I Am Your Son,Baba

Our Black bodies have had colonial histories inscribed on them. This colonial project of inscribing Black bodies with colonial knowledge has fragmented our Black knowledge to the point of making us doubt our Blackness. In my effort to leave my Black children a road map for living a whole and healthy life as proud Black people, I engage my experience of being fathered in colonial Africa through a letter to my own Baba (father). This letter embodies the African orality structure of engaging, and reflects on how colonialism has fragmented Black families and traumatized our children as part of the colonial project. To expose this colonial trickery through dialogue is my way of beginning to re-establish my Black familial bonds. I also share this story to our diverse global community because our Blackness is a part of our common humanity. So in our global human diversity we center our relational humanity through storytelling. This means how we matter to each other is in the stories that we tell. I hope my story connects us so that we matter to each other without undermining the intersections of race, gender, disability, colonialism, class structures, poverty, and ageism. My story highlights the power of dialogue in healing fractured relationships, giving witness to colonial oppression and being a tool for engaging social justice.     

试论陕甘宁边区“改造说书”运动

“改造说书”运动是继“新秧歌”运动之后文艺工作者面向大众、面向工农兵普及的又一实践。文艺工作者和民间艺人一起，改造了旧的传统的陕北说书，使之成为反映阶级斗争、生产斗争、军事斗争等新内容的“新说书”，并在边区蓬勃发展起来。“新说书”作为一种有效的宣传手段，发挥了开启民智，教化民众；宣讲时事，评议新闻事件；传递战争信息，稳定民心；引导舆论，唤起大众的斗争意识等社会功能。产生了很大的社会影响。     

Why me? An autoethnographic account of the bizarre logic of counterterrorism

The core concern of this article is derived from my personal experience of being stopped and questioned at Heathrow Airport on 28 March 2012 for possession of “suspect materials”: academic books on terrorism. I seek to utilise this experience to reflect on how logics of counterterrorism can become manifested in bizarre and prejudicial ways, and how autoethnography provides a unique means to articulate human experiences of such logics. I further utilise my experience to reflect on the dynamics of academic privilege, which often flourish at the expense of the voices of “ordinary citizens”, and argue that autoethnography can be embraced as an empowering form of self-expression through which “ordinary citizens” might de-subjugate themselves from the margins of academia towards an emancipatory ideal wherein the lived experiences of such citizens occupy a substantial space in academic and popular understandings of (counter)terrorism.     

Managing public affairs through storytelling

Storytelling has recently been discovered as an important tool for gaining the support of those external constituencies the organisation critically depends upon. This paper explores the narrative approach to public affairs by reporting an in‐depth case study of the storytelling practices of representatives of the global foods industry and environmental activist groups during the recent introduction of genetically modified food crops. The analysis reveals that these parties use competing versions of what are essentially the same narratives to gain the support of regulators and the public at large in the various market and non‐market arenas in which these groups compete. Copyright © 2002 Henry Stewart Publications.     

叙事性思维和儿童道德教育

长期以来,儿童道德教育的内容和方法侧重于例证性思维和抽象道德观念的灌输,其弊端是道德教育疏离于儿童的心理世界,凌驾于儿童的生活世界之上.根据布鲁纳提出的两种思维模式--例证性思维和叙事性思维及其特点,儿童的思维更多地具有叙事性思维的特征,叙事在儿童社会性和道德认识发展上起着核心作用;同时,叙事是儿童道德教育的基本途径之一.     

Digital citizenship? Narrative exchange and the changing terms of civic culture

This article explores the possibilities for new forms of ‘digital citizenship’ currently emerging through digitally supported processes of narrative exchange. Using Dahlgren's (Dahlgren, P. 2003. “Reconfiguring Civic Culture in the New Media Milieu.” In Media and the Restyling of Politics, edited by J. Corner, and D. Pels, 151–170. London: Sage; Dahlgren, P. 2009. Media and Political Engagement. Cambridge: Cambridge University Press.) circuit of ‘civic culture’ as a model for exploring the interlinking preconditions for new acts of citizenship, we discuss the contrasting outcomes of research at three fieldwork sites in the North of England – educational (a sixth form college), civil society (a community reporters' network) and social (a local club). Each site provided clear evidence of the elements of Dahlgren's circuit (some depending on the intensive use of digital infrastructure, others predating it), but there were also breaks in the circuit that constrained its effectiveness. A crucial factor in each case for building a lasting circuit of civic culture (and an effective base for new forms of digital citizenship) is the role that digital infrastructure can play in extending the scale of interactions beyond the purely local.     

The Gender in Stories: How War Stories and Police Narratives Shape Masculine Police Culture

This research examines storytelling and narrative development in police culture related to gendered aspects of policing. Interviews with 28 officers indicates that women are frequently viewed through a gendered lens and that police storytelling appears an important context for understanding police culture. The types of stories explored in this paper–flow of action, war stories, and gender narratives–provide a context for understanding the (re)production of masculinity in policing. By paying close attention to police narratives we can gain insight into the maintenance of masculine police culture. The findings also build on the growing foundation of narrative inquiry in criminology.     

Who Am I and Where Am I From? Substitute Residential Home Children’s Insights into Their Lives and Individual Identities

Abstract

Decisions regarding children’s residential care reorganisation are primarily based on an adult’s perspective of children’s wellbeing and care. While these adults tend to be well-intended and base their decisions off relevant evidence, the children’s perspectives ‐ which reflects their actual lived experiences ‐ is almost never considered. However, since children are experts of their own lives, they should have the right to participate and express their opinion: Their point of view could be of great value in developing residential child care. In this article, we provide SOS children’s insights into their own life experiences and individual identities. The data was collected during an ethnographic research in one of Estonia’s SOS Children’s Villages (SOS CV). This article aims to answer to following research questions: 1. What are the main topics in SOS children’s stories when they talk about themselves and their everyday lives in substitute homes? 2. What kind of identity can be determined from children’s stories? 3. How can the subtext within the children’s stories be used to develop a child-centred residential care? In this article, we present and discuss several key-findings. First, it is important to note that there are gaps in the children’s life stories, as they sometimes lack information about important people and events in their lives. Second, this lack of adequate information can damage the children's identities and, in turn, undermine their development. Third, the opportunity to talk about important life events encourages the children to ask questions, as they are interested in obtaining additional information to complete the gaps. Fourth, the children’s stories indicate the shortcomings of substitute homes, related to both culture and communication.     

Prison reentry as a rite of passage for the formerly incarcerated

American prison systems may be shifting away from warehousing towards prisoner rehabilitation. California’s corrections policy, for example, has changed dramatically in response to a variety of pressures budgetary, operational and judicial. What might such changes mean for prisoner rehabilitation and the chances of formerly incarcerated persons leading meaningful, contributing lives? This is an exploratory essay on the possibility of a formerly incarcerated person finding himself through prison work. My primary concern is with understanding and utilizing current shifts in correctional philosophies and practices to create healing alternatives and a more inclusive justice, one with room for my own healing. I pursue this inquiry through the use of an autoethnographic approach to legal storytelling.     

‘Genre Blurring’ and Public Administration: What Can We Learn from Ethnography?

This article seeks to broaden the craft of public administration by ‘blurring genres’. First, I explain the phrase ‘blurring genres’. Second, I provide some examples of early work in administrative ethnography. Third, I compare this early, modernist‐empiricist ethnography with interpretive ethnography, suggesting researchers confront three choices: naturalism vs. anti‐naturalism; intensive vs. hit‐and‐run fieldwork; and generalisation vs. local knowledge. After this general discussion, and fourth, I discuss the more prosaic issues that confront anyone seeking to use ethnography to study public administration and look at fieldwork roles, relevance, time, evidence and fieldwork relationships. Fifth, I describe and illustrate the several tools students of public administration can use as well as observation and interviews; namely, focus groups, para‐ethnography, visual ethnography, and storytelling. Finally, I conclude that ethnographic fieldwork provides texture, depth and nuance, and lets interviewees explain the meaning of their actions. It is an indispensable tool and a graphic example of how to enrich public administration by drawing on the theories and methods of the humanities.