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In this paper, we explore our use of a dialogical storytelling approach to alleviate some of the tensions involved in researching another person's embodied experience. These tensions concern the problems of (a) how to "access" another's embodied experience and (b) how to "represent" that experience. We consider these issues through sharing creative nonfiction stories, alongside theoretical reflections, drawn from our research into the meaning and value of an adapted sport and inclusive adventurous training course for military personnel who have experienced serious injury and/or trauma. In terms of accessing another's embodied experience, we observe how co-experienced physical movement seemed to allow taboo tales to be shared. In moments like these, there is a sense of "doing together" that supports story sharing--embodied interaction is the medium that allows it to happen. We suggest that evocative stories of personal embodied experience are unlikely to be shared or witnessed "without" an immersive embodied interaction. In terms of representation, we propose that faithful portrayals of embodied experience are most likely to be achieved through particular writing strategies. Because another's embodied experience can only be glimpsed tangentially, through a physical-emotional sensibility, it needs to be evoked, implied or rendered through aesthetic forms. We have found storytelling to be one way of writing that allows us to express and communicate complex and sometimes ambiguous forms of embodied knowledge, understanding and wisdom that we may not yet have fully grasped ourselves.

The essay examines the British secondary school as a chemical site in the nineteenth century up until the 1920s. It sketches how chemistry became part of the secondary school curriculum in the mid-nineteenth century, discusses how school laboratories were designed, and examines to what extent school laboratories provided opportunities for original research by schoolmasters. [ABSTRACT FROM AUTHOR]

This review article examines Jeremy Horder’s proposals for reform of the law of homicide in his book Homicide and the Politics of Law Reform. It focuses on Horder’s defence of the Law Commission’s proposals for a three-tier structure of homicide offences, and the ‘moderate constructivist’ theory that he relies upon in mounting this defence. Horder’s theory, it is argued, fails to provide sound normative foundations for his preferred structure. However, a qualified defence is offered of another of Horder’s proposals: to give public opinion research a role in homicide reform. This would help to give substance to the principle of fair labelling in an area of the law where this principle is frequently invoked, but is also uncertain in its implications and force. [ABSTRACT FROM PUBLISHER]