histories. Another finding is that many of the women featured in the biography used the medium as a platform to voice themselves into being, thereby empowering themselves through the narration of their life stories.

Six pre-service teachers participated in a component of narrative inquiry that took place the week before their teacher education program began. The component offered the teachers a variety of multimodal activities, such as body biographies, teaching museums, and paper tearing representations, all making use of repurposed materials, to critically consider their recurring narratives in relation to their recurring pedagogical beliefs and practices. Handmade journals and resolution scrapbooks acted as places to reflect and record their responses (Author). For this paper, I turned to narrative inquiry supported by found poetry and focus on the part of the component that contains the written contents of the teachers' resolution scrapbooks. More specifically, I asked, "What are the effects of the application of the resolution scrapbook on the recurring narratives of six pre-service teachers?"

Non-English-speaking countries are attracting burgeoning numbers of foreign students, yet research regarding these students' experiences remains rather scarce. In line with global tendencies, Portuguese universities are seeing substantial growth in foreign student enrolment. This paper addresses the lived experiences of foreign students in the period following their arrival in a new cultural context, discussing the role that language and social support play in their adaptation. Rooted in a narrative approach, this paper is based on 41 in-depth biographic interviews. The findings indicate that the ways in which students deal with the challenges of living and studying in a foreign country are highly diverse. Nevertheless, a universal aspect of their narratives is the central role assumed by social support. Although social support has beneficial outcomes for foreign students' adaptation, if provided inadequately it can lead to less positive outcomes and even to marginalization.

The general aim of this paper is to present some insights into Polish senior immigrants in Sweden. In particular, it seeks to identify and illustrate the important contribution of previous generations of Polish senior immigrants in building on the diverse culture, traditions and values of the Polish community (Polonia) in Sweden. The paper considers what it means to be an older (age 65+ year) Polish immigrant in Sweden. A biographical method was used in this research to gain these insights. The research evidence was largely collected by means of narrative interviews. Life history is one of the ways to gain insights into the experiences of individuals. A narrative output is never an isolated product. There is always a close link between narrative and other social, cultural and ideological contexts. This paper emphasizes that stories and participant experiences will make more sense if there is a good understanding of the broader contexts in which the individual's story and experiences are embedded. Because of its brevity, the focus of this paper is an in-depth rendition of one older woman's learning experiences in adjusting from war-torn Poland to Sweden.

Every year, around 35% of engineering graduates (mainly female and ethnic minority graduates) in the UK choose roles outside engineering. Given that engineering disciplines struggle to attract recruits, this represents a significant loss of qualified talent the profession can ill afford. A possible reason why engineers choose not to practise after qualifying may be that they have not developed a professional engineering identity during their engineering education. Research shows that engineering identity is an important indicator of persistence in both engineering education and the engineering profession. The purpose of this research is to gain a deeper understanding into the process of engineering identity formation in undergraduates studying for an engineering apprenticeship degree in England, with a view to proposing changes to engineering education that may better support the development of an engineering identity. A qualitative methodology is well-suited to the study of how engineering identity develops in engineering students, given that we are interested in the personal experiences of engineering students rather than in measuring standardised outcomes. This research is inspired by narrative inquiry through the use of life story interviews (LSI). This paper outlines the findings of a preliminary study with first and final year students. The findings presented are surprising in that they seem to indicate that the four years of a degree apprenticeship have little impact on students' identification with engineering. Going forward, engineering educators need to consider how the development of an engineering identity can be supported in engineering education.

Suggests two exercises in writing a research paper: compare two biographies of one person, and discuss a problem about the truth of an incident in the person's life, citing positive and negative points of view. (TJ)

Klaus Mollenhauer (1928-1998) is one of the most important German theorists of education in the postwar era. Mollenhauer is often remembered in Germany today for his first book titled "Education and Emancipation: Polemical Sketches," but he received international renown for his final monograph, "Forgotten Connections: On Culture and Upbringing." Although Mollenhauer characterized Forgotten Connections as actually working to move towards a more "substantial conception of emancipation," many of his followers and colleagues such as Kaufmann et al. saw it as nothing less than an act of "infidelity to those who had taken on his emancipatory pedagogy" (Kaufmann et al., 1991: 86). In the light of these differences in emphasis and interpretation, this paper provides an overview of "Forgotten Connections" that (following Wivestad and Saevi) sees it as presenting six main questions and themes--ranging from "Why do we have children" to "How can we respect and draw out a child's inherent character?" However, in doing so, this paper simultaneously traces Mollenhauer's own efforts to develop a more substantial concept of personal and political emancipation in this text.

