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Telling the stories of others
Abstract
This workshop will enable an exploration into the challenges and issues that emerge when a writer uses their position as a researcher to tell the story of a population that does not have access to publication and distribution. Through a series of prompts and provocations that will facilitate group discussions it will explore debates that researchers engage with when ‘telling the stories of others’. These include the power relationship, the potential responsibility to engage in on going dialogue with participants, the primacy that may or may not be given to the participants own voices, and the implications that these and other factors have on the writer’s ability to assert and develop their own authentic voice and interpretation. Although applicable to writing about excluded and marginalised groups, the workshop takes a broader view. It acknowledges that researchers engaging in publication have a unique voice and therefore that even research into frequently researched populations such as teachers and school leaders involves tension between giving voice to others and presenting a writer’s own interpretation. Examples used in the prompts and provocations will focus on published research by early career researchers to enable a specific focus on how relatively recent doctoral and masters’ students addressed these issues in their first publications. The workshop will be driven by a series of linked prompts and discussion activities, concluding with a plenary in which some common understandings and agreed differences in viewpoint emerging from the workshop will be addressed.
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This article looks at identity constructions of mainland
Chinese undergraduate students in a Hong Kong university. These
students shared a “Hong Kong Dream” characterised by a desire for
change in individual outlooks, a yearning for international exposure,
and rich imaginations about Hong Kong and beyond. However,
when their Hong Kong Dream met Hong Kong’s “anti-mainlandisation
discourse,” as was partially, yet acutely, reflected in the recent
Occupy Central movement, most students constructed the simultaneous
identities of a “free” self that was spatially mobile and ideologically
unconfined and an “elite” self that was among the winners of
global competition. This article argues that the identity constructions
of these mainland Chinese students shed light on global student mobilisation
and provide a unique, insider’s perspective into the integration
process between Hong Kong and the rest of the People’s Republic
of China.
This article is drawn from research in an ongoing multiple case study of the identity constructions of tertiary-level border-crossing students from mainland China to Hong Kong. It begins by outlining the contextual and conceptual background of the study, followed by the presentation and discussion of the three aspects of identity being constructed, including contestation against place-of-origin stereotypical identification, passive resistance against power regulations exerted by the original context and critical critiques of the Hong Kong and mainland Chinese societies. This paper argues that, compared with the Bologna process, the parallel but inverse-directional characteristics of the border crossing between mainland China and Hong Kong have significant implications on student mobility across the internal and external European borders, which are greatly influenced by the global context, against a background of the internationalisation of higher education worldwide.
This article investigates whether the memories of women’s movements that grew out of the Italian Resistance to the Nazi-Fascist Regime during the Second World War have left any legacy to women teachers in early childhood education. The article focuses on the case of internationally renowned and high-quality schools for young children, the municipal schools of a northern Italian town called Reggio Emilia. In contrast to much of the literature on gender and early childhood education, this paper reveals that many women teachers in these schools think of themselves as agents of social change, and that this is tied to their memories of the Italian Resistance.
Due to the continuous belief in the centrality of marriage and family value in Arab countries, the noticeable increase in the average age of females’ marriages in Jordan for the last years is starting to ring alarming bells. This is associated with the increasing numbers of the NMW and delayed marriages (in 2007 more than 100000 women over the age of 30 years were reported by Aljazeera as still not married, Aljazeera News 26 Dec, 2008). This is compounded by a delay in the average age of marriage for females, which rose from 21 years in 1979 to 27 years in 2002 (Department of Statistics-Jordan 2003). Using the lens of social exclusion, my paper investigates the lives of NMW whose ages ranged between 30- 49; I ask how do never married women navigate social spaces, how do they define and claim rights in their daily interactions, and what challenges and opportunities do they face? Particularly, I explore whether NMW are included or excluded from the different social settings in West Amman, and examine the meanings, forms and tactics they deploy in dealing with their inclusion/exclusion. In my research I focus on middle to upper middle class women, who are characterized by a mix of conservatism and liberalism. I conducted in-depth interviews with eleven NMW and a couple of NMM to unpack possible gender differences. My paper relays aspects of women’s lived reality and describes the freedoms and restrictions experienced by single women living in urban spaces as factors shaping their wellbeing. I argue that changes in marriage and nuclear family constitute a vital part of gendered relations and wellbeing. Release work immediately for worldwide access.
Moving from the fringe to mainstream economy, a case study into women's experiences. Lecture delivered at the University of Northampton
- B Page
Page, B. (2017). Moving from the fringe to mainstream economy, a case study into
women's experiences. Lecture delivered at the University of Northampton.
Unpublished -October 2017