Biographical narratives in teaching: a study of rofessors on postgraduate courses

Literature and research have shown that professional development constitutes an essential dimension in constructing both work and professional identity. An important aspect in such development is training. In the field of adult education, different authors (Pratt, 1993; Mezirow, 1985; Schön, 1996; Silva, 2007) emphasize the importance of placing trainees at the center of the learning and cognitive processes and within their corresponding social and historical contexts. Training is supported by a comprehensive adult learning theory. Therefore, the acquired knowledge is not only the result of an external and objective reality but also of a complex construction in which the appropriation of experience plays a relevant role. This paper reveals the findings obtained through biographical narratives in a five-year work program with teachers at different levels (from pre-school to higher education) on postgraduate courses. The core issue is the importance of biographical narratives, as an identification strategy for personal experience, knowledge construction and professional identity. This strategy provided the opportunity for recognition of practical experience, as a provider of learning, as well as his/her own authorship, which are important conditions in the understanding of professional identity.

Three-year-olds' attachment play narratives and their associations with internalizing problems

Representational strategies of emotion regulation during play are believed to protect children against behaviour problems. Yet, before the age of 4, it appears that children rely more on their attachment figure than on representational strategies to assuage distress. The study was aimed at testing whether 3-year-olds' narrative features during the Attachment Story Completion Task (ASCT) could predict concurrent internalizing problems assessed by the mothers' and fathers' ratings of the child, using the Child Behaviour Checklist Regression analyses including gender, IQ, socio-economic status and ASCT dimensions revealed that representations of supportive caregiving predicted mother-reported internalizing problems (negative association), whereas positive resolution and attachment strategies (security, deactivation, hyperactivation, disorganization) did not. Results were interpreted with reference to Bowlby's hypotheses regarding the aetiology of depression and anxiety disorders. (PsycINFO Database Record (c) 2007 APA, all rights reserved)

The Irish Infancy Narratives and their Relationship with Latin Sources

(Résumé de l'ouvrage) In 1927 M. R. James published Latin Infancy Gospels, identified by him in two related but not identical manuscripts (one the British Library Arundel 404; the other from Hereford), together with a parallel text from the Irish manuscript known as the Leabhar Breac. Later researches brought to light more manuscripts of this Latin work, and also of the Irish text. James recognized that his apocryphal Latin Infancy text was compiled from a combination of the Protevangelium of James and a hitherto unknown text which he named "The Source". Recent research has identified a full Latin translation of the Protevangelium of James. A hitherto unrecognized Irish Infancy Narrative has also been identified in the Dublin manuscript known as the Liber Flavus Fergusiorum. A deep study of this related tradition was called for. This has been carried out over the past ten years by an Irish team in conjunction with Professor Daniel Kaestli and AELAC. The fruits of this labour are published in these two volumes. Volume 13 has a general introduction with a historical sketch of New Testament apocrypha in Ireland and a history of research on the subject. This is followed by a comparison of the Infancy Narratives in the Leabhar Breac and the Liber Flavus Fergusiorum. There are special introductions to these Infancy texts, followed by critical editions of the Irish texts, accompanied by English translations and rich annotation. Next there is similar treatment of the Irish versified Narrative (from ca. 700) of the Childhood Deeds of Jesus (commonly known as the Infancy Narrative (or Gospel) of Thomas. There is then (in volume 14, but with continuous pagination) the edition and translation of an Irish thirteenth-century poem with elements from Infancy Narratives, and both Latin and Irish texts on the wonders at Christ's birth, accompanied by translations and notes. The edition of the Irish material is followed by a critical edition of the full Arundel and Hereford forms of the Infancy Narrative (here referred to as the "J Compilation"), together with a detailed study of all the questions relating to this work. The volume concludes with a critical edition (by Rita Beyers) of the Latin text of the Protevangelium of James, accompanied by a detailed study of the work.. The work contains a detailed study of the Latin translations of the Protevangelium of James and the transmission of this work in the West. The "J Compilation" (a combination of the Protevangelium and texts of Pseudo-Matthew) can be traced back in manuscript transmission to ca. 800,and must have originated some time earlier. Behind it stands an earlier "I ("I" for Irish) Compilation" without influence from Pseudo-Matthew, the form found in the Irish witnesses. It is argued that M. R. James's "Source" may be of Judaeo-Christian origin and may really be the Gospel of the Nazoreans. Among the indexes there is a list of all the Irish words found in the texts. This edition of the Irish and related Latin texts is a major contribution to the study of the apocryphal Infancy Narratives. It should also be of particular interest to Celtic scholars, to students of Irish ecclesiastical learning, and in general to all medievalists.

