Autobiographical Narrative Interview

Die Kinder jener sechzig- bis siebzigtausend deutschen Juden, die sich in den 1930er Jahren vor der nationalsozialistischen Verfolgung nach Palästina/Israel retten konnten, wuchsen in einer komplizierten Atmosphäre auf, die z.T. für die Identitätsprobleme jeder 2. Generation von Migranten typisch ist, z.T. aber auch historisch einmalige Phänomene aufweist. Obgleich Deutsch die Sprache ihrer Verfolger und der Mörder ihres Volkes war und daher im Immigrationsland öffentlich geächtet war, blieben die Eltern/Familien oft noch viele Jahre, wenn nicht ein Leben lang dieser Sprache verhaftet, da sie Hebräisch aus den verschiedensten Gründen nicht ausreichend erlernten. Viele Angehörige der 1. Generation behielten sogar eine Hochschätzung für die deutsche Sprache und Kultur, die sie gänzlich vom Barbarentum der Nazis abzutrennen versuchten – nicht zuletzt, um sich eine intellektuelle Ausdrucksmöglichkeit zu erhalten in einer Umgebung, in der sie sich sonst sprachlich wenig entfalten konnten. In vielen Familien wurde auch mit den Kindern aus Überzeugung oder auch nur nolens volens Deutsch gesprochen.
Der Beitrag gibt Beispiele aus narrativen Interviews mit der 2. Generation, die deren Reaktion als Kinder, Jugendliche und in fortgerücktem Alter (zum Zeitpunkt der Interviews) thematisieren. Dabei kommen gefühlsmäßige Einstellungen zu den Eltern und ihrer Kultur ebenso zur Sprache wie deren Auswirkungen auf das Erlernen der deutschen Sprache und ihre spätere Bewahrung, Vernachlässigung oder Zurückweisung. Außer der inhaltlichen Auswertung der Berichte und Erzählungen hinsichtlich der Faktoren, die auf Spracheinstellungen einwirken, wird mit gesprächsanalytischen Methoden aus der Art und Weise, wie die behandelten Themen dargeboten und elaboriert werden, die Identitätsherstellung der Interviewten im Erzählen herausgearbeitet.

Most of the research concerning the validity of the selection & assessment interviews has a low degree of validity, relevance, ecological validity and impact. We all have read in the course of the years the classical papers developed from 1940s on the validity of the method of selection & assessment interview. The results show regularly little validity of these selection methods – and seldom a more reliability – and the great prominence of the psychological test: in particular, aptitude and intelligence test (psychometric test), and more structured, or behavioral, interviews and behavioral Assessment Center). To be more specific, the psychometric approach and techniques result as more valid (and reliable) than the “clinical”, psychosocial and psychodynamic approach, in which the human being is viewed as a whole.
In my opinion the great part of this kind of research has little or no real and technical relevance, and no practical evidence, because of the confusion made on a central matter: the professional identity of the interviewer, or assessor.

«Τα Αρχαία δεν έχουν Φωνή. Εσύ Έχεις».

http://www.elliniki-gnomi.eu/%cf%84%ce%b1-%ce%b1%cf%81%cf%87%ce%b1%ce%af%ce%b1-%ce%b4%ce%b5%ce%bd-%ce%ad%cf%87%ce%bf%cf%85%ce%bd-%cf%86%cf%89%ce%bd%ce%ae-%ce%b5%cf%83%cf%8d-%ce%ad%cf%87%ce%b5%ce%b9%cf%82/

El documento es una autobiografía descriptiva paradigmático-unidimensional aperiódica.  Es unidimensional, por cuanto el autor presenta su propia historia de vida en torno a un unico componente:  el conjunto de indicadores de su actuar público-intelectual 1968-2018 en apoyo a la lucha por el cambio estructural mexicano y mundial.    Es paradigmática, porque NO hay una narración propiamente dicha, sino que la autobiografía se esboza a partir de listados de su obra, agrupados conforme a la motivación de la creación de cada elemento compoonente y al uso que se le dió en tanto sustento de la lid por la transformación cualitativa de la sociedad. Resulta aperiódica debido a que  NO hay una periodización  y ni siquiera una cronología de lo presentado.  Y es descriptiva porque sólo se presenta la “ficha bibliográfica” de cada obra, en la vasta mauyoría de los casos con su “link” al text completo de la mísma: hay ausencia total de elementos interpretativos de los factores contingenciales y vivenciales de la realización de tal o cual estudio y de la publicación de los resultados obtenidos. El lector queda, así, en libertad absoluta de reagrupar todo o partes de los listados, de acuerdo a cualquier otra o misma caterogización.  Asimismo, tiene la posiblidad de enriquecer y criticar el documento que se presenta aquí, comp producto del abordaje de los niveles de conocimiento interpretativo, predicitivo y aun evalualativo.
                                        -o-

