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The Wherewithal of Life engages with current developments in the anthropology of ethics and migration studies to explore in empirical depth and detail the life experiences of three young men – a Ugandan migrant in Copenhagen, a Burkina Faso migrant in Amsterdam, and a Mexican migrant in Boston – in ways that significantly broaden our understanding of the existential situations and ethical dilemmas of those migrating from the global south. Michael Jackson offers the first biographically based phenomenological account of migration and mobility, providing new insights into the various motives, tactics, dilemmas, dreams, and disappointments that characterize contemporary migration. It is argued that the quandaries of African or Mexican migrants are not unique to people moving between ‘traditional’ and ‘modern’ worlds. While more intensely felt by the young, seeking to find a way out of a world of limited opportunity and circumscribed values, the experiences of transition are familiar to us all, whatever our age, gender, ethnicity or social status – namely, the impossibility of calculating what one may lose in leaving a settled life or home place; what one may gain by risking oneself in an alien environment; the difficulty of striking a balance between personal fulfillment and the moral claims of kinship; and the struggle to know the difference between ‘concrete’ and ‘abstract’ utopias (the first reasonable and worth pursuing; the second hopelessly unattainable).

The fact that high numbers of boarding school students participate in foreign mobility in the form of exchanges, school visits to foreign boarding schools, internships and semesters abroad up to the point of studying and working abroad is not surprising against the background of their often middle to high and sometimes very high social background. On the basis of a qualitative analysis of the sample of approximately 30-year-old graduates of both state and private German boarding schools, the contribution ties in with the idea of supplementing theoretical approaches to transnational capital with the use of biographical-analytical methods in order to understand the construction process of transnational capital and habitus. The article delves into the question of the biographical meanings of school stays abroad for the reproduction of social inequality, the accumulation of transnational capital for the alumni, and how the alumni understand their experiences within their life history. The results reveal that the experience of schooling abroad may differ significantly from the strategic meaning of acquired transnational capital. Overall, the results show that transnational capital is not automatically acquired through stays abroad and that its use depends on the class-specific strategies of habitus and on the further life course. (DIPF/Orig.)

What is the role of narrative in how people learn throughout their lives? Are there different patterns and forms of narrativity? How do they influence learning? Based on data gathered for the Learning Lives project, which sought to understand learning by questioning individuals about their life stories, this book seeks to define a new learning theory which focuses on the role of narrative and narration in learning. Through a number of detailed case-studies based on longitudinal interviews conducted over three and four-year periods with a wide range of life story informants, Narrative Learning highlights the role of narrative and narration in an individual’s learning and understanding of how they act in the world. The authors explore a domain of learning and human subjectivity which is vital but currently unexplored in learning and teaching and seek to re-position learning within the ongoing preoccupation with identity and agency. The ‘interior conversations’ whereby a person defines their personal thoughts and courses of action and creates their own stories and life missions, is situated at the heart of a person’s map of learning and understanding of their place in the world. The insights presented seek to show that most people spend a significant amount of time rehearsing and recounting their life-story, which becomes a strong influence on their actions and agency, and an important site of learning in itself. Narrative Learning seeks to shift the focus of learning from the prescriptivism of a strongly defined curriculum to accommodate personal narrative styles and thereby encourage engagement and motivation in the learning process. Hence the book has radical and far-reaching implications for existing Governmental policies on school curriculum. The book will be of particular interest to professionals, educational researchers, policy-makers, undergraduate and postgraduate learners and all of those involved with education theory, CPD, adult education and lifelong learning. Ivor F. Goodson is Professor of Learning Theory at the Education Research Centre, University of Brighton, UK. Gert J.J. Biesta is Professor of Education at the Stirling Institute of Education, University of Stirling, UK. Michael Tedder is an honorary Research Fellow in the Graduate School of Education, University of Exeter, UK. Norma Adair is a former Research Fellow at the Education Research Centre, University of Brighton, UK. 1. Introduction: Life, Narrative and Learning 2. John Peel 3. Marie Tuck 4. Maggie Holman 5. Diogenes 6. Christopher 7. Paul Larsen 8. Eva 9. Russell Jackson 10. Towards a Theory of Narrative Learning

Making Modern Lives looks at how young people shape their lives as they move through their secondary school years and into the world beyond. It explores how they develop dispositions, attitudes, identities, and orientations in modern society. Based on an eight-year study consisting of more than 350 in-depth interviews with young Australians from diverse backgrounds, the book reveals the effects of schooling and of local school cultures on young people's choices, future plans, political values, friendships, and attitudes toward school, work, and sense of self. Making Modern Lives uncovers who young people are today, what type of identities and inequalities are being formed and reformed, and what processes and politics are at work in relation to gender, class, race, and the framing of vocational futures.

