This article is inspired by Laurel Richardson’s ongoing work as a scholar and researcher during h... more This article is inspired by Laurel Richardson’s ongoing work as a scholar and researcher during her “retirement.” Lorelei has been inspired by Laurel to imagine her retirement as still a time of productive scholarly contribution. This, despite the messages she has received, overtly and covertly, of her redundancy. Here, we follow Lorelei as she stories the disruption, conflicts, and tensions of transition from work life to retirement. Her introspection reveals that this life transition is unlike any other for her. This one is defined more by loss than gain, and Lorelei finds it uncomfortable to embody the juncture of “productivity” and “age”—clearly on the “wrong” side of each binary. Three issues are at the heart of her process: the importance of identity, the process of transitioning from employment to retirement, and the identities that society makes available postemployment. We use autoethnography with commentary to understand Lorelei’s experience in the context of the present s...
This chapter provides an example of Gregory’s critical engagement with action research approaches... more This chapter provides an example of Gregory’s critical engagement with action research approaches. It illustrates the way that power is always already present before you even enter the research space and the way that always already present power can drive the process. This example is not presented here as a perfect example but as a ‘best effort’ in the given context and one you might use to better understand the practice and its complexities, tensions and contradictions, both in theory and practice. Unfortunately, a tendency exists in some of the reported AR literature to tell stories through compelling exemplars that sentimentalise, romanticise or grossly oversimplify the process and the outcomes. This propensity for simplification or exaggeration may be for personal or political reasons such as presenting sanitised reports in order to win funding or to mobilise allies through partisan rhetoric. However, the danger is that this can lead to naive, mechanical, distorted or even erroneous understandings of the change process promoted by PAtR.
Researchers are familiar with ethics applications that endeavor to ensure the safety of their par... more Researchers are familiar with ethics applications that endeavor to ensure the safety of their participants, but only recently have they been urged to examine the short and long terms effects of research on themselves and consider the risks to their own safety and wellbeing (Bloor, Fincham & Sampson, 2007). This paper considers some of the risks to researchers of engaging in research by exploring some emotional dangers the authors encountered whilst engaged in their own research. The authors use their autoethnographies to create a co-constructed narrative (Ellis, 2009) to identify some of the emotional risks that can be associated with being a researcher. The risks are discussed in terms of vulnerability (Behar, 1996), emotional labor (Hochschild, 1983), emotions as data or evidence, and emotionally-sensed knowledges (Hubbard, Backett-Milburn, & Kemmer, 2001). It is Laurel Richardson’s (2000) argument that “the ethnographic life is not separable from the self” (p.16) that informs the...
This article is inspired by Laurel Richardson’s ongoing work as a scholar and researcher during h... more This article is inspired by Laurel Richardson’s ongoing work as a scholar and researcher during her “retirement.” Lorelei has been inspired by Laurel to imagine her retirement as still a time of productive scholarly contribution. This, despite the messages she has received, overtly and covertly, of her redundancy. Here, we follow Lorelei as she stories the disruption, conflicts, and tensions of transition from work life to retirement. Her introspection reveals that this life transition is unlike any other for her. This one is defined more by loss than gain, and Lorelei finds it uncomfortable to embody the juncture of “productivity” and “age”—clearly on the “wrong” side of each binary. Three issues are at the heart of her process: the importance of identity, the process of transitioning from employment to retirement, and the identities that society makes available postemployment. We use autoethnography with commentary to understand Lorelei’s experience in the context of the present s...
Ethnography-ethnographic writing, ethnographic fi ctions and narratives and performances and many... more Ethnography-ethnographic writing, ethnographic fi ctions and narratives and performances and many other multi-faceted incarnations-depends upon, as Geertz above puts it, “the way we talk about it.” But, for us, the questions still linger: what is ethnographic writing, what is ethnography itself? Long passed (and past) are the days when one single “defi nition” could encompass what this multi-faceted, multi-layered, traditional and experimental, theoretical and praxis-oriented catch-all has become.
In 1998, the government of the Hong Kong Special Administrative Region began a large-scale projec... more In 1998, the government of the Hong Kong Special Administrative Region began a large-scale project to import qualified, experienced native-speaking teachers of English into Hong Kong secondary schools. The Native-speaking English Teacher (NET) scheme later expanded to include Hong Kong primary schools. Currently, teachers from around the world are placed in local (Hong Kong) classrooms and staffrooms. This intersection of local and global teaching professionals is the site for the examination of interculturalist theories through interactionist methodologies. Data in the form of a semi-structured interview with a Local English Teacher (LET) is analysed using Membership Categorization Analysis. The analysis addresses two key questions. First, how are intercultural categories and attributes talked into being? Second, how can examination of these categories lead to improved understanding of the intersubjective relations between local and expatriate teachers? Findings from analysis have implications for teachers’ professional development in cross-cultural contexts.
Scandinavian Journal of Educational Research, 2015
Vibe Aarkrog Lisbeth Åberg-Bengtsson Helena Åberg Sigrun Adalbjarnardottir Åsa af Geijerstam Hild... more Vibe Aarkrog Lisbeth Åberg-Bengtsson Helena Åberg Sigrun Adalbjarnardottir Åsa af Geijerstam Hilde Afdal Azita Afsar Sakari Ahola Ossi Ahvenainen Tapio Aittola Anu Alanko Maarit Alasuutari Tarja Alatalo Eleanor Allgood Herbert Altrichter Katerina Ananiadou Sarah Anderson Birgit Andersson Ingela Andreasson Øistein Anmarkrud Claes Annerstedt Helene Ärlestig Elisabeth Arnbach Anne-Lise Arnesen Mikko Aro Jakob Åsberg Ali Asgari Anne Ask Tuula Asunta Luis M. Augusto Gunnar Augustsson Lea Austin Thom Axelsson Liesbeth Baartman Kari Bachmann Deborah Ball Asta Balto John Banas Jens Bangsbo Christian Beck Teklu Bekele Daniel Beland Pekka Belt Anne-Jorunn Berg Stig Berge Mathiesen Caroline Berggren Karin Berglund Girma Berhanu Nielsen Harriet Bjerrum Camilla Björklund Gunnar Bjornebekk Bjørn Bjorvatn Petri Böckerman Marja Leena Böök Simon Borg Nicolai Borgen George Botsas Yamina Bouchamma Ivar Braten Gunnar Breivik Angela Brew Donald Broady Jane Brodin Stig Broström Chris Brown Edvin Bru Jens...
This project explores the experiences of women who mother children with ADHD.1 The authors use th... more This project explores the experiences of women who mother children with ADHD.1 The authors use the metaphor of the text and the margin. The text is the “motherhood myth” that describes a particular sort of “good” mothering. The margin is the space beyond that text. This marginal space is inhabited by some or all of the mothers they spoke with, some or all of the time, as they fail to be recognized by the text. They explore the many sorts of silence, whether imposed or “strategic choice,” that disable these women by segregating and isolating them. They also use the metaphor of trouble. They explore the troubling work these mothers do as they negotiate motherhood on the borders of that myth. The troubling work is itself troubled—as neither strategic silence nor strategic unsilence is without its risk, and both at times reinscribe the very mythology that denies these women.
ABSTRACT Here we introduce Pierre Bourdieu and those of his theoretical tools that have offered p... more ABSTRACT Here we introduce Pierre Bourdieu and those of his theoretical tools that have offered particular insight into studies of physical culture. We briefly explain who Pierre Bourdieu was and explain his tools, including Habitus, Field, Capital, Practice, Hexis, Doxa, Symbolic violence and Reflexivity. Pierre Bourdieu was a French social theorist who provided us with a reflexive social theory that drew from sociology, philosophy and anthropology. He was born in France to traditional rural peasant farmers in a small country town, Denguin, in 1930 (see Grenfell 2008 for more details). Knowing a little about his life situates where his ideas came from and what he was trying to do through his conceptual tools as developed within, and applied to, French society at a particular time and from his position within that society. As his work argues, he is a product of society, all the while acting with some form of agency to shape that society. He drew on the work of Émile Durkheim, Claude Lévi-Strauss, Martin Heidegger, Edmund Husserl, Marcel Mauss, Maurice Merleau- Ponty, Karl Marx, Max Weber, Ludwig Wittgenstein and Blaise Pascal among others. Bourdieu was a social activist, known in France through the media and, over time, beyond France, with translations of his work into many languages. His work was taken up quickly, but behind his contemporaries such as Foucault, in the USA. Working in France, he was a prolific writer up until his death in 2002. As a means of understanding practice, Bourdieu provided conceptual tools that articulate the dialogue between structures that shape a society and their interaction with the individual person. Significantly, Bourdieu located the body as an
Stories from the margin: Mothering a child with ADHD or ASD Lorelei Carpenter and Elke Emerald (2... more Stories from the margin: Mothering a child with ADHD or ASD Lorelei Carpenter and Elke Emerald (2009) PostPressed, Teneriffe, QLD; ISBN 978-1921214-43-1; ii+206 pages; AUD 65.00 society unwilling to meet the needs of those perceived as different. Under the topic of good mother/bad mother, Carpenter and emerald then introduce the fi rst group of identifi ed themes: motherhood as a vocation, guilt, loss of mother role, counter-narrative mother, advocate, strong, not a bad mother. Although the authors interpret the stories they heard in terms of the topic, the participant mothers’ authentic voices feature prominently and demonstrate how they struggle under, with, and against their oppressive marginalisation from the texts of good mothering. A further topic of mothers’ experiences brings together themes that speak of how mothering children with ADHD or ASD affects these women personally. Stories tell of mothers being silenced by not being given a voice and by not being heard when they s...
This chapter critically examines the tension experienced by some women who are forced to advocate... more This chapter critically examines the tension experienced by some women who are forced to advocate for schools to support their child who has been diagnosed with ADHD. The chapter uses the stories of mothers to highlight the conflict experienced by some mothers when faced with the decision and consequences of either seeking the label ADHD to explain their child's unacceptable behaviour or having their child identified as being naughty and coming from a bad home which in fact means product of a bad mother. It is the mothers' stories that interrupt the taken for granted notions of inclusive education. The stories underscore the dilemma faced by many mothers and educators of whether or not to make all children the same even if that means resorting to medicating them or allowing their difference even if that means disruption to the classroom.
This article is inspired by Laurel Richardson’s ongoing work as a scholar and researcher during h... more This article is inspired by Laurel Richardson’s ongoing work as a scholar and researcher during her “retirement.” Lorelei has been inspired by Laurel to imagine her retirement as still a time of productive scholarly contribution. This, despite the messages she has received, overtly and covertly, of her redundancy. Here, we follow Lorelei as she stories the disruption, conflicts, and tensions of transition from work life to retirement. Her introspection reveals that this life transition is unlike any other for her. This one is defined more by loss than gain, and Lorelei finds it uncomfortable to embody the juncture of “productivity” and “age”—clearly on the “wrong” side of each binary. Three issues are at the heart of her process: the importance of identity, the process of transitioning from employment to retirement, and the identities that society makes available postemployment. We use autoethnography with commentary to understand Lorelei’s experience in the context of the present s...
This chapter provides an example of Gregory’s critical engagement with action research approaches... more This chapter provides an example of Gregory’s critical engagement with action research approaches. It illustrates the way that power is always already present before you even enter the research space and the way that always already present power can drive the process. This example is not presented here as a perfect example but as a ‘best effort’ in the given context and one you might use to better understand the practice and its complexities, tensions and contradictions, both in theory and practice. Unfortunately, a tendency exists in some of the reported AR literature to tell stories through compelling exemplars that sentimentalise, romanticise or grossly oversimplify the process and the outcomes. This propensity for simplification or exaggeration may be for personal or political reasons such as presenting sanitised reports in order to win funding or to mobilise allies through partisan rhetoric. However, the danger is that this can lead to naive, mechanical, distorted or even erroneous understandings of the change process promoted by PAtR.
Researchers are familiar with ethics applications that endeavor to ensure the safety of their par... more Researchers are familiar with ethics applications that endeavor to ensure the safety of their participants, but only recently have they been urged to examine the short and long terms effects of research on themselves and consider the risks to their own safety and wellbeing (Bloor, Fincham & Sampson, 2007). This paper considers some of the risks to researchers of engaging in research by exploring some emotional dangers the authors encountered whilst engaged in their own research. The authors use their autoethnographies to create a co-constructed narrative (Ellis, 2009) to identify some of the emotional risks that can be associated with being a researcher. The risks are discussed in terms of vulnerability (Behar, 1996), emotional labor (Hochschild, 1983), emotions as data or evidence, and emotionally-sensed knowledges (Hubbard, Backett-Milburn, & Kemmer, 2001). It is Laurel Richardson’s (2000) argument that “the ethnographic life is not separable from the self” (p.16) that informs the...
This article is inspired by Laurel Richardson’s ongoing work as a scholar and researcher during h... more This article is inspired by Laurel Richardson’s ongoing work as a scholar and researcher during her “retirement.” Lorelei has been inspired by Laurel to imagine her retirement as still a time of productive scholarly contribution. This, despite the messages she has received, overtly and covertly, of her redundancy. Here, we follow Lorelei as she stories the disruption, conflicts, and tensions of transition from work life to retirement. Her introspection reveals that this life transition is unlike any other for her. This one is defined more by loss than gain, and Lorelei finds it uncomfortable to embody the juncture of “productivity” and “age”—clearly on the “wrong” side of each binary. Three issues are at the heart of her process: the importance of identity, the process of transitioning from employment to retirement, and the identities that society makes available postemployment. We use autoethnography with commentary to understand Lorelei’s experience in the context of the present s...
Ethnography-ethnographic writing, ethnographic fi ctions and narratives and performances and many... more Ethnography-ethnographic writing, ethnographic fi ctions and narratives and performances and many other multi-faceted incarnations-depends upon, as Geertz above puts it, “the way we talk about it.” But, for us, the questions still linger: what is ethnographic writing, what is ethnography itself? Long passed (and past) are the days when one single “defi nition” could encompass what this multi-faceted, multi-layered, traditional and experimental, theoretical and praxis-oriented catch-all has become.
In 1998, the government of the Hong Kong Special Administrative Region began a large-scale projec... more In 1998, the government of the Hong Kong Special Administrative Region began a large-scale project to import qualified, experienced native-speaking teachers of English into Hong Kong secondary schools. The Native-speaking English Teacher (NET) scheme later expanded to include Hong Kong primary schools. Currently, teachers from around the world are placed in local (Hong Kong) classrooms and staffrooms. This intersection of local and global teaching professionals is the site for the examination of interculturalist theories through interactionist methodologies. Data in the form of a semi-structured interview with a Local English Teacher (LET) is analysed using Membership Categorization Analysis. The analysis addresses two key questions. First, how are intercultural categories and attributes talked into being? Second, how can examination of these categories lead to improved understanding of the intersubjective relations between local and expatriate teachers? Findings from analysis have implications for teachers’ professional development in cross-cultural contexts.
Scandinavian Journal of Educational Research, 2015
Vibe Aarkrog Lisbeth Åberg-Bengtsson Helena Åberg Sigrun Adalbjarnardottir Åsa af Geijerstam Hild... more Vibe Aarkrog Lisbeth Åberg-Bengtsson Helena Åberg Sigrun Adalbjarnardottir Åsa af Geijerstam Hilde Afdal Azita Afsar Sakari Ahola Ossi Ahvenainen Tapio Aittola Anu Alanko Maarit Alasuutari Tarja Alatalo Eleanor Allgood Herbert Altrichter Katerina Ananiadou Sarah Anderson Birgit Andersson Ingela Andreasson Øistein Anmarkrud Claes Annerstedt Helene Ärlestig Elisabeth Arnbach Anne-Lise Arnesen Mikko Aro Jakob Åsberg Ali Asgari Anne Ask Tuula Asunta Luis M. Augusto Gunnar Augustsson Lea Austin Thom Axelsson Liesbeth Baartman Kari Bachmann Deborah Ball Asta Balto John Banas Jens Bangsbo Christian Beck Teklu Bekele Daniel Beland Pekka Belt Anne-Jorunn Berg Stig Berge Mathiesen Caroline Berggren Karin Berglund Girma Berhanu Nielsen Harriet Bjerrum Camilla Björklund Gunnar Bjornebekk Bjørn Bjorvatn Petri Böckerman Marja Leena Böök Simon Borg Nicolai Borgen George Botsas Yamina Bouchamma Ivar Braten Gunnar Breivik Angela Brew Donald Broady Jane Brodin Stig Broström Chris Brown Edvin Bru Jens...
This project explores the experiences of women who mother children with ADHD.1 The authors use th... more This project explores the experiences of women who mother children with ADHD.1 The authors use the metaphor of the text and the margin. The text is the “motherhood myth” that describes a particular sort of “good” mothering. The margin is the space beyond that text. This marginal space is inhabited by some or all of the mothers they spoke with, some or all of the time, as they fail to be recognized by the text. They explore the many sorts of silence, whether imposed or “strategic choice,” that disable these women by segregating and isolating them. They also use the metaphor of trouble. They explore the troubling work these mothers do as they negotiate motherhood on the borders of that myth. The troubling work is itself troubled—as neither strategic silence nor strategic unsilence is without its risk, and both at times reinscribe the very mythology that denies these women.
ABSTRACT Here we introduce Pierre Bourdieu and those of his theoretical tools that have offered p... more ABSTRACT Here we introduce Pierre Bourdieu and those of his theoretical tools that have offered particular insight into studies of physical culture. We briefly explain who Pierre Bourdieu was and explain his tools, including Habitus, Field, Capital, Practice, Hexis, Doxa, Symbolic violence and Reflexivity. Pierre Bourdieu was a French social theorist who provided us with a reflexive social theory that drew from sociology, philosophy and anthropology. He was born in France to traditional rural peasant farmers in a small country town, Denguin, in 1930 (see Grenfell 2008 for more details). Knowing a little about his life situates where his ideas came from and what he was trying to do through his conceptual tools as developed within, and applied to, French society at a particular time and from his position within that society. As his work argues, he is a product of society, all the while acting with some form of agency to shape that society. He drew on the work of Émile Durkheim, Claude Lévi-Strauss, Martin Heidegger, Edmund Husserl, Marcel Mauss, Maurice Merleau- Ponty, Karl Marx, Max Weber, Ludwig Wittgenstein and Blaise Pascal among others. Bourdieu was a social activist, known in France through the media and, over time, beyond France, with translations of his work into many languages. His work was taken up quickly, but behind his contemporaries such as Foucault, in the USA. Working in France, he was a prolific writer up until his death in 2002. As a means of understanding practice, Bourdieu provided conceptual tools that articulate the dialogue between structures that shape a society and their interaction with the individual person. Significantly, Bourdieu located the body as an
Stories from the margin: Mothering a child with ADHD or ASD Lorelei Carpenter and Elke Emerald (2... more Stories from the margin: Mothering a child with ADHD or ASD Lorelei Carpenter and Elke Emerald (2009) PostPressed, Teneriffe, QLD; ISBN 978-1921214-43-1; ii+206 pages; AUD 65.00 society unwilling to meet the needs of those perceived as different. Under the topic of good mother/bad mother, Carpenter and emerald then introduce the fi rst group of identifi ed themes: motherhood as a vocation, guilt, loss of mother role, counter-narrative mother, advocate, strong, not a bad mother. Although the authors interpret the stories they heard in terms of the topic, the participant mothers’ authentic voices feature prominently and demonstrate how they struggle under, with, and against their oppressive marginalisation from the texts of good mothering. A further topic of mothers’ experiences brings together themes that speak of how mothering children with ADHD or ASD affects these women personally. Stories tell of mothers being silenced by not being given a voice and by not being heard when they s...