Empowerment narratives - A collection of exemplars illustrating empowerment of nurses and midwives

Empowerment narratives РA collection of exemplars illustrating empowerment of nurses and midwives The Meaning of Empowerment Sub-group of the Empowerment of Nurses and Midwives Steering Group ̢?" An Agenda for Change solicited exemplars to illustrate the progress in empowering nurses and midwives through innovative and effective work. Kanter (1993) defines empowerment as work effectiveness; Click here to download PDF 221kb

Empowerment narratives - A collection of exemplars illustrating empowerment of nurses and midwives

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Emerging narratives of conference interpreters’ training: a case study of ad hoc training in Babels and the Social Forum

Desde una perspectiva narrativa, este artículo explora cómo la práctica y la formación en interpretación de conferenciasse han percibido en la disciplina, en la profesión y en diferentescolectivos de traductores e interpretes comprometid@s como ECOSy Babels. Sostiene que estas distintas maneras de percibir la interpretación no son meramente opuestas sino que su potencial confluencia es clave para hacer posible una interpretación de conferencias más comprometida políticamente y más socio-crítica en un mundo de desigualdades cada vez más acentuadas y de mercantilización creciente de todos los aspectos de la vida. El artículo lleva a cabo un estudio de caso sobre la formación ad hoc de intérpretes en el Foro Social, en particular el Foro Social Europeo de Londres, y analiza cómo el trabajo colectivo entre instituciones educativas y sociedad civil tanto local como global ha dado luz a prácticas transformadoras hacia una metodología de formación mássocio-critica y con mayor consciencia ética.

Overcoming the ethical dilemmas of skilled migration? An analysis of international narratives on the “brain drain”

Migration-related issues have, since approximately 2000, been the object of increased attention at the international level. This has led, among other things, to the production of international narratives, which aim both at understanding migration and at proposing policy recommendations on how to address it, with the objective of improving the governance of migration at the global level. But this implies overcoming dilemmas stemming from the diverging interests of states and other actors (like NGOs and the private sector). This article examines the way in which international migration narratives address skilled migration, which is characterised by some of the clearest political trade-offs between stakeholders. It argues that these narratives attempt to speak to all parties and conciliate contradictory arguments about what should be done, in order to discursively overcome policy dilemmas and create a consensus. While this is line with the mandate of international organizations, it depoliticises migration issues.

Gènere i immigració en les narratives visuals de les noies dels països del sud d’Àsia escolaritzades a Catalunya

Aquesta recerca aborda la interpretació de les relacions entre escolarització, immigració i gènere de forma complexa mitjançant la construcció d’una recerca visual narrativa i d’històries de vida amb el grup de noies/dones immigrades procedent dels països del sud d’Àsia que viuen i han estat escolaritzades –totalment o parcialment– a Catalunya. La investigació dóna visibilitat a les trajectòries d’èxit escolar de les noies/dones immigrades al seu pas per l’escola secundària, tot narrant: les seves expectatives i desitjos, els moments i canvis, les identitats i relacions, així com els aprenentatges assolits i les perspectives de futur. La recerca s’ha portat a terme a partir d’observar, entrevistar i conversar amb diversos grups de noies immigrades (principalment de la regió del Panjab de l’Índia i el Pakistan) en 4 centres educatius i 1 entitat, de l’àmbit de Barcelona i la seva àrea metropolitana. La investigació reconstrueix la trajectòria de 20 noies immigrades com a protagonistes. El treball de camp etnogràfic i la construcció de les històries visuals de vida culmina amb l’edició d’un documental audiovisual. De forma resumida, l’anàlisi de les dades realitzada a partir del treball de camp etnogràfic, de les entrevistes en profunditat i les converses en els cinc contextos presentats, s’organitza d’acord amb els següents eixos temàtics: 1. Migracions, espacialització i mobilitat en un context transnacional i local; 2. La construcció de les subjectivitats i del gènere de les adolescents/adultes immigrades; 3. Processos d’escolarització i formació a Catalunya de les noies/dones immigrades; i 4. Visibilitat, visualitat i representació en la recerca.