This document is a descriptive, paradigmatic, unidimensional, non periodical autobiography. It is unimensional, in the sense that the author presents his own life story, in terms of a unique component:  the set of indicators of his 1968-2018 public, intelectual support of the Mexican and worldwide structural change.  It is paradigmatic due to the fact that there is no narrative, as such.  Instead, the autobiography is outlined, based on listings of Gamboa's works, grouped according to reasons for the creation of each composing element and to its use in terms of support to the strife for society's qualitative transformation. Non periodicity is due to the fact that there is no periodization whatsoever; not even a chronology is presented.  And it is descriptive because it only presents the “bibliiography card” of each work, containing links to free  full text in the vast majority of cases. There is absolute absence of explanation elements of contingency and life factors for realization of this or that study and for the publication of results obtained.  The reader, therefore, is free to recathegorize all or parts of listings provided, in accogdance to any other cathegorization or grouping list.  It is also possible to enrichen and criticize the document hereby presented, as a result of working in the interpretative, predictive or even assessment knowledge levels.

This dissertation tested whether learning could be improved for students of Spanish language background through a Mastery Learning (ML) approach. It was hypothesized that higher levels of achievement and more positive affect could occur in an ML classroom.
Phase I of the study compared two instructional conditions: Mastery Learning and conventional. Because of implementation problems in Phase I, Phase II used a Mastery Learning condition only. In each phase, Pre and Posttests, Formativeand Summative Tests, and
Affect Questionnaires were gathered from a total of 84 students. The Pre and Posttests were modifications of four Subscales testing General Impressions, General Competency, Paragraph Coherence, Mechanics and two researcher developed Trait Scales, Primary Trait-Main Idea and Secondary Trait-Elaboration. All other tests and questionnaire scales were locally constructed.
Phase I, Pretest findings indicated that ML and conventional students began the experiment roughly equal in achievement. Repeated measures analyses of variance for the Pre and Post Measures indicated
VI
that groups were differentially affected by the treatment across time with conventional group's achievement staying constant on most measures and the ML group's decreasing. The ML group performed lower on the Formative and the Summative achievement tests, too. Affect measures were mixed but favored the ML group.
One major problem with Phase I was its implementation. Under the better implemented ML treatment in Phase II, the gains in student achievement were high from Pre to Posttest. T-test analyses revealed that the ML treatment produced significant gains in achievement especially for Paragraph Coherence, Mechanics, and Primary Trait- Main Idea. The Summative Tests achievement results support the Pre to Posttest gains. Affect measures were less mixed than Phase I and again favored Mastery Learning.
This study has unfortunately not been definitive in testing the viability of using ML to improve learning for Spanish language background students. The study only hints that, when well implemented, ML has promise. More definitive studies must follow. The improvement of learning for Spanish language background students is an issue that simply cannot wait.


A la hora de la desmaterialización de la imagen fotográfica digital, ¿cómo y con qué renovados propósitos insertan fotografías impresas en sus ficciones y ensayos ciertos escritores latinoamericanos? Como breve muestrario de algunos usos de la fotografía en la actual literatura hispanoamericana, se aborda en esta contribución la porosa frontera entre documentación y construcción ficcional, y en especial el irónico cuestionamiento de la identidad del autor, en obras de Alan Pauls, Jorge Volpi y Mario Bellatin.

