Deanya Lattimore's List: Narrative Identity

Discourse & Society, Vol. 20, No. 3, 307-326 (2009)
DOI: 10.1177/0957926509102400

Talking different heterosexualities: the permissive, the normative and the moralistic perspective — evidence from Greek youth storytelling
Argiris Archakis

UNIVERSITY OF PATRAS, GREECE, archakis@upatras.gr

Sofia Lampropoulou

LANCASTER UNIVERSITY, UK, s.lampropoulou@lancaster.ac.uk

The aim of this article is to investigate the construction of heterosexual identities in Greek youth talk. More specifically, we explore how Greek adolescents construct themselves as heterosexuals through storytelling. In terms of theoretical framework, our article follows a dynamic approach to identity construction. Our analysis focuses upon naturally occurring narratives produced by female and male informants. These narratives deal with incidents of the adolescents' everyday lives and are related to their perceptions towards sexual affairs. We consider storytelling as one of the forms of verbal behaviour that has proved to be significant for identity work, as it forms the means through which narrators display aspects of their identities. Taking into account the way our narrators construct their stories, in relation to the ethnographic observations we have collected concerning our informants, we propose a pattern of narrativization showing how they display their positioning towards the ethics of heteronormativity.

Key Words: communities of practice • desire • gender • heteronormativity • heterosexuality • identity construction • morality • narrative analysis • positioning

"When it comes to communicating and connecting with your fellow human beings, stories rule. Good ones deliver a lasting impact far beyond any set of statistics. They can outrun the speediest set of PowerPoint slides. They can leap the tall buildings of memory in a single bound."

"Clever storytelling is one of the quickest and most effective ways to gain executive understanding, buy-in and funding. It also helps attract support and cooperation from reluctant users during project implementation and operation. Vivid stories translate dry, abstract numbers into compelling pictures of how deep yearnings of decision influencers can come true. Creating effective stories is not hard, provided we clearly understand who these decision influencers are, know well what they most care about and understand where to place stories for the most impact. I’ve outlined below some tips for doing just that."

Storytelling: Passport to Success in the 21st Century\n"Why is there a resurgence of interest among today's business and organizational leaders in the ancient art of storytelling at a time when electronic communications might seem to make it obsolete? Human beings have been communicating with each other through storytelling since we lived in caves and sat around campfires exchanging tales. What is new today about the art of telling stories is the purposeful use of narrative to achieve a practical outcome with an individual, a community, or an organization. Four of the world's leading thinkers on knowledge management explore how storytelling will become the key ingredient to managing communications, education, training, and innovation in the 21st century."\nPresents "The Organizational Perspective," "The Scientist's Perspective on Knowledge and Storytelling," "The Storyteller as Agent for Change," and "The Filmmaker as Storyteller"; all transcripts are available.

The (Im)possibilities of Self Representation: Exploring the Limits of Storytelling in the Digital Stories of Women and Girls
Author: Chloë Brushwood Rose a
Affiliation: a Faculty of Education, York University, Toronto, Canada
DOI: 10.1080/13586840902863194
Publication Frequency: 4 issues per year
Published in: journal Changing English, Volume 16, Issue 2 June 2009 , pages 211 - 220
Subject: English & Literacy/Language Arts;
Formats available: HTML (English) : PDF (English)

Girl Talk: Adolescent Girls Constructing Meaning in Book Groups and the Classroom
Author: Sulaxana Hippisley a
Affiliation: a Haringey Sixth-Form Centre, UK
DOI: 10.1080/13586840902863202
Publication Frequency: 4 issues per year
Published in: journal Changing English, Volume 16, Issue 2 June 2009 , pages 221 - 230
Subject: English & Literacy/Language Arts;

"Pat Harrigan and I are pleased to announce the publication of the final volume in our POV series: Third Person: Authoring and Exploring Vast Narratives. Following the first two volumes (First Person and Second Person) this project broadens our scope yet again. While the first volume was mostly (though not exclusively) focused on computer games and electronic literature, and the second injected tabletop gaming, performance-oriented play, and other kinds of systems that create meaning through play, this new volume greatly increases the range of narrative forms considered, while continuing to keep our previous concerns in play."

Philosophy & Social Criticism, Vol. 35, No. 5, 533-553 (2009)
DOI: 10.1177/0191453709103426

Who are we?
Modern identities between Taylor and Foucault
Allison Weir

Department of Philosophy, Wilfrid Laurier University, Waterloo, ON, Canada

Charles Taylor and Michel Foucault offer two very different descriptions and analyses of modern identities. While it can be argued that Taylor and Foucault are thematizing two very different aspects of identity — Taylor is focusing on first-person, subjective, affirmed identity, and Foucault is focusing on third-person, or ascribed, category identity — in practice, these two are very much intertwined. I argue that attention to identities of race, gender, class and sexual orientation demands that we combine a Foucauldian power analysis with a Taylorean understanding of authenticity. Taking Nancy Fraser's and Linda Gordon's example of the `single black mother on welfare' as the `icon of dependency' in America and Charles Taylor's example of the `householder' who understands himself in relation to an ideal of independence, I show that neither individual can develop either self-knowledge or freedom without engaging in a quest for authenticity that involves both analysis of relations of power and identification with resistant identities. This requires moving beyond both Taylor and Foucault to an understanding of identity in terms of critical relations with defining communities.

