基於單一文化之困境與美學意識之衰微，台灣另類教育在二元對立的邏輯運作下，常遭受負面的誤解或打壓，普羅大眾對於另類學校學生最常見的質疑便是：「以後要怎麼跟人家競爭？」、「如何考基測？」、「出去有辦法適應嗎？」，為探究另類學校學生的生活世界及其進入體制內學校的跨體制經驗，本篇論文嘗試以敘說探究開採夏天—一位華德福學校學生的生命故事，從而了解其學習世界的變遷及內在的適應歷程。研究發現，華德福學校具備自由、對話、創造之特徵，以即興的學校圖像作為陶養創造性人格之可能條件，促使夏天在面對基測和進入體制的衝突中展現出自我組織的生命樣態，而即興美學中的自由遊戲精神與複雜思維，不僅啟示了教育引發創造的本質，同時也為另類教育學提供更多元的定位基礎。 / Because of the conformity of culture and the lack of aesthetics, alternative education in Taiwan is usually misunderstood or suppressed in the logic of binary dualism. The most common questions to alternative schools’ students are “How do they compete with others in the future?”, “How do they prepare for the basic competence test?”, and “Are they able to adapt to the life outside?” To investigate the life world of an alternative school’s student, Summer, and her experience of transferring to normal school, narrative inquiry is adopted in this research to understand the changes of the learning environments and her state of mind. According to the conclusion, the Waldorf school contains the characters of freedom, dialogue, and creation. And its picture of improvisation provides Summer with possible conditions for developing creative personality. As a result, she shows the attitude of self-organization when facing conflicts in the cross-boarder process. In addition, improvisation’s spirit of free play and complex not only reveal the essence of education as creation, but also provide alternative education with more diverse orientation.

<p>This thesis deals with questions concerning ongoing constructions of heterosexuality as a norm in the Swedish church. Empirically the study is based partly on interviews with thirteen homo- and bisexual priests, one district visitor and one church politician and partly on some of the church’s own inquiries and documents concerning the question of Christianity and ”deviant” sexuality.</p><p>The aim for this study is to examine how norms for sexuality, coexistence and gender are repeated in the documents created by the Swedish church itself about homosexuality and Christianity and to discern how these norms are present and have sense – are reproduced, challenged and transformed in life stories of Christian homo- and bisexual individuals. To be able to see how the notion of homosexuality as abnormal is reproduced, secured and challenged I have chosen to interpret texts, observations and life stories from a critical discourse perspective. In this theoretical tradition it is central to stress how, or rather to investigate what strategies are used to produce and maintain notions of ”abnormality”.</p><p>One dominating view in the discussions within the church is that homosexuals and heterosexuals have equal value but that partnership cannot be equated with marriage. This understanding is expressed in my examples of formations of heteronormativity within the church.</p><p>In the interview persons’ narratives there are discourses represented that are articulated in the church’s own inquiries but the narratives also express counter discourses. They speak about themselves in relation to, for example, imperative heterosexuality, homosexual ideals, core family ideals, theological way of thinking and dichotomizing understanding of gender. I have identified several ”uses” in the narratives and all of them are contained in an overall Christian homosexual ”us”.</p><p>Instead of viewing themselves as being ”wrong” some of the interview persons have moved the problem to the heteronormativity. Experiences of not being part of the norm have made them strong and willing to struggle and fight for their rights. This position, outside the norm, is by some viewed positively. The homosexuals’ experiences of oppression have led to a desire to liberate the church from homophobia and show ”the true” church, where no one is discriminated.</p><p>Homosexuals are accepted within the church, but only as deviants. This way heterosexuality is being made the superior category. Its meaning and superior position cannot be questioned according to many of the church’s representatives. Still, this is exactly what is happening when homosexuals are increasingly visible to the public and when they challenge the heterosexual norm. This provocation makes the heterosexual norm visible and forces representatives of the norm to deal with it!</p>

<p>To say that Gypsy and/or Traveller and/or Romany life stories have existed on the periphery of literary studies can be considered an understatement. In this study of the relational self, <i>Narrating Gypsies, Telling Travellers</i>, examines the discursive and structural complexities involved in the practices of writing and speaking in the production process and narrative trajectories of the life stories of Gordon Sylvester Boswell (1970), Nan Joyce (1985), Jimmy Stockins (2000), and Jess Smith (2002 and 2003).</p><p>The study emphasizes relational aspects of self-construction, which includes links to the national (hi)stories of Scotland, Ireland and England. Beginning with an eighteenth-century scaffold confession and moving through colonial, post-colonial, national and internal colonial narratives, the study follows a discursive path that re-emerges and reverberates in the spoken and/or written words of the story narrators. The study problemetizes the effectiveness of resistance as the historical depth and relationally produced dual-nature of domination is analysed. Above all the study positions modes of domination and self-domination within processes of forgetting forged through consensual, subtle and coercive practices related to points of view and the taken-for-granted.</p>

To say that Gypsy and/or Traveller and/or Romany life stories have existed on the periphery of literary studies can be considered an understatement. In this study of the relational self, Narrating Gypsies, Telling Travellers, examines the discursive and structural complexities involved in the practices of writing and speaking in the production process and narrative trajectories of the life stories of Gordon Sylvester Boswell (1970), Nan Joyce (1985), Jimmy Stockins (2000), and Jess Smith (2002 and 2003). The study emphasizes relational aspects of self-construction, which includes links to the national (hi)stories of Scotland, Ireland and England. Beginning with an eighteenth-century scaffold confession and moving through colonial, post-colonial, national and internal colonial narratives, the study follows a discursive path that re-emerges and reverberates in the spoken and/or written words of the story narrators. The study problemetizes the effectiveness of resistance as the historical depth and relationally produced dual-nature of domination is analysed. Above all the study positions modes of domination and self-domination within processes of forgetting forged through consensual, subtle and coercive practices related to points of view and the taken-for-granted.

Questo studio si occupa di investigare il percorso abitativo degli immigrati, dedicando un’attenzione particolare alla varietà degli elementi che contribuiscono al suo evolversi e alla loro connessione con fenomeni macro, come il mercato abitativo o le politiche abitative. Il fieldwork, un quartiere nel Sud della città di Milano, è stato scelto per due ragioni: da una parte, esso è infatti caratterizzato da una considerevole presenza di popolazione immigrata, dall’altra, tale quartiere, è stato soggetto, nel corso degli ultimi anni a una serie di interventi di recupero urbano e sociale promossi da attori privati e pubblici. Tramite l’utilizzo di diversi strumenti metodologici, le storie di vita, le interviste a testimoni chiave, l’osservazione etnografica e la creazione di mappe, la ricerca mira a cogliere la complessità che caratterizza la dimensione abitativa nell’esperienza migratoria. Esperienze individuali, fenomeni spaziali e politiche sono tutti elementi oggetto di osservazione. L’utilizzo delle mappe, inoltre, costituisce un’innovazione e un esperimento in ambito metodologico. Il complesso della ricerca è volto a suggerire un nuovo approccio all’analisi dei percorsi abitativi, sia da un punto di vista teorico che metodologico. L’analisi finale è dedicata a una riflessione sull’efficacia e i limiti delle politiche per la casa e per l’immigrazione. / This work aims to investigate the housing pathway of migrants, paying attention to the variety of different features from which they are shaped over time and their interaction with structural dimensions, as housing market and policies. Through the use of different methodological instruments, this research tries to gather the complexity concerning the dimension of home in migrants’ experience. The fieldwork, a neighborhood in Southern Milan, has been chosen for two main reasons: in the one hand it is characterized by a considerable presence of migrants at different stages of their migration experience, on the other hand it has been interested by urban renovation programs and social interventions promoted by private and public actors. Individual experiences are thus investigated, alongside with spatial phenomena, policies and interventions. Achieving these different fields of interest implied the utilization of life story interviews, ethnographic observation, key informants interviews and participatory maps. This last technique constitutes a methodological innovation. The purpose is to suggest a new approach in analyzing housing pathway, both from a theoretical and methodological perspective. In addition the research aims to reflect on the efficacy and limits of housing and immigration policies drawing on evidence based data.

This is a life story about a man, Victor, and his life. He was born into a family of travellers, this has been a very important part of his upbringing, socializing and how society has viewed him. The purpose of this essay is to discuss how a society's values, and the changes in these values, are manifested in a life story. A person’s identity is created in the situations one is in and in the relationships with ones social contacts. A person has not just one, but several different identities that coexist and are highlighted depending on the situations in which we find ourselves. I will look for traces of such identity formation in Viktor's life story. The environments vary continuously in the story as Viktor has moved often. Friends and wives also vary, but the family and relatives are always available. In Viktor's life, there is rootlessness and a feeling of being rejected or treated with hostility. It is only when Victor falls ill that community and the health care give him the respect that everyone deserves. I wonder if these changes are linked to the fact that Viktor is traveller or if there are other reasons for them?

This dissertation examines the life stories of Marsha Ethridge (all names are pseudonyms), a teacher who has taught for 46 years in one urban elementary school. The stories Marsha tells about her life are used as lenses to consider the following: (1) What influences most shaped Marsha’s practices and stories to live by as a teacher? (2) What has it been like for Marsha teaching reading in an urban elementary school for 46 years? and (3) What is the nature of caring in Marsha’s stories? The study draws on life story and portraiture methods. Data were collected over a period of three years and includes life story interviews, one focus group interview, observations, and artifacts. Through the process of constant comparative method, three themes emerged: literacy and accountability, teacher development and identity, and caring and connecting. The most salient theme was caring and connecting throughout Marsha’s stories, and it served as a unifying thread to pull her stories together. This study found that in Marsha’s first years of teaching there were few forms of accountability. She felt that this was the primary reason many of her sixth graders had made it through school without learning to read. In the following years she used a variety of measures for accountability, including high-stakes accountability, which caused her to experience increasing professional dissonance. The form of accountability she believed improved her teaching practices the most was accountability situated in the context of caring relationships and it led to hope for future success. Marsha experienced this face-to-face accountability in the teacher-initiated group she had been meeting with for 27 years. Research implications from this study include the need to further explore discourse in teacher-initiated groups over time and in different contexts, as well as consider how the relational dynamics and accountability within collaborative teacher groups contribute to teacher growth. Additionally, the analysis of Marsha’s life stories indicate a need for teachers, parents, researchers, and policy makers to lay aside discourse of blaming and shaming to create opportunities for extended conversations about alternatives to high-stakes accountability. / text

This study focuses on social workers‟ perceptions regarding life story work with children in child and youth care centres in South Africa. Life story work is an established form of intervention utilized by social workers with children in care mostly in the United Kingdom. Limited research has been conducted on the subject in South Africa. The research hoped to discover how social workers perceive life story work as a therapeutic intervention technique to be utilized with children in child and youth care centres. Qualitative descriptive design was conducted inductively, through semi-structured interviews and one focus group discussion. A total of six registered social workers at registered child and youth care centres in the Northern and Southern suburbs of Cape Town in the Western Province of South Africa were purposefully selected to participate in this study. All of the interviews and the focus group were audiorecorded. Recordings were transcribed by the researcher to ascertain certain emerging themes and categories. Thematic data analysis was utilized to transform the transcribed data into meaningful information. The principles and strategies for enhancing the trustworthiness of the data were done through crystallisation. The findings of the study revealed that social workers initially perceive life story work as time-consuming and are unaware of what the concept truly entails, but once examples were shown to the social workers, they recognised that they were using some of the activities already and perceived life story work as valuable, effective and essential in child and youth care centres. Life story work was perceived as useful for identity formation, a sense of belonging, relationship-building and family reunification services, for example. It was discovered that the social workers were utilising aspects of life story work, but that there is a shortage of social workers to act as facilitators to possibly complete life story work processes with each child in child and youth care centres. The recommendation was, therefore, made that childcare workers be trained in life story work in order for it to be implemented in child and youth care centres effectively. Further research studies were, therefore, recommended to ascertain how life story work could be practically implemented as a holistic programme with the children in child and youth care centres. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

