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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 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.

The author believes that happiness equals success. Which is why, at age 50, the author fears retirement. The author believes that he may have found the fountain of youth for his spirit: the joy of teaching children, living in his community, and getting to witness learning. The author loves what he does. By asking he got to this point, he hopes the joy he feels can be shared. All teachers deserve to feel this good. Thousands of factors shape every teacher. This article presents the story of the author from childhood to now, divided into five narratives: (1) The Foundation; (2) Creative and Confused; (3) The Whole Teacher; (4) Poverty or Purpose; and (5) Educator for Life. None is all that unusual, but a lot can be gleaned from them.

This paper focuses on the potential of storytelling as a means of influencing students to become engaged with science and to choose a career in a STEM field. Given the role that leaders can play in motivating and influencing people and considering Nikola Tesla a leader in the fields of electrical engineering and science, the paper identifies Tesla's leadership traits, as these emerge from his life story, that is, actual historical events regarding his life and his scientific/technological work. These leadership traits refer to (a) imaginative thinking and innovation, (b) persistence/perseverance, and (c) vision, and point to the need for empirical studies to document the effectiveness of the Nikola Tesla story to motivate and influence students. The significance of the Nikola Tesla story for science education is also discussed.

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.

In this article a cadre of Daryl's former doctoral students and/or close colleagues from The Ohio State University offer their personal descriptions/interpretations of Daryl's vision for physical education, physical education teacher education (PETE) and doctoral programming (D-PETE). Daryl mentored over 80 doctoral students at Ohio State, many of whom went on to be productive researchers, teachers, scholars and doctoral mentors themselves, allowing many of his seminal ideas to endure for more than four decades, and which are still considered "best practice" today in physical education and physical education teacher education around the world.

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.

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.

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.

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.

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.

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.

In this paper, we report on a participatory oral history study documenting the lives of late-diagnosed autistic adults in Australia. We interviewed 26 autistic adults about their life history and the impact of late diagnosis. All were diagnosed after the age of 35, growing up in an era when autism was not well known. Using reflexive thematic analysis, we uncovered a rich body of reflections on shared Autistic identity and identified three major themes within that data set: 'conceptualising the Autistic family', 'creating Autistic community', and 'contesting Autistic identity'. Overall, the study provides insights into the active creation of shared Autistic identity and the importance of Autistic community to these late-diagnosed autistic adults.

Thomas Munro, a Scottish highlander, came to the Madras Presidency in South India as a soldier in the army of the East India Company in 1780. He rose to the position of its governor 40 years later in 1820 and died in India in 1827. His rise was not through military campaigns but peaceful administrative policies. During his stay in India, he defended Indian interests and took on powerful governors-general and other higher officials. He resisted their elitist policies, talked of lack of political freedom in India and wanted to give representation to Indians in administration. He conducted the first educational survey and established 101 schools. In the history of modern India, particularly in the history of education, there is a tendency to view British colonialism as a monolithic category. This paper looks at this extraordinary journey of a Scottish soldier, his impoverished status, family constraints, struggle with British elitism, and above all, his contributions to education in South India. No theory of imperialism and colonialism is available to analyse the Scottish interventions in the field of education. Such existing theories rely on the European and non-European dichotomies. They cannot be used to explain why the Scots chose to support Indians instead of their own fellow British officers in the colonial administration.

Dr. Jessie Wallace Hughan was a trailblazing New York City public school educator and pacifist. Hughan was a socialist, and she was among numerous teachers who faced investigations for anti-patriotic activities at the turn of the 20th-century, when teachers across the country faced intense scrutiny and legal challenges if they were suspected of being socialist. Examining the causes and impact of these investigations may bring deeper understanding about Hughan's teaching career, as well as how the ramifications of these investigations from 100 years ago may shed light on current matters of academic freedom in the education profession. The purpose of this paper is to analyze the basis for, and consequences of, the investigations of Hughan in order to provide educational historians, teachers, and other stakeholders insights into why teachers become targets of politically motivated investigations, how educators can be supported and informed about how to navigate teaching controversial issues, and the potential effects such investigations can have on the education profession.

Teaching about slavery entails teaching about the archive. Punctuated with silences, scattered with compelling details, and laden with descriptions that oscillate between racist, harrowing, and heartbreaking, runaway ads provide a glimpse into the lives of enslaved people. The details embedded within them--or omitted from them--can also provide springboards for undergraduate research projects. As a result, in "Slavery in the Atlantic World," the author tasked her students with writing an eight- to ten-page biography of an enslaved person living in the early modern Atlantic world. The only record they had of that individual was the text of a runaway ad printed in an eighteenth-century newspaper. Throughout their research, students followed every detail as they attempted to reconstruct the life of one of the millions of people who endured and resisted their enslavement in the Atlantic world. One of the pedagogical goals was to devise an assignment that encouraged students to analyze the lives and experiences of enslaved people, rather than those of enslavers. The assignment asks students to think critically and empathetically about the experiences of an enslaved individual through thoughtful analysis of primary and secondary sources. It also leaves room for students to reflect on the limits of these sources and the nature of the archive. The author explores runaway advertisements as sources, discussing how to introduce students to their contents and prepare them for out-of-class research. Next, she surveys the digital archives that make such an assignment possible. Finally, she reflects on the narratives of Atlantic slavery. The author offers suggestions for secondary sources--from trade paperback books to academic monographs--that can provide students with models of this type of biographical scholarship. She additionally highlights the narratives her students produced. By writing this paper, the author hopes that educators of all levels will be able to integrate runaway advertisements into their classrooms, engage students in conversations about the archive of slavery, and develop assignments that center the lives of enslaved people.

Elizabeth Anscombe, Mary Midgley, Iris Murdoch and Philippa Foot all studied at Oxford University during the Second World War. One of their wartime tutors was Donald MacKinnon. This paper gives a broad overview of MacKinnon's philosophical outlook as it was developing at this time. Four talks from between 1938 and 1941--'And the Son of Man That Thou Visiteth Him' (1938), 'What Is a Metaphysical Statement?' (1940), 'The Function of Philosophy in Education' (1941) and 'Revelation and Social Justice' (1941)--give a foretaste of the conception of moral philosophy that he later articulated in A Study of Ethical Theory (1957). We identify aspects of his philosophical outlook and unusual treatment of method that likely shaped his teaching. We trace his influence in the work of Midgley, Murdoch and Foot, all of whom studied with him from Trinity Term 1940 until their finals in 1942. In the case of Anscombe, though she was briefly his student--he taught her Plato--she and MacKinnon moved in shared intellectual circles, and there is reason to think that some of the forces that shaped MacKinnon's outlook also shaped hers. The sketch we offer is incomplete--in particular, we are not able to do justice to MacKinnon's explicitly theological writings--but we hope to achieve three things. First, to go some way towards indicating the importance of the teacher MacKinnon to understanding the work of his better-known pupils. Second, to introduce a philosopher for whom the teaching of philosophy, practical ethics and metaphysical theory were deeply entwined. Third, to reflect on the relationship between, on the one hand, a conception of the practice and significance of metaphysics and, on the other, a view on the role and nature of philosophical teaching and learning.

The purpose of this article is to chronicle the life and contributions of Mary Frances Early (b. 1936), the first African American to graduate from the University of Georgia in 1962. After suffering many indignities and being forgotten for more than three decades, Early became one of the University's most celebrated graduates. Teaching music in segregated schools in Atlanta, Mary Frances Early worked tirelessly to provide her students with a high-quality music education, and she developed excellent music programs wherever she went. Throughout her long and distinguished career in the public schools, in higher education, and in service to the profession, Mary Frances Early dedicated her life to music teaching. She believed that all students deserved to have engaging and meaningful music education experiences, that music is an essential component of a well-rounded education, and that music would play a role throughout life. Primary and secondary sources include interviews, Miss Early's personal papers, documentary film footage, and newspaper articles and clippings.

Teachers trained in one country are often not allowed to serve as teachers in another country because their teacher's license is not recognised as equivalent. The barriers these teachers have to overcome in order to work in their profession again are high and often require further (full) teacher training at the university. The paper provides insights into the conditions for teachers who participate in (re-)qualification programmes in Germany and Europe. By linking the theoretical concepts of a biographical approach to teacher professionalisation and transnationalisation in education, the results of an interview study with teachers who have participated in a programme for refugee teachers at a university in Germany are presented. The Grounded Theory analysis reconstructs the strategies of internationally educated teachers managing to keep up their hope to be able to work as teachers again and thus counter the formal de-professionalisation they are facing.

In 2009, the federal state of North Rhine-Westphalia in Germany enacted a law that prescribed a binding module on dealing with linguistic diversity for all future teachers in every university offering teacher training in the state. In this paper, we present an interview study with teacher educators in this so-called DaZ module and their views on multilingualism. The conceptual framework of this article is based on Niedrig's (2002) typology of perspectives on multilingualism. The findings reveal that the educators' perspectives on multilingualism seem to be reproductions of their own multilingual biographies and that the framing of the DaZ module tends to reinforce a monolingual mindset. At the same time, the results show multiple ways in which the interviewees still find spaces for multilingual practices within the framework of this module. This underlines the educators' role in promoting a multilingual turn in education.

Until recently, the role of material culture in language has been little studied or seen as the context where language use is situated (Aronin et al., 2018). This article looks at the materiality of language in a new light by arguing that everyday objects such as kitchen utensils and wardrobes can be seen as deliberate and conscious collections that are entangled with speakers' multilingual repertoires, subjectivities and embodied agencies. Clothes stored away in one's wardrobe, or ordinary kitchen utensils reveal themselves as the site where multilinguals' complex biographies and 'jigsaw repertoires' (Blommaert & Backus, 2013) can be traced and made sense of. Such a view of language sees the construction of subjectivities as both situated and relational. Situated because subjectivities are firmly anchored in embodied chronotopic continuums (Busch, 2017), relational because they align to a post-human approach to subjectivity (Pennycook, 2018) that conceives it as the confederation of different types of human and post-human agencies. Drawing on a study of 6 personal collections of ordinary objects, this paper investigates to what extent personal collections can be read as a 'laboratory' for multilingual practices, where multilingual agencies are played out in relation to time-space coordinates and the materiality of the self.

In this paper, we dialogue about the processes of knowledge construction that work through and disrupt academic regulations. As feminist, Indigenous, and non-Indigenous Latinx scholars, we build on the reflections stemming from our research of Mapuche women's biographies of schooling. We focus on three tensions of knowledge production within and beyond academic spaces. First, we explore how the knowledges (in plural) that come from our biographies are systematically left out of academic conversations and moved into what we call invisible zones. Second, we examine the work of translation and translanguaging as we move across language barriers and geographic places in our research, which points to what these processes afford across geographic and conceptual zones of "north" and "south." Thirdly, we unsettle the naturalized understanding of knowledge as solely a product of academic spaces and gesture toward a future in which we can reimagine and display complex and complicated ways of doing research otherwise.

This paper presents constructions of 'work' through a comparative charting of the manner in which young people across rural India, urban India, and the urban UK account for their educational and work trajectories. The comparison grounds an interrogation of the individualisation thesis and the reflexive biography, an influential analytical framework for examining youth biographies in the Global North, bringing it into conversation with theoretical traditions that study youth identities/biographies in a global framework such as development studies and human geography. Employing a conceptual framework that places youth subjectivities as it forms and is formed by place (material and structural features) and cultural norms concerning ideal selfhood, I analyse the accounts for the reflexive management of biographies, the cultural/structural resources that participants draw upon in constructing these, and the moral frameworks underlying aspirations for the 'good life' in these accounts. Responding to calls for dialogues between the Global North and Global South in youth studies, the aim is to de-valorise reflexivity and choice in biographical management by highlighting some psychological penalties associated with these modes of self-construction in late modernity and thereby to 'talk back' to some of the assumptions underlying youth studies in/from the Global North.

This inquiry explores the scholarly influence of Elliot Eisner by examining how ideas derived from his scholarship have spread. The study begins with Eisner's bio-sketch and a literature review on the history of ideas and the use of knowledge in education, followed by descriptions of this paper's research method and data sources. The analysis revolves around (1) the influence of Eisner's ideas and approaches, (2) Eisner's direct impact through his involvement in projects/organizations, and (3) Eisner's effect on the academic literature. Discussions of generative scholarship, intergenerational legacy and scholarly influence conclude the work, along with the suggestion that the inquiry be re-enacted with other noteworthy scholarly figures in order to increase the understanding of the influence of ideas and research dissemination in the field of education.