Key Words: authenticity • critique • Michel Foucault • freedom • identity • meaning • power • self-knowledge • social being • Charles Taylor

essays

Strategic, passionate, but academic: Am I allowed in my writing?

Phan Le Haa, E-mail The Corresponding Author
Faculty of Education, Monash University, Australia


Abstract

This article is about the struggles to sustain identity as writers while accommodating the demands of the university experienced by Arianto and his thesis supervisor, myself. It shows how critical EAP was the on-going conversation between us about how to negotiate norms, voice and creativity in our writing and in the negotiations Arianto had to make when writing his own essays and thesis in English and assessing his students' written works. The article also discusses how my positioning as a writer of two languages and having a passion for my own voice and identity in writing has influenced the ways I have analysed and interpreted Arianto's tensions, contradictions and justifications in his negotiation processes. The findings showcase the ways in which power is shared and shifted among EAP teachers, supervisors and students and the tendency to recognise and respect different ways of practising EAP among readers, such as journal reviewers and thesis examiners. They also reveal how Arianto's readiness and confidence to share the ownership of and appropriate English as an international language has been exercised in the negotiation processes involving my support, encouragement as well as critical comments and high expectation of his writing.

Keywords: Critical EAP; Voice and writer identity; Identity and writing; English; Research writing
Article Outline

1. Introduction
2. English academic essay: What is required and expected?

2.1. Culturally situated notions of “literate” forms
2.2. Culturally situated notions of “relevance”
2.3. Culturally situated notions of “politeness”

3. ESL/EFL Writing, Voice and Identity
4. Rights analysis and power issue
5. Thirdspace Pedagogy
6. Myself, Arianto and the contexts in which we communicate and negotiate meanings

6.1. Myself
6.2. Arianto
6.3. Why did Arianto conform to the norms?
6.4. The start of the ne

Student beliefs and attitudes about authorial identity in academic writing
Authors: Gail Pittam a; James Elander b; Joanne Lusher c; Pauline Fox d; Nicola Payne e
Affiliations: a Faculty of Health & Social Care, Anglia Ruskin University, UK
b Centre for Psychological Research, University of Derby, UK
c School of Psychology, Faculty of Life Sciences, London Metropolitan University, UK
d Department of Psychology, Thames Valley University, London, UK
e Department of Psychology, Middlesex University, London, UK
DOI: 10.1080/03075070802528270
Publication Frequency: 8 issues per year
Published in: journal Studies in Higher Education, Volume 34, Issue 2 March 2009 , pages 153 - 170
Subject: Higher Education;
Formats available: HTML (English) : PDF (English)
Article Requests: Order Reprints : Request Permissions

* In order to give pricing details we need to know your country. Please register and/or sign in to identify your country.
* Sign In Sign In
* Online Sample Online Sample

Abstract
Authorial identity is the sense a writer has of themselves as an author and the textual identity they construct in their writing. This article describes two studies exploring psychology students' authorial identity in academic writing. A qualitative focus group study with 19 students showed that authorial identity was largely unfamiliar to students, and highlighted the obstacles perceived by students to constructing authorial identities in university assignments. A questionnaire survey of 318 students explored the factor structure of an 18-item Student Authorship Questionnaire. Three factors described aspects of student authorial identity ('confidence in writing', 'understanding authorship' and 'knowledge to avoid plagiarism'), and three factors described approaches to writing ('top-down', 'bottom-up' and 'pragmatic'). Confidence in writing and knowledge to avoid plagiarism were significantly higher among year 2 than year 1 students. Both studies could inform interventions to reduce unintentional plagiarism by imp

Welcome to Jockipedia, the definitive source for Athletes First-Person Communication. 3,523 Athletes.

Review of interesting blog posts by athletes across the spectrum. "Because how many blogs can you read on your own?"

Great online formatting.

Abstract
The public circulation of temporal discourse fashions the way in which subjects experience and value their time. At the turn of the twentieth century, experts in systematic management mandated that wage-earning women must be prodded into efficient labor in order to increase the overall yield of industry. Against this regime of time, the narrator of The Long Day: The Story of a New York Working Girl, as Told by Herself (1905) subverted the temporal protocols governing her by re-deploying efficient labor for her own agenda. Analysis of this work highlights the ways in which time is disproportionately articulated to different subjects, the means employed to discipline the corporeal enactment of time, and the potential for subjects to resist this orthodoxy.
Keywords: Temporality; Labor; Wage-Earning Women; Subversion

This Is Me was an Eduserv funded project by the University of Reading's OdinLab, which aimed to help people learn about their Digital Identities (DI) by producing and testing learning materials for use by individuals and groups. As part of the project we collected people's stories about their DI, and you are still welcome to come on in and chat about what it means to you, how you manage your identity and how important other people's web presence is to you.

Impression management story narratives are important to selling on Etsy: the narrative of the stay-home craftsperson who has been able to quit her job is a success narrative that reifies in Etsy-sponsored creator profiles.

How do we organize our stories?  How can social networking media organize our stories for us in unexpected ways?