Narrative identity and offender rehabilitation

The rehabilitation of offenders is an evaluative and capability-building process and is concerned with promoting primary goods and managing risk. At the heart of this process is the construction of a more adaptive narrative identity and the acquisition of capabilities to enable offenders to secure important values in their postrelease environments. In this article, the authors examine the idea of narrative identity and its relationship to values and to assessment and treatment.

Jaisa Desh, Waisa Vesh? Exploratory notes on the representations of adivasis in popular Hindi cinema

This paper seeks to discuss specific examples of Adivasi representation in Indian cinema, particularly popular Hindi cinema or ‘Bollywood’ (as opposed to ‘art’ or ‘parallel’ cinema). This choice of popular Hindi cinema is an attempt to explore the ways in which it has distilled and codified the representations of ‘other’ groups for a mass audience. Popular Hindi films have an unmatched circulation and pre-eminence (Prasad, 1998) in India, making the impact of their representations important to consider. Commercial interests of popular Hindi films are paramount, their producers and directors are generally from the upper castes and classes of Indian society. In the push for commercial interests and popular storylines, adequate representations of Adivasis, and as scholars (Vasudev & Lenglet, 1983; Bagchi, 1996; Subramanyam, 1996; Gopalan, 2000; Vridi, 2003) have pointed out women and other social groups, remain stereotypical. Mainstream Hindi cinema, even in its post-colonial phase, has not provided images of various cultural groups in India which reflect their lived reality. It is this cinematic marginalisation and cultural stereotyping, which will be explored further. This paper is a preliminary exploration and will look at particular examples of representation in Hindi films, including Naagin (1954), Ajantrik (1957), Madhumati (1958), Yeh Gulistan Hamara (1972), Lal Salaam (2002), and Chak De! (2007). It is aimed that this exploration will provide a foundation for further research into representations in Hindi cinema and the wider discourses of power, politics and inequality in Indian society.

Popular culture : a resource for writing in secondary English classrooms

This chapter explores how a secondary English teacher working with students aged 14-15 enabled them to use their popular culture practices as a resource for writing. The chapter provides examples of conventional classroom situations in which this teacher created a space for students to bring their own semiotic resources to bear on the curriculum. It argues the need for English teachers to become sensitized to the complex literacy practices in which their students engage outside school and to the ways these practices are bound up with their social relationships and sense of identity. The discussion challenges conventional understandings of ‘reading’, ‘writing’, ‘speaking’, and ‘listening’ as components of the English curriculum, arguing that a more contemporary understanding of literacy must take into account the multi-modal practices in which students engage in beyond school.

Reinforcing the myth : constructing Australian identity in 'reality TV'

The current incarnation of ‘reality TV’ in Australia has a strong focus on the portrayal of everyday life. Although based on ‘real’ situations or people, there is a clear tension between ideas of authenticity and performance.  As a global phenomenon, ‘reality’ formats are produced for local audiences by highlighting aspects of the national culture and identity, with format popularity directly linked to identification and affirmation of the spectacle of ‘reality’. This paper will analyse the use of popular Australian myth in ‘reality’ formats by charting narrative and character construction as an ‘illusory everyday’, with reference to Bondi Rescue (Cordell Jigsaw). The paper will examine the representation of Australian identity through both myth and construction in ‘reality TV’ as the perpetuation of a cultural simulation. Implications for research on the genre and the industry are also discussed.

The impact of hypoglycaemia on quality of life and related patient-reported outcomes in Type 2 diabetes : a narrative review

As a common side effect of insulin treatment for diabetes, hypoglycaemia is a constant threat and can have far-reaching and potentially devastating consequences, including immediate physical injury as well as more pervasive cognitive, behavioural and emotional effects. Moreover, as a significant limiting factor in achieving optimal glycaemic control, exposure to hypoglycaemia can influence diabetes self-management.

Although hypoglycaemia is known to occur in Type 2 diabetes, its morbidity and impact on the individual are not well recognized. The aim of the current review is to examine published evidence to achieve a synthesis of the scope and significance of the potential detriment caused by hypoglycaemia to individuals with Type 2 diabetes. The implications of these observations for treatment and research have also been considered.