In the early modern period, Persian scholars deliberated on the complexities in the Islamic doctrines in distinct ways. Several Sufis and scholars engaged in intellectual debates regarding ideal Muslim conduct. This paper focuses on 'Abd al-Haqq Muhaddis Dehlawi (1551–1642)—a polymath with specialised training in the Ḥadīs̤ and Sufism—to situate his ideas within the larger intellectual discourse about Islam in South Asia. On account of his training and scholastic approach, an a priori label of orthodoxy and revivalism is associated with 'Abd al-Haqq. However, his letters to Mughal courtiers and his Sufi taz̠kirāt showcase his complex pedagogy as a scholar of Islamic praxis and Sufism. This paper delineates his lucid approach in underlining Islamic tenets and the history of the Sufis in South Asia. [ABSTRACT FROM AUTHOR]

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Assistive technologies (AT) perform an important social role, interacting with cultural systems to produce or hinder accessibility to biosocial environments. This interaction profoundly shapes not only how an individual body can be experienced by users but also produce and hinder accessibility to biosocial environments. AT users have historically been viewed through a medical model, which deems them disabled by their impairments and by dominant ableist narratives. Therefore, this paper serves to provide an insight into the importance of ageing with and into AT. This paper aims to investigate polio survivors' and diabetic amputees' experiences of assistive technologies in order to better understand impacts upon narrative and identity. By applying an anthropological and sociological lens, a holistic view of the experiences of polio survivor and amputee AT users is developed. This paper draws on 16 in-depth interviews with polio survivors and diabetic amputees in the United States (US) and Australia, which were analysed using an experience-centered narrative approach. Both projects were approved by ethics boards. All participants provided written consent. Five themes were identified: a) disruption to biographies, which reflected AT impact on how narratives become altered; b) impacts to autonomy, which reflected the importance of regaining previous daily activities; c) re-engaging with community life, which highlighted how AT supported participation in valued activities; d) self-perceptions of assistive technologies, which act in opposition to external perspectives and challenge ableist narratives; and e) an intergenerational comparison of new and older AT users highlights the importance of temporalities. This paper offers new perspectives on ageing with assistive technologies, with a focus on identity and narrative. The importance of this paper is to contribute to the existing literature that demonstrates the cultural implications that arise through embodiment and assistive technologies. The use of assistive technology can help individuals regain function, but the individual circumstances require consideration The use of assistive technology is a complex entanglement of bodies, environments, biographies, and imagined futures. The use of assistive technology can provide participants autonomy over their narratives and assist with maintaining their identities [ABSTRACT FROM AUTHOR]

Political elite studies so far have often dealt with career paths before entering a particular political position, focusing mostly on individual states of a career. However, they have consistently neglected what comes after a political office and the temporal–sequential character of biographies. This paper addresses these two issues. Using sequence analysis techniques, it examines the post-cabinet careers of ministers from the German states in the period 1945–2014 using a newly created, original dataset containing 1400 trajectories and over 12,000 coded person years. The descriptive analysis shows partly significant differences in post-cabinet careers by gender, state, decade, and last ministerial portfolio, but less so by party membership. Three of the five clusters found represent comparatively homogeneous post-cabinet career structures. Whereas in the early years of the republic most politicians did not have a subsequent (long) professional career after leaving office, switching to the private business sector and, above all, remaining in politics at the state level, represent the two most prominent career paths. A springboard career in federal politics, on the other hand, is rare, but certainly possible. From a methodological point of view, this study shows the potential, but also the problems of sequence analysis for research on political elites and offers ideas on how to continue with this approach. [ABSTRACT FROM AUTHOR]

Copyright of Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional 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 Przegląd Archiwalno-Historyczny is the property of Jagiellonian University Press 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 Complutense de Educación is the property of Universidad Complutense de Madrid 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 Esferas is the property of Esferas 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 paper presents insight into how rural young adults in the rural areas of Oost-Groningen, The Netherlands, and Südharz, Germany, deal with their rural identity with regard to different future horizons. This paper applies future horizons instead of intended future plans to emphasize the open and uncertain nature of young adults' aspired future. Based on 15 biographical interviews and a survey to geographically contextualize these interviews, the results show how rural young adults can have parallel future horizons to maintain several options open in which they all aim to preserve a rural identity. This paper illustrates how rural young adults compromise a rural identity with aspirations elsewhere in a staying or rural horizon elsewhere. In addition, the results show how they deal with rural identities by further internalizing and externalizing their rural identities with variations of embracing aspects of a rural identity with regard to different future horizons. The paper concludes that young adults can be considered, however also out of uncertainty about the future, as active participants of their future who apply parallel and temporal horizons and still preserve a rural identity. • Future horizons capture the open nature of young adults' futures. • Young adults apply parallel and temporal horizons to preserve a rural identity. • Rural young adults refocus their rural identity to align it with parallel aspirations. • Regional contexts matter in how rural identities are changed for future horizons. • Young adults can be considered as active participants in shaping their futures. [ABSTRACT FROM AUTHOR]

Copyright of Sociedades Precapitalistas is the property of Universidad Nacional de La Plata 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.)