Disability and Life History Research

Berger, Ronald J.

doi:10.1525/irqr.2016.9.4.472

Cited by 4 publications

(3 citation statements)

References 26 publications

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“…Data analysis in the naturalistic inquiry is often an iterative process that begins before the process of data collection is complete (Kim 2015). In this study, we used methods drawn from Clandinin, Lessard, and Caine (2012) and Berger (2016). We transcribed the recorded interviews and 'negotiated them with each participant until each [study participant] felt [we] had an account that represented something of who they were and were becoming' (Clandinin, Lessard, and Caine 2012, 9).…”

Section: Data Analysis and Interpretationmentioning

confidence: 99%

A narrative inquiry into experiences of Indigenous teachers during and after teacher preparation

Oloo¹,

Kiramba

2019

Race Ethnicity and Education

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This narrative inquiry is informed by a concern to increase the number of Indigenous teachers in Canadian classrooms. While the Indigenous population is younger and growing faster than the non-Indigenous population, educational attainment gap remains between the two groups of Canadians. The gap is widening at the university level. This study explores the experiences of two Indigenous teachers during and after teacher education in an Indigenous teacher education program and attempts to reframe teacher education to enhance the meaningful engagement of pre-service Indigenous teachers. We conducted interviews as conversations with the study participants as guided by open-ended unstructured research questions and employed relational ontology because we believe that ethical relationships are paramount in conversations with participants. Four major common themes emerged from the participants' stories: decision to attend Indigenous teacher education program, Indigenous identity, positive learning environments, and the importance of Indigenous teachers in the schools. Implications for teacher education are presented.

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Section: Data Analysis and Interpretationmentioning

confidence: 99%

A narrative inquiry into experiences of Indigenous teachers during and after teacher preparation

Oloo¹,

Kiramba

2019

Race Ethnicity and Education

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“…I do not focus exclusively on feelings and meanings that emerge from experiences of discrimination, exclusion, or isolation. In line with the emancipatory disability approach (Barnes, 2004;Berger, 2016;Oliver, 1997), I resist reading disability as tragic or pitiable, focusing instead on self-care, agency, and resilience building. In fact, people born with a physical disability, being the only social group for whom restricted mobility is their normal, showed themselves to be prepared for isolation and mobility limitations imposed with the COVID-19 outbreak (Chou et al, 2021;Hall et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

“…I used the autoethnographic model (Chang, 2016), viewing my life experience as "meaningful data in its own right" (Berger, 2016;Ellis et al, 2011). In this endeavor, I crossed the research-participant divide by being a sample and a researcher at the same time.…”

Section: Introductionmentioning

confidence: 99%

On How I Got Through COVID-19 Lockdown: An Autoethnographic Approach to Resilience in Disability

Hall

Djurdjevic

Deusdad

2023

Qualitative Inquiry

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I explore how I—a person born with a physical disability living alone in a foreign country—was able to cope with COVID-19 lockdown. I used the autoethnographic method (Chang, 2016) to scrutinize sources of my resilience. Through evocative autoethnography, I reviewed risks/coping strategies recalling the lessons drawn from my childhood in the care of two supportive women. Then, performing analytical autoethnography, I self-assessed my lived experiences through a social science lens. A theoretical validation of my personal story helped me to acknowledge how resilience in my life had been built and was mobilized in the face of the pandemic.

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Militarizing politics of recognition through the Invictus Games: post-heroic exalting of the armed forces

West

2022

Am J Cult Sociol

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The Invictus Games is an international sporting competition involving military veterans who have become either wounded, injured or sick during their service. Having become a prominent event in the public sphere of participating nations that are drawn from Western security alliances, this article outlines results from a thematic analysis of Australian media surrounding the 2018 Sydney Games. While reporting of the Games included the use of cultural frames that reflect traditional symbolic relationships between sport and war, the data reveal new military–civilian discourses drawn from identity politics and focused on cultural recognition. These discourses emerge through the Invictus Games by (1) disability providing a cultural basis to demand greater respect for contemporary veterans and military service; and (2) empowerment narratives of rehabilitation being symbolically connected to participants’ reengagement with their former military identity. Institutional problems central to rising political activism amongst contemporary veterans did not feature in the media coverage. It is argued that the Invictus Games illustrates the need for sociology to conceive of militarization in more multidimensional ways, appreciating both the prominence of a civilian–military gap in contemporary culture and how various social actors in Defense utilize post-heroic narratives in seeking to redress this cultural divide.

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Disability and Life History Research

Cited by 4 publications

References 26 publications

A narrative inquiry into experiences of Indigenous teachers during and after teacher preparation

A narrative inquiry into experiences of Indigenous teachers during and after teacher preparation

On How I Got Through COVID-19 Lockdown: An Autoethnographic Approach to Resilience in Disability

Militarizing politics of recognition through the Invictus Games: post-heroic exalting of the armed forces

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