A narrative review was performed of empirical papers published in English since 1966, reporting the effect of hypoglycaemia on quality of life and related outcomes (including generic and diabetes specificquality of life, emotional well-being and health utilities) in Type 2 diabetes.

Research demonstrates the potential impact of hypoglycaemia on the lives of people with Type 2 diabetes, from an association with depressive symptoms and heightened anxiety, to impairment of the ability to drive, work and function in ways that are important for quality of life. Few studies consider hypoglycaemia as an explanatory variable in combination with quality of life or related primary endpoints. As a consequence, there is a pressing need for high-quality research into the overall impact of hypoglycaemia on the lives of people with Type 2 diabetes.

Jaisa Desh, Waisa Vesh? Explorations on the representations of Adivasis in popular Hindi cinema

This article seeks to discuss specific examples of Adivasi representation in Indian cinema, particularly popular Hindi cinema (as opposed to ‘art’ or ‘parallel’ cinema), and the ways in which it has distilled and codified the representations of ‘other’ groups for a mass audience. Mainstream Hindi cinema, even in its postcolonial phase, has not provided images of Adivasis that reflect their reality. This ‘constructed reality’ of the cinema in which Adivasis exist remains the widespread (mis)understanding of their cultures. It is this cinematic marginalization and cultural stereotyping that will be explored further. This article is a preliminary exploration and will look at particular examples of representation in Hindi films, including Naagin [Female Cobra] (Nandlal Jaswantlal, 1954), Madhumati (Bimal Roy, 1958), Yeh Gulistan Hamara [This Flower Garden of Ours] (Atma Ram, 1972), Lal Salaam [Red Salute] (Gaganvihari Boratte, 2002) and Chak De! [Come On! India] (Shimit Amin, 2007). The aim is for this exploration to provide a foundation for further research into Adivasi representation and the wider discourses of power, politics and inequality in Indian society.

Inventing (a) life: deconstruction and the praxis and poiesis of narrative

Deconstruction often sits awkwardly between the realm of literary studies and criticism, and philosophy proper. This paper explores the contribution that a deconstructive literacy might have for those engaged in writing narrative, as a practice and a product. Taking up Kristeva's reading of Arendt, and the Aristotelian categories of praxis and poiesis, it will be argued that the act of narrating life amounts to both the actual generation of the life it purports to describe, while also being a praxis in itself, one that need not produce anything, since the very act of engaging in/with it, leaves atraceless trace that itself is 'full of meaning'. Narrative, however, will not rest in either pole of Aristotle's binary structure. For Arendt, Kristeva will remind us, narrative is an activity that is very 'human', where we engender not just zoe, mere physiological life, but bios, a living that is not colonised by ends alone, and instead finding in itself a value, a fulfilment in its own process. Applied to the activity of story-making (autobiographical or otherwise), and also to pedagogical practice in the academy, this dual potential of narrative (at once to produce and to be an end unto itself) reframes the Beruf (calling) of creative writing. Deconstruction, in other words, assists us in appreciating the very ethical consequences of the labour of deciding where and when the story begins and ends, and who the protagonist is. Recalling us to the ontological implications of the thought of différance, this paper will attempt to demonstrate how the action of articulating the edges of story can be read as akin to that which turns the
featureless flux of time into bios, or human life that, according to Arendt, is what goes missing under totalitarianism.

Questions of (re)production and legitimation : a second screening of 3 films on teacher-student relations

This study considers three Hollywood films that take, as their subject, a teacher-hero confronted with a 'problem' group of students and, as their narrative, the rehabilitation of these students and the resolution of their problems. Employing a Bourdieuian analysis, we attempt a second screening of these films on two levels: first, by stepping inside these celluloid classrooms, so to speak, and narrating a different text, one that is spoken from the position of students and which challenges each film's portrayal of good people achieving fine things; and secondly, by screening for gaps in their accounts of schooling, exposing their limited frames of reference and their legitimacy to speak on behalf of authentic classrooms. The first of these projects is undertaken as a way of challenging teachers and interested others to be wary of uncritical readings of popular images of teaching, whereas the second provides a beginning from which to consider how teachers' pedagogy and school curricula can be informed by a radical democratic view of education - how teachers might embrace the foreign.