This collection of 131 photos features four introductions that discuss the development of commercial photography in the Huzhu area of Qinghai Province, China; details of photo collection; the social place of photographs within traditional socio-religious cultures; and how photographs are displayed within the home. For each photo there is commentary describing the when and where of their production and the people in each image. Biographic details include ethnicity, language abilities, family ties, educational background, garb and, at times, medical history.

Contents:
Anne Betten: Introduction to the Following Three Articles, 11-14;
Anne Betten: Telling Stories as Means of Argumentation. Narratives about Youth Experiences in Interviews with Second Generation "Yekkes", 15-32;
Patrick Farges: Pioneers, Losers, White Collars: Narratives of Masculinity Among German-Speaking Jews in Palestine/Israel, 33-50;
Simona Leonardi: Metaphors in the Life Story of a German-Jewish Immigrant to Palestine/Israel. How Metaphorical Constructions and Remembering Process Interweave, 51-68.

In this interview with Fritz Schütze, the "father of the autobiographic-narrative interview", the focus is on his work in qualitative research and the development of his ideas. He describes the path towards analyzing the structures of a life story and how this approach was taken up in sociology. He talks about what it is like to feel like an outsider in one's own discipline. Schütze explains what it takes for a life story to be told, and with whom conducting a narrative interview is less likely to be successful. Another focus of the conversation is  the closeness of his sociological work to psychology. Schütze explains what he sees as similarities and differences, especially with regard to psychoanalysis. Finally, he names future fields of research that he sees as particularly relevant for the autobiographical narrative interview and emphasizes the socio-political significance of autobiographical narratives.

This paper argues that autobiographical video art radically transforms intersubjective relationships with viewers, and in doing so deconstructs critical spectatorship by positioning the viewer as an interlocutor. Here I draw attention to the work of visual artists Lisa Steele, Colin Campbell, Peter Kingstone, and Irene Loughlin who help to reconceptualize the interlocutor subject position by using unorthodox transmedial aesthetic strategies.

Interview with Fritz Schütze – sociologist, professor emeritus of General Sociology / Microsociology and former director of the Institute of Sociology at the Otto von Guericke University of Magdeburg, widely known as a creator of the autobiographical narrative interview research method – a coherent theoretical and analytic approach including a method of data collection, and procedures for data analysis based among others on grounded theory, symbolic interactionism, sociolinguistics, social phenomenology and ethnomethodology. His approach was developed long before the “narrative turn” in the social sciences and is an inspiration for both biographical researchers and oral historians. The interview was recorded remotely on Zoom, 11 October 2021, then carefully reworked and supplemented by Fritz Schütze, including many additional footnotes

This publication explores the issues of technique and method of a narrative interview developed by Fritz Schütze. A social scientist will find in the text some methodological guidelines on conducting a narrative interview so as to increase the possibility of collecting materials of high narrative level, to which the analytical procedure suggested by F. Schütze can be applied. There is also presented an alternative way to process the data, connected with the analysis of (non)narrative material with the use of tools applied in the constructivist version of the theory grounded by Kathy Charmaz. The reader will get to know the pattern of the narrative interview course by Fritz Schütze. S/he will read about the conditions that should be taken into consideration to get the material of high narrative level. These are connected, among others, with the arrangement and carrying out an interview, the relationship between the narrator and the researcher, as well as narrative skills of the narrator and specific nature of his/her experience. This work explains the process of narrative interview analysis, beginning with its transcription, to the analysis of a single interview, to the application of the comparative analysis – based on simultaneous analysis of a bigger number of interviews. The text also presents a detailed analytical abstract of an interview that represents an alternative narration,thus named due to its structure that goes beyond a canonically understood narrative interview. The text also deliberates on the circumstances in which the analysed interview was created and their impact on the quality of the obtained material. Additionally, it is possible to see a proposed way of using an (un)successful narrative interview thanks to the application of an analytical procedure compliant with the constructivist version of the grounded theory. The presented course of action,imposed by the narrative structure, refers to the analysis based on the procedure of quality coding. The intention of the text is not only to present the concept of biographical research of F. Schütze, but also to make the reader more aware of the conscious use of methodological tools. It is important to have methodological awareness concerning mixing various techniques and methods taken from different, but not necessarily opposite, strategies. In case of the narrative interview, such methodological awareness seems particularly important when we separate this technique of collecting autobiographical materials from a comprehensive and coherent system of Fritz Schütze’s biographical sociology. It should also be remembered that (un)successful narrative interview can be successfully applied in a research process.