What stories can we tell of ourselves and others and why should they be of interest to others? Exploring Learning, Identity and Power through Life History and Narrative Research responds to these questions with examples from diverse educational and social contexts. The book brings together a collection of writing by different authors who use a narrative/life history approach to explore the experiences of a wide range of people, including teachers, nurses, young people and adults, reflecting on learning and education at significant moments in their lives. In addition, each chapter provides an account by the author of the process of constructing research narratives, and the second chapter of the book focuses specifically on ethical issues in life history and narrative research. This book: provides vivid examples of a narrative/life history approach to research uses narrative/life history to explore identity, power and social justice offers an effective model for practice. With contributions from a number of international experts, this book addresses key issues of social justice and power played out within different contexts, and also discusses the ethics of narrative research directly. The book makes a timely contribution to the growing interest in the use of narrative and life history research. With the increasing importance of continuing professional development for many working in education, health and social service contexts, the book will be of interest to both students and researchers, as it provides clear examples of how researching professionals can use narrative research to investigate a particular area of interest. Ann-Marie Bathmaker is Professor of Further Education and Lifelong Learning at the University of the West of England, Bristol, UK. Penelope Harnett is Reader in Education and Head of the Department of Primary, Early Childhood and Education Studies at the University of the West of England, Bristol, UK. 1. Introduction to the book, Ann-Marie Bathmaker and Penelope Harnett 2. The ethics of writing life histories and narratives in educational research, Pat Sikes 3. Literacy and numeracy histories – A case study of one child and his parent’s accounts of what was learned, Jane Andrews Senior Lecturer in Education 4. Interrogating identity and belonging through life history: experiences of overseas nurses in post colonial Britain, Shekar Bheenuck 5. ‘I lived down the road from you’: exploring power and identity, then and now, Jacky Brine 6. In Our Own Words. From Action to Learning Dialogues, Nick Clough 7. A process of (un)becoming: life history research and the connection between the personal, professional and teacher professional development, Christine Halse 8. This Do In Remembrance of Me: Narrative Uncertainty and the Frothing of Contentious Identity, James Haywood Rolling, Jr. 9. I’m being measured as an NQT, that isn’t who I am’: second career teachers entering the culture of the primary school, Liz Newman 10. A History of Not Seeing, Invisibility and Anchors: Images of Ethnic Minorities in History Textbooks, Dean Smart 11. Changing identities through re-engagement with education: Two narrative accounts, Richard Waller 12. Conclusion, Penelope Harnett and Ann-Marie Bathmaker

In this paper the author summarizes several life history case studies of adolescent boys who were identified at school as \"wimps\" and who eventually engaged in various forms of sexual violence. Such boys rarely are - if at all - discussed in the childhood, education and feminist literatures on sexual violence. The life stories reveal the interrelationship among in school bullying, reflexivity, embodied structured action, and the social construction of heteromasculinities in the commission of sexual violence by subordinated boys. The author concludes by considering the implications the research has to the evolving discourses on social scientific conceptualizations of reflexive embodiment and heteromasculinities. (DIPF/Orig.).

The Art of Life and Death explores how the world appears to people who have an acute perspective on it: those who are close to death.Based on extensive ethnographic research, Andrew Irving brings to life the lived experiences, imaginative lifeworlds, and existential concerns of persons confronting their own mortality and non-being.

Literary Biography: An Introduction illustrates and accounts for the literary genre that merges historical facts with the conventions of narrative while revealing how the biographical context can enrich the study of canonical authors.  Provides up-to-date and comprehensive coverage of issues and controversies in life writing, a rapidly growing.

This reader contains analyses of gender constructions in East and West Germany from biographical perspectives. It is based on narrative interviews with women and men living in the former East and West. By means of case reconstructions and case comparisons the authors reveal how individuals deal actively with specific societal gender roles. Historical differences between women's movement and feminism in East Germany versus West Germany are knowledgeably described. The book offers a very complex and multilayered theoretical and empirical construction of gender in its diverse dimensions, but men's biographies and men's studies remain marginalized. Men's movements as well as the gay rights movement are blind spots. The gendering of work and the context of European unification are emphasized. URN: urn:nbn:de:0114-fqs0602353