Syftet med studien är att förstå hur två gymnasieelever i läs- och skrivsvårigheter, på olika yrkesprogram, upplever sin undervisning i kursen Engelska 5. Följande frågeställningar har valts för att nå studiens syfte: Hur upplever eleverna att deras läs- och skrivsvårigheter påverkat deras studieresultat i kursen Engelska 5? Hur upplever eleverna att studieresultaten i kursen Engelska 5 påverkat den akademiska självbilden? Hur upplever eleverna olika bedömningspraktiker i engelskundervisningen? Studien har en kvalitativ ansats med livsberättelseintervju som metod. Den teoretiska utgångspunkten i studien är fenomenologi och Amedo Giorgis femstegsmodell har tillämpats för att analysera studiens data. I resultatet framkommer att eleverna upplever att deras läs- och skrivsvårigheter har påverkat både studieresultatet i kursen Engelska 5 och den akademiska självbilden negativt. De upplever att undervisningens upplägg, med stora undervisningsgrupper, begränsat lärarstöd och inga stödinsatser, är bidragande orsaker till att de inte lyckats nå kunskapskraven i kursen Engelska 5. Eleverna upplever att den muntliga feedbacken från läraren är mest effektiv för kunskapsinhämtandet samt att strategin kamratbedömning upplevs som negativ på grund av nya gruppkonstellationer varje läsår i kursen Engelska 5. Båda elever anser att de kommer ut i ett yrke efter gymnasiestudierna oavsett om de lyckas nå kunskapskraven i kursen Engelska 5 eller ej. / The purpose of the study is to understand how two students in upper secondary school, with reading- and writing difficulties, experience their education in the course English 5. To clarify and deepen the aim of the study three questions have been used: Do the students experience that their reading- and writing difficulties have affected their academic results? In what way do the students experience that their academic results have affected their academic self-concept? How do the students experience different types of assessment? The study has a qualitative approach with life stories as a method and the theoretical frame of the study is phenomenology. Amedo Giorgi's five steps model has been used to analyze the data of the study. The results show that the students experience that their reading- and writing difficulties have affected both their academic results and their academic self-concept negatively. They experience that the structure of their lessons, with big classes, limited teacher support and no special educational support, affect their possibility to accomplish the knowledge requirements. The students experience that the oral feedback from the teacher is the most important thing to accomplish knowledge. The strategy peer review is experienced as negative due to new classes every semester in the course English 5. Both students are convinced that they will be employable after their studies regardless if they have accomplished the knowledge requirements in the course English 5 or not.

Cette recherche étudie, dans une démarche inductive, ce que sont devenus les lycéens passés par une structure scolaire différente dont les pratiques pédagogiques et le projet d'établissement inspirés par l'éducation nouvelle affichent l'ambition de « former des jeunes autonomes responsables, ouverts, créatifs, capables de s'adapter, d'évoluer et de travailler en équipe ». Le dispositif méthodologique de recueil des données est constitué de quarante-deux récits de vie d'anciens élèves sortis de l'établissement entre 1990 et 2005, d'analyses secondaires de questionnaires existants, de statistiques produites par l'institution scolaire et du suivi de 450 anciens élèves sur les réseaux sociaux numériques depuis 2008. Les résultats montrent comment les élèves ont construit leur identité dans une expérience scolaire singulière et en quoi cette scolarité a joué, d'après eux, sur ce qu'ils sont devenus. Plus loin, ils montrent aussi que ce qui a été déterminant sur le long terme dans le devenir des élèves et la réussite de leur insertion sociale et professionnelle se serait passé en dehors de la classe, dans les relations et les apprentissages autonomes entre pairs, entre jeunes et adultes, la construction de réseaux sociaux durables et dans le développement de compétences psychosociales où la dimension collective est centrale. Enfin, cette étude atteste que cet établissement n'est pas à l'écart du monde mais au contraire que la parole des anciens élèves renseigne sur ce que seront les lycéens français demain. / This research based on an inductive approach, studies what the students became after having studied in a high school where different educational methods and an official school project inspired by the new education emphasize the ambition to train responsible and autonomous young students, open-minded as well as creative, who are able to adapt, evolve and work in a team. The methodological device of data collection consists of 42 accounts made by former students of this particular school who left the institution between 1990 and 2005, but also of secondary analyses of existing surveys, statistics produced by the school institution and the follow-up of 450 former students on social networks since 2008. The results show how these students built their identity thanks to a particular school experience and how according to them, their school years changed who they are today. They also show that what was decisive in the long run for their own personal success, their social and professional integration, happened outside their class, thanks to relationships and autonomous learning process between peers, but also between adults and themselves, or with the building of lasting social network and in the development of psychosocial skills where the collective dimension is central. This study also demonstrates that this school isn't aside the world but on the contrary that their words tell about what the future students will be.