Quilting as a craft and as art is performed mainly but not exclusively by women however it is relatively hidden in British culture. Folk ideas of patchwork include bed quilts and baby quilts as utilitarian items made by mothers, or grandmothers. These are destined for domestic use. However there are art forms of quilting which are usually referred to as textile art rather than quilts.

1 imAxw xr niswt-bit Haa-ib-ra mry bAw iwnw 2 (i)m(y)-rA prwy-HD wr swnw 3 aA n xA (i)m(y)-rA pr-wr p(Ay=) f-TAw-(m)-a(wy)-nt 1 The imAxw before the King of Upper and Lower Egypt, Haaibre, beloved of the bAw of Heliopolis, 2 the overseer of the two houses of silver, the chief physician, 3 the great one of the xA-hall, and the high steward, P(ay)eftjau(em)a(wy) neith. 1 imAxw xr sA ra wAH-ib-ra di anx mi ra Dt 2 (i)m(y)-rA prwy-HD wr swnw 3 aA n xA (i)m(y)-rA pr-wr p(Ay=)f-TAw-(m)-a(wy)-nt 1 The imAxw before the Son-of-Re, Wahibre, given life like Re forever, 2 the overseer of the two houses of silver, the chief physician, 3 the great one of the xA-hall, the high steward, P(ay)eftjau(em)a(wy)neith. Fig. 1 EA 83, front (© the Trustees of the British Museum) Fig. 2 EA 83, front, between hands (© the Trustees of the British Museum)

The article indicates the importance of the category of experience in the interpretation of oral history recordings. Using the “stepwise” model of interpreting records, the paper shows how the category of experience interacts with other possible levels of understanding of the story: language (narration), autobiographical memory, historical context and informational content.

Artykuł wskazuje na znaczenie kategorii doświadczenia przy interpretacji nagrań historii mówionej. Posługując się „schodkowym” modelem interpretacji nagrań, autor pokazuje w jakie relacje kategoria doświadczenia wchodzi z innymi możliwymi poziomami rozumienia opowieści: języka (narracji), pamięci autobiograficznej, kontekstu historycznego oraz zawartości informacyjnej.

Resumen: 

Se presentan a texto completo los prefacios, escritos por el propio autor, de cada uno de sus cuatro publicaciones autobiográficas.  En primer lugar, el aparecido en una colección fotográfica sobre su vida (https://www.academia.edu/37010979/).  Despues, el consignado en el conjunto de videos construídos a partir de estas mismas fotos (https://www.academia.edu/37081140/).  Enseguida, el escrito al presentar su obra intelectual, pública, que gira en torno a un hilo conducto:  la lucha por el cambio estructural mexicano y mundial (https://www.academia.edu/37045454/).  Finalmente, el que está al inicio de la cumbre de su trabajo autobiográfico, que consiste en la narración de su propia historia de vida (https://www.academia.edu/37010748/) 

Abstract:  Full text prefaces are provided, written by the author, of each and every one of his autobiographic publications.  Firstly, that which appeared in a photographic collection of his life (https://www.academia.edu/37010979/).  Afterwards, the one included in the set of videos that were constructed using those same photos (https://www.academia.edu/37081140/). Immedately after, the one written in the foreword of all his public intellectual writings around one main axis:  the strife for Mexican and global XX and XXI Centuries structural change (https://www.academia.edu/37045454/).  Finally, the prelude of the crest of Xavier Gamboa Villafranca's autobraphic work, where he narrates his own life history.  (https://www.academia.edu/37010748/) .

