Telling it how it really is?

Heideggerian phenomenology is expounded here as a qualitative methodology of value in researching "how things really are" in organizational life. It is a methodology, and a philosophy, that recognizes a priori the value of the subjective, lived experience of the individual, and the physical, sociological, and psychological phenomena that come together to create a life-world. In this paper, the authors present three cases where this methodology successfully revealed the employee's reality. Stories about working in teams, being downsized, and having an unseen chronic illness at work are shared to demonstrate the ability of Heideggerian phenomenology to reveal how life really is in organizations. The benefit for HR practitioners and managers is an increased understanding of and, hence, ability to address these sensitive and often unspoken aspects of organizational life.

Telling it how it really is? : life in organisations revealed using Heideggerian phenomenology

Heideggerian phenomenology is expounded here as a qualitative methodology of value in researching "how things really are" in organisational life. It is a methodology, and a philosophy, which recognises a priori the value ofthe subjective, lived experience of the informant, and the physical, sociological and psychological phenomena that come together to create their life-world. In this paper, the authors present cases where this methodology successfully revealed the respondents' reality. Stories about working in teams and being downsized are shared to demonstrate the ability of Heideggerian phenomenology to reveal how life really is in organisations.

Story-telling and policy making : the construction of university entrance problems in Australia

This paper is a study of the politics of policy making within the context of Australian university entrance policy. It argues that policy making is more concerned with the social construction of policy problems than with their resolution and that in this respect the problem-solving image of policy making is flawed. Additionally, the paper explores the ways in which policy problems are constructed and how competing stories are resolved within policy making. The paper concludes that in this case such stories of university entrance were absorbed within the government's agenda for reform through the use of participative processes restricted to the consideration of best solutions rather than particular problems.

Stories from high school and prisons rattle institutional cages

AbstractThis paper is based on two research projects. One considered ‘unsettling’Aboriginal prisoner education and the other ‘troubling’ education in high school.Juxtaposed are two critical research methodologies; critical ethnography and arelational critical allied methodology. Whilst these may at first appear very similar,on closer scrutiny it becomes clearer that independently, the place of the researcherbecomes situated in a somewhat different relationship with participants. Inworking through these layers of difference, what emerges are the entwined voicesof participants who are clearly telling us what ‘bars hold them in their cages’ andwhat spaces between could be transformational.

Stories: a common currency

This article offers an account of a series of writing workshops involving English teachers in Victoria, Australia, known as the stella2.0 project. It argues that storytelling can potentially provide a valuable counterpoint to the ‘knowledge’ underpinning standards-based reforms. The argument serves to introduce two other essays published in this issue of Changing English: ‘Storytelling and Professional Learning’, in which Brenton Doecke articulates a standpoint about storytelling that helped to shape the workshops, and ‘Professional Learning and the Unfinalizable: English Educators Writing and Telling Stories Together…’, by Graham Parr and Scott Bulfin, in which they inquire into the conceptual foundations of the stella2.0 project and discuss some of the writing generated by teachers in the workshops.

Comunicação suplementar e alternativa no discurso narrativo do aluno com paralisia cerebral

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Educating by story-telling; showing the value of story-telling as an educational tool for the use of all workers with children,

"Complete bibliography": p. 373-387.

Tales from the telling-house /

Pictorial t.p. in black and red.

Wally Wanderoon and his story-telling machine,

In publisher's illustrated binding, no publisher's ads at end.

FREADMAN, AnneThe Livres-Souvenirs of Colette Genre and the Telling of Time Oxford: Legenda, August 2012200 pp., £40.00, ISBN: 978-1-906540-93-7