This chapter critically examines the tension experienced by some women who are forced to advocate... more This chapter critically examines the tension experienced by some women who are forced to advocate for schools to support their child who has been diagnosed with ADHD. The chapter uses the stories of mothers to highlight the conflict experienced by some mothers when faced with the decision and consequences of either seeking the label ADHD to explain their child's unacceptable behaviour or having their child identified as being naughty and coming from a bad home which in fact means product of a bad mother. It is the mothers' stories that interrupt the taken for granted notions of inclusive education. The stories underscore the dilemma faced by many mothers and educators of whether or not to make all children the same even if that means resorting to medicating them or allowing their difference even if that means disruption to the classroom.
Narrative research has been employed by many researchers in the field of physical culture (inclu... more Narrative research has been employed by many researchers in the field of physical culture (including movement, play, dance, sport, leisure, physical pursuits, physical activity, physical education and health). From our storied worlds, narrative research reveals complex embodied and emplaced social phenomena within this field. However, there are still many questions about how we might begin to take more seriously the lived body, the phenomenological and subjective experiences of those people whose practices constitute this field. From a methodological and epistemological perspective, we face ongoing challenges in understanding physical culture and its constitution in storied and embodied ways. This paper explores the possibilities for narrative research to be extended using a framework of intersections between three research moments (field texts, interim research texts and research texts) and four epistemes (senses, sensual experience, sensory geographies and sensational learning/turning points). We explore sensory narratives as forms that capture embodiment in rich ways, providing multimodal possibilities, new timespace possibilities and new insights. This paper is an attempt to move beyond telling stories of us having bodies to address us as bodies [Ellsworth, E. (2005). Places of learning: Media, architecture, pedagogy. New York: RoutledgeFalmer], emplaced, and whose movement and sensations are crucial to learning, knowing and understanding. We grapple with two core conundrums for researchers who use narrative: how to capture, analyse and represent storied worlds in embodied ways and how to capture sensed and embodied experiences in narrative. Finally, we discuss implications for (re) telling enduring and new narratives using emerging sense-focussed epistemologies and methodologies to communicate narrative at the three research moments.
Narrative research has been employed by many researchers in the field of physical culture (inclu... more Narrative research has been employed by many researchers in the field of physical culture (including movement, play, dance, sport, leisure, physical pursuits, physical activity, physical education and health). From our storied worlds, narrative research reveals complex embodied and emplaced social phenomena within this field. However, there are still many questions about how we might begin to take more seriously the lived body, the phenomenological and subjective experiences of those people whose practices constitute this field. From a methodological and epistemological perspective, we face ongoing challenges in understanding physical culture and its constitution in storied and embodied ways. This paper explores the possibilities for narrative research to be extended using a framework of intersections between three research moments (field texts, interim research texts and research texts) and four epistemes (senses, sensual experience, sensory geographies and sensational learning/turning points). We explore sensory narratives as forms that capture embodiment in rich ways, providing multimodal possibilities, new timespace possibilities and new insights. This paper is an attempt to move beyond telling stories of us having bodies to address us as bodies [Ellsworth, E. (2005). Places of learning: Media, architecture, pedagogy. New York: RoutledgeFalmer], emplaced, and whose movement and sensations are crucial to learning, knowing and understanding. We grapple with two core conundrums for researchers who use narrative: how to capture, analyse and represent storied worlds in embodied ways and how to capture sensed and embodied experiences in narrative. Finally, we discuss implications for (re) telling enduring and new narratives using emerging sense-focussed epistemologies and methodologies to communicate narrative at the three research moments.
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Papers by Elke Emerald