Transition to adulthood represents the transition to specific adult roles and responsibilities in close connection with life contexts. The literature in this area calls this phase emerging adulthood highlighting its complexity, uncertainty and problematic traits (Arnett, 2004). This process turns out to be more critical for persons with disabilities for whom, even today, the end of school is configured as a "leap into the void" urging for specific planning. The upper secondary school and the local services that act with it therefore play a crucial role in building this transition phase.
This contribution illustrates the outcomes of the exploratory phase of the STrADE project aimed at designing and experimenting a model of transition to adulthood that favors students with disabilities the acquisition of transversal and professional skills from a life plan perspective. For this purpose, the voices of young persons with disabilities and their families were collected through narrative-biographical interviews (Muylaert et al., 2014) and analyzed according to the criteria of thematic analysis (Green, Thorogood, 2004) in order to highlight the main personal/environmental factors characterizing the transition paths of students with disabilities as well as facilitators/barriers that have influenced the construction of their adulthood.

In response to sharply growing number of North Korean migrants since the mid-1990s, the Korean government have developed a wide range of settlement policies for the new citizens. Their adapting experiences in liberal democratic states, however, comes with its own set of challenges. Some migrants have actively engaged in the new and challenging community, while others are unable to adapt to South Korean society. As a result, they ended up moving to other countries such as the United Kingdom, yet their life in the UK can often be more challenging. Drawing from the unique experience of North Korean migrants' migration and settlement trajectory to South Korea and the UK employing digital auto/biography, the study explores the struggles North Korean arrivals have faced and the strategies that they have created to adapt to the new settings. The strategies were identified: social relations and friendships with natives, personal fortitude, openness, acquiring citizenship and language skills, religious beliefs and customs, self-denial, utilising welfare systems and practical approaches to resolve problems.

It is shown that a person produces texts about his life in a state of narration. Each narrative is a part of the socio-historical, individual-psychological contexts and the context of the narrative itself, the situation of the narrative creation with its author and listener, plot, and dynamics. The narrative defined as individual life-way modeling that interprets the past comprehends the present and predicts the future.  Life tasks are considered as energy-intensive, purposeful futuristic narratives that are formed at the end of one life stage in order to plan the next stage. Thanks to life's tasks, a person chooses the variant of the future, which is most full of potential meaning. The narrative method of future structuring is the choice of the auto-narrative main theme, taking into account such constitutive planes of life as temporal, spatial, genre and plot.The role of narrative competence of a person in the productive construction of the future is determined.

The question of use of second language speakers’ personal narratives-in-interview as data has been widely debated in the applied linguistics field. I subscribe to scholars before me who argue for an analysis beyond content but one that also takes into consideration context and form. Bamberg’s positioning theory (1997; 2004) guides this analysis as I examine the storied world, the storytelling world, and the existing discourses in the personal narratives-in-interview by a woman from the island of Chuuk residing in Hawaiʻi. I discuss the linguistic, rhetorical, and interactional properties of her narratives, how she positions herself in relation to ideologies of language and identity that have value in her spaces, and juxtapose them against sociolinguistic and socio-historic contexts in which they were produced. I argue that by looking at the interdependence between all positioning levels (i.e., context, content, and form), it is possible to understand how the narrator positions herself with regards to societal discourses on language and identity both in the micro and macro contexts of the interview space and of Hawaiʻi.

“Unorthodox Autobiographies” is intended to challenge conventional discourses of autobiographical studies by rupturing its narrow definitions, and thus opening it up to new lines of flight and states of inquiry. We aim to provide a scholarly venue for papers that would not rest comfortably in other, more traditional, scholarly publications. This issue of Art History Supplement is specifically intended to contribute to the growing discipline of autobiography, a typically literary-based disciplinary field of knowledge, in the visual sphere.

This paper presents two studies. The first study was designed to determine whether expressions of autonomy and relatedness in autobiographical narrative vary by age of memories and by (sub) cultural specificity within one (Russian) language sample. In the first study pants had lived their lives in rural areas of Russia and half were life-long city dwellers. Verbal markers of autonomy and relatedness were coded we have found that they are represented in narratives dynamically. In the rural sample in contrast with the rest of their past participants recollected their childhood and old age as individualistic. In the urban sample in contrast with the rest of their past participants recollected their childhood as collectivistic. To examine what happens to early memories if a person changes cultural context in youth we carried out the second study. We interviewed 20 old female participants who were born in village and moved into big city about 18-20 y.o. They experienced their childhood as rural subjects but recollected it as urban subjects. It supports the main view on constructive nature of autobiographical memory, which reshapes distant memories in accordance