Full text: The title of the book gives us a major clue on the innovative approach developed by Anne Freadman in her analysis of a particular Colette corpus, the one devoted to auto-biographical writing: Les Vrilles de la vigne, Mes apprentissages, La Maison de Claudine, Sido ,L’E ́toile Vesper and Le Fanal bleu. Freadman follows the powerful lure of Rimbaldianvieilles vieilleries and its echoes with Colette’s fondness for collecting objects, people and memories. To this must be added a technical aspect, that of the study of the genre of Colette’s writing. Freadman argues that, by largely avoiding the autobiographical form, the writer achieves a new way of ‘telling time’, collecting anecdotes and detail taken from the quotidian and setting them within an all-encompassing preoccupation with time. This provides the second part of the title.The sonata form directs the sequence of the book, orchestrated into five parts,from ‘exposition’ to ‘first subject’ to‘bridge’ to ‘second subject’ to ‘recapitulation’. This has the advantage of enabling Freadman to move and progress between distinct themes—autobiography first,then alternative forms—with grace,whilst preserving within her own writing what she sees as the essence of Colette’s relationship to time in her ‘Livres-Souvenirs’, the telling of time. This‘telling of time’ is itself therefore cleverly subjected to the time constraints and freedoms of musical composition. Freadman’s ‘Exposition’ takes us through a discussion of the autobiographical genre, analysing the texts against anumber of theorists, from Lejeune to Benjamin and Ricoeur, before launching into ‘Colette and Autobiography’. It argues pertinently that Colette did not write a ‘sustained’ autobiography, even inthe most autobiographical of her writings, Mes apprentissages. Measured against Goodwin’s three sources for autobiography, confession, apologia and memoirs, Colette’s autobiographical writings appear to be at odds with all of them. Freadman then goes on in Part II of her argument, to persuasively uncover a project that rejects self-scrutiny and with no autobiographical strategy. In ‘Collecting Time’, despite claims of continuity, narrative logic and causality areabandoned in favour of a collection offragments, family stories that are built up generation after generation into familylegends. A close and fruitful analysis of Sidoleads us to a study of ‘The Art of Ending’, concentrating on L’E ́toile Vesperandle Fanal Bleu. The closing chapter gives a fascinating reading of La Naissance du jouras an exemplar of the way in which the two subjects developed in Freadman’s volume are cast together:Colette’s own working through the autobiographical genre, and her refusal to write memoirs, in favour of collecting memories, and the strategies she uses for her purpose. In ‘Recapitulation’, her concluding chapter, Freadman adroitlyen capsulates her analysis in a fetching title: ‘Fables of Time’. Indeed, the wholepremise of her book is to move away from autobiographical genre, having acknowledged the links and debt the corpus owes to it, and into a study of the multiple and fruitful ways in which Colette tells time.The rich and varied readings of thematerial, competently informed by theoretical input, together with acute sensitivity to the corpus, mark out this study as incontournable for Colette scholars.

Desenvolvimento das competências narrativas em crianças da educação pré-escolar

Relatório de Estágio apresentado à Escola Superior de Educação do Instituto Politécnico de Castelo Branco para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Educação Pré-Escolar e Ensino do Primeiro Ciclo do Ensino Básico

"I’ll call you when we are ready" (One family’s experience of critical care and end of life decision making)

The purpose of this paper is to explore through narrative accounts one family's expérience of critical care, after the admission of a family member to an Intensive Care Unit (ICU) and their subséquent death five weeks later. Numerous studies support the need for effective communication and clear information to be given to the family. In this instance it was évident from their stories that there were numerous barriers to communication, including language and a lack of insight into the needs of the family. Many families do not understand the complexities of nursing care in an ICU so lack of communication by nursing staff was identified as uncaring behavior and encounters. Facilitating a family's proximity to a dying patient and encouraging them to participate in care helps to maintain some sensé of personal control. Despite a commitment to involving family members in care, which was enshrined in the Unit Philosophy, relatives were banished to the waiting room for hours. They experienced feelings of powerlessness and helplessness as they waited with other relatives for news following investigations or until 'the doctor had completed his rounds'. Explanations of "we must make 'the patient' comfortable" was no consolation for those who wished to be involved in care. The words "I'il call you when we are ready" became a mantra to the forgotten families who waited patiently for those with power to admit them to the ICU. Implications are this family felt they were left alone to cope with the traumatic expériences leading up to and surrounding the death. They felt mainly supported by the priest, who not only administered the last rites but provided spiritual support to the family and dealt sensitively with many issues. Paternalism in décision making when there is a moral obligation to ensure that discussions on end of life dilemmas are an inclusive process with families, doctors, nurses was not understood, therefore it caused conflict within the family over EOL décision making. The family felt that the opportunity to share expériences through telling and retelling their stories would enable them to reconfigure the past and create purpose in the future.

Telling tales: the value of storytelling for early career teachers

This article examines how early career teachers, participants in a research project, make sense of their experiences through storytelling. The teachers’ stories provide a significant counterpoint to the way standards-based reforms construct their professional development, prompting us as teacher educators to think again about what it means for our students to make the transition from initial teacher education into the institutional setting of a school. We draw on Ricoeur’s understanding of narrative to show the complexity of the identity work they perform and how their stories position them as authorities when it comes to the experience of beginning teaching and of negotiating a pathway within existing policy environments. Close attention to the language of these narratives produces rich insights into early career teachers’ experiences and raises questions as to how researchers might solicit and respond to such narratives.

TV stories : from representation to productivity

This chapter revisits the concept of the ‘bardic function’ (Fiske & Hartley 1978), using historical analysis of the oral bardic institutions to re-theorise it for the era of interactive media and digital storytelling. It shows how ‘representative’ storytelling has transformed into self-representation, and proposes that the ‘bardic function’ can be divided into three types: representative (the ‘Taliesin function’); pedagogic (the ‘Gandalf function’); and self-organised (the ‘eisteddfod function’).

Chi viaggia ha delle storie da raccontare : those who travel have stories to tell

This review article uses the work of Italian scholar Milly Buonanno to review the state and future of television scholarship, given that the ‘age of television’ has been overtaken by the age of computer-based media. In particular, it discusses the role of open-ended narrative through which we collectively explore the human condition.