4 results
Search Results
2. Out of Europe
- Author
-
Rob Evans
- Subjects
Biografische Methode ,Kulturelle Identität ,Turkish ,Cultural identity ,Ethnic group ,370 Erziehung, Schul- und Bildungswesen ,Junger Erwachsener ,Social interaction ,Bildungssoziologie ,German ,Germany ,Migration background ,Sociology ,Immigrant background ,Inclusion ,lcsh:LC8-6691 ,Biographical Inventories ,%22">Assimilation ,Empirische Untersuchung ,Self-translation ,biographicity ,the discursive-narrative interview ,agency-indiversity ,Assertion ,Gender studies ,Empirical study ,Biographies ,Assimilation ,language ,Narratives Interview ,Türke ,370 Education ,Social exclusion ,Erziehung, Schul- und Bildungswesen ,Soziale Interaktion ,Education ,ddc:370 ,Identity ,Biografie ,Erwachsenenbildung / Weiterbildung ,Narrative ,Narrative interview ,Deutschland ,Migrationshintergrund ,lcsh:Special aspects of education ,Ausgrenzung ,Identität ,Biography ,language.human_language ,Social relation ,Young adult ,Inklusion - Abstract
European journal for Research on the Education and Learning of Adults 5 (2014) 2, S. 195-207, The demands laid on the individual by increasingly fragmented life-wide learning imperatives lead to constant pressure on adults of ‘migratory background’ to display agency and take up a position vis-à-vis cultural-ethnic ‘belonging’, while around them an integration/assimilation debate continues to rage in German public discourse. The focus of this paper will therefore be the experiences of transition and transformation in learning biographies which are often experienced as self-‘translation’. The paper will address agency, inclusion/exclusion in the learning biographies of young adults who straddle the precarious identity of German-Turk/Turk-German. I use here talk elicited in the learning biography of a student of Turkish origin. The assertion of agency-in-diversity is given voice in uneven ways. The extracts allow us to listen closely to the workings of agency in the subjective, shared experience related in auto/biographical narratives. (DIPF/Orig.)
- Published
- 2014
3. Confronting myself. Using auto/biography to explore the impact of class and education on the formation of self and identity
- Author
-
Paula Stone
- Subjects
Erziehung, Schul- und Bildungswesen ,Erwachsenenbildung ,Redress ,Adult training ,Representation (arts) ,honneth ,un miraculé ,Feminism ,Education ,Adult education ,0504 sociology ,ddc:370 ,Reflexivity ,Biografie ,Conferment of a doctorate ,Erwachsenenbildung / Weiterbildung ,Promotion ,Autobiografie ,Sociology ,Hochschulforschung und Hochschuldidaktik ,Conferment of a doctor's degree ,Class (computer programming) ,lcsh:LC8-6691 ,Honneth, Axel ,lcsh:Special aspects of education ,Self ,05 social sciences ,auto/biography ,050401 social sciences methods ,050301 education ,Biography ,Epistemology ,Biographies ,the self ,Autobiographies ,recognition ,0503 education - Abstract
In this paper I illustrate how auto/biography, drawing on feminist research methodology, enabled me to chronicle and theorise the lived experience of class relations in the academy. I explain how auto-diegetic auto/biographical doctoral research has provided me with ‘both a mode of representation and a mode of reasoning’ (Richardson, 1997, p. 28) which was therapeutic, reflexive, as well as agentic to help me understand the sense of displacement in the academy and how I used my doctorate to redress that.
- Published
- 2021
- Full Text
- View/download PDF
4. Dig where you stand: Working life biographies as a challenge to the neoliberal classroom.
- Author
-
Stephenson, Carol, Stirling, John, and Wray, David
- Subjects
NEOLIBERALISM ,SOCIOLOGICAL imagination ,AUTOBIOGRAPHY ,BIOGRAPHIES ,SOCIOLOGY - Abstract
Neoliberal interpretations of the social world reject structural explanations in favour of those that see agency as primary. This orthodoxy presents a challenge to teachers who seek to support the development of a sociological understanding, particularly where disadvantaged students are undermined by the stigma associated with these interpretations. This article explores a teaching strategy which draws upon readings of auto/biography on the part of both teachers and students to develop a critical understanding of the relationship between agency and structure. We argue that such an approach can take sociology back to its radical roots as a transformative and radicalising discipline. [ABSTRACT FROM PUBLISHER]
- Published
- 2014
- Full Text
- View/download PDF
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.