Introduction: Theorist Howard D. White has made a call to action for "scientist-poets" to synthesize concepts and oeuvres in the centrifugal literature of information science. In response, this paper interprets the work of canonical information scientist Marcia J. Bates through the original metaphor of "castles and inverted castles". Methods: An intellectual biography and close reading is performed on a sample of eight major papers by Bates. Analysis. Bates's career is sketched and the eight landmark papers are summarized; then, the papers are analysed in terms of the architectural metaphor and located at different conceptual levels in the discipline. Results: Castles (elaborately built seats of power that bridge borderlands) express many of the unique qualities of Bates's work. Inverted castles (an invention of the author) reflect an additional utilitarian and pedagogical aspect of her thinking. Conclusion: A conclusion offers critical remarks on Bates's contribution. The outcome is a vivid interpretation of the work of one notable information scientist. [Paper was published as part of Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August, 2013.]

The aim of the article is to understand ageing as a process of lifelong learning through a whole variety of experiences, to consider what ageing in a biographical perspective means, and to investigate the process of biographical ageing within identity formation. The method of the project was based on the employment of in-depth narrative interviews with older Polish migrants now living in Sweden. The author argues that ageing is a natural process of the life cycle and is socially and culturally constructed and that consequently everyone experiences this process individually. One of the paper's conclusions is that we do not age according to the numbers of years we live, but due to our life experience and the social-historical contexts in which we have lived. Furthermore, we age due to the biography we re/ construct while we are ageing during our life course. Ageing, from a biographical perspective, is a learning process in which people re/ construct their lives with social, educational and cultural contexts and from which they draw from their experiences relating to social practices and historical events.

This paper explores learning trajectories in becoming 'rural women' in Sweden, by using a biographical and socially-situated learning perspective. The data is based on in-depth biographical interviews with three young women who moved between rural and urban areas, and finally decided to return to a rural area. The findings show three learning phases: the mythical, the questioning and the self-positioning phase. Furthermore, the paper identifies four types of learning spaces of urban and rural areas: an imagined, a career-related, a cultural-emotional and a biographical learning space. The paper offers valuable insights about everyday life learning and identity development in young adulthood, and how stereotypes of rural areas negatively impact on young adults' views of themselves and their life choices.

This paper reports on the findings of research aimed at examining the life stories of teachers who have experienced migration moves between Mexico and the U.S. and are currently engaged in English Language Teaching in Mexico. Drawing from a larger research project into the transnationals' learning trajectories in two Mexican states, the study presents three life stories to illuminate three broad transnationalism patterns leading to the achievement of different levels of investment in social, educational and professional practices. The paper uses a theoretical framework based on the interrelationship between transitions, identity, and agency to analyse how participants' interpretations of transnational experiences facilitate or hinder their engagement in social, educational and professional activities. Main findings support Casinader's (2017) perspective of transnationalism as a 'dynamic instability' showing that transnationalism is achieved differently by each of the participants. Participants' stories revealed that this has profound implications for their levels of investment since their subjective interpretations of life experiences played an important role in their levels of social, cultural and professional involvement.

This paper presents a biographical profile of Alfred Adler aiming to provide a measured overview of the impact of Alfred Adler's work on the theoretical paradigms and research avenues of contemporary developmental psychology. The key concepts of his theory are exposed: Feeling of Inferiority, Strive to Overcome, Style of Life, Superiority Complex and Social Interest. This article outlines his contributions to humanistic psychology and neo-psychoanalysis, his influence on the work of Lev Vigotsky, his key role in establishing the ecological systems models used today in developmental psychology and his educational and public health-oriented approach, which focused on how social context influences childhood development. It also describes the avenues of research he identified in developmental psychology, including the impact of sibling relations on childhood development, the importance of self-esteem and altruistic behaviour. Finally, the paper proposes the use of a holistic model to advance the study of human psychological development. [Translation by Diana Drapper.]