Gestures and the phenomenology of emotion in narrative

Young, Katharine

doi:10.1515/semi.2000.131.1-2.79

Cited by 13 publications

(17 citation statements)

References 3 publications

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“…The analysis did not focus only on what was told (the events that the language describes) (Bold, 2012) but also on the telling (the positions of characters, listeners and self) (Mishler, 1999). Moreover, the performative element was used in this research to emphasise that when individuals performed, they did so in relation to an audience; they produced performances for and with others in social situations (Young, 2000, p. 109). Performances were developed in collaboration with an audience (the interviewer or other members) (Wells, 2011) and were therefore treated as expressive attempts to involve an audience (Riessman, 2013).…”

Section: Methodsmentioning

confidence: 99%

Using personal narratives to explore multiple identities in organisational contexts

Kourti

2016

QROM

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Purpose: This paper explores and incorporates personal narratives as a new methodological tool into the qualitative research of complex organisational issues such as identity. Particularly, this study provides a fresh methodological perspective on organisational identity exploration by using personal narratives to examine multiple identities that occur in dynamic organisational contexts. Methodology:In order to examine multiple identities, personal narratives found in the 43 semi-structured in-depth interviews collected were analysed. These narratives were examined following a textual and performative analysis. Findings:The paper furthers methodological discussions in organisations in three ways. Firstly, it responds to the need for a methodological approach that allows multiple identity exploration in organisations while it presents personal narratives as a valuable methodological perspective within organisational research. Secondly, it extends the methodological use of personal narratives for the in-depth qualitative study of complex organisational issues such as identity. Finally, the study stretches the boundaries of mainstream organisational research by illustrating that personal narratives can be used as a methodological approach to explore organisational identities. Originality/value:This research integrates personal narratives as a methodological tool into the qualitative research of dynamic organisational issues. Employing personal narratives has allowed the exploration of multiple identities that take place in organisations in a manner not previously achieved in organisational studies. The study, therefore, challenges 2 previous organisational research and expands the boundaries of organisational identity studies, offering a new qualitative methodological account for identity exploration in organisations.

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Section: Methodsmentioning

confidence: 99%

Using personal narratives to explore multiple identities in organisational contexts

Kourti

2016

QROM

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“…Similar to artistic performances, personal narratives that develop in interviews are alive and fluid, composed in the dynamic space between performer and audience, not fixed texts composed by speakers and enacted similarly for different audiences. Social scientists are extending the study of narrative as performance by using videotapes, photographs, and other materials to examine gesture, facial and body movement, artistic productions, and other visual data (Bell, 2002;Luttrell, 2003;Mattingly, 2001;Mattingly and Lawlor, 2001;Peterson, 2000;Radley and Taylor, 2003;Young, 2000). To fully represent the performative, traditional journal formats will have to move beyond the spoken/written word.…”

Section: Resultsmentioning

confidence: 99%

Performing identities in illness narrative: masculinity and multiple sclerosis

Riessman

2003

Qualitative Research

268

189

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Case studies have a valuable place in health research, including the increasingly popular illness narrative. In a thrice-told tale, I analyze and compare the performance of identities in two illness narratives, men with multiple sclerosis whom I interviewed in the 1980s. I include myself as a figure in the construction of the narratives, as audience for their performance, and I reinterpret them drawing on contemporary concepts of gender, disability, and performativity. Initially inspired theoretically by Goffman, the re-analysis locates the men in social structural contexts, drawing on Bourdieu’s work on class and the body’s relationship to social space.

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“…Without detracting from other kinds of non-verbal communication, such as eye contact, selftouching gestures, and pitch of the voice, I focus in this article on their gestures and body postures as described in previous research (Hydén, 2008;McNeill, 1992;Merleau-Ponty, 1964;Roth, 2001). These body expressions, the natural gestures, are known to be of importance in connection with oral speech, and in particular, with storytelling (Young, 2000(Young, , 2011. One student teacher's storytelling is shared below.…”

Section: Storytelling Sessionsmentioning

confidence: 98%

“…Not only do these stories recount the student teachers' embodied experiences of the complexities in teaching, but the act of telling itself is an embodied and emotional experience. Young (2000) shows that emotions in oral storytelling are not just represented in a story as if the narrator "retrieves emotions from the past" (p. 79) but are occasioned in the embodied act of storytelling and, furthermore, that the body is enlivened by both the past and the present. The body is touched twice and both these embodiments-of the past and in the present-are sites of transformations and becoming that have potential to open up professional ways of being that are neglected in the neoliberal approach to teaching.…”

Section: Interwoven Storytellingmentioning

confidence: 99%

Student Teachers’ Storytelling: Countering Neoliberalism in Education

Henricsson¹

2020

P&P

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Everyday teaching involves emotional and relational irrationalities, and these aspects of pedagogical sensitivity and sense are critical for beginning teachers as they develop their practice. The complex elements of what it means to teach are often impossible to grasp from an instrumental approach to teacher education, which emphasizes subject matter knowledge and practical behavioral know-how. Increased educational standardisation and a new teacher training paradigm in Sweden have resulted in positioning future teachers as responsible only for communicating official school knowledge and assessing their learning process. This narrowed understanding of teachers’ practice requires another perspective of teaching to be articulated. This article explores the internships of beginning teachers from a phenomenological perspective, drawing on storytelling in teacher education as a way to reveal student teachers’ lived experiences. These beginning teachers are learning professional ways of being, which reveal the complexities of teaching, and their accounts have the potential to counter the dominance of neoliberalism in education.

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Gestures and the phenomenology of emotion in narrative

Cited by 13 publications

References 3 publications

Using personal narratives to explore multiple identities in organisational contexts

Using personal narratives to explore multiple identities in organisational contexts

Performing identities in illness narrative: masculinity and multiple sclerosis

Student Teachers’ Storytelling: Countering Neoliberalism in Education

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