Wyniki wyszukiwania - Biblioteka Nauki

1

Teekonnad ja piirid – elulood piiripoeetika vaatepunktist

100%

Jaago T.

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tom 65

95-116

EN

This article analyses descriptions of journeys and the emergence of territorial and symbolic borders in autobiographical texts. Historically, the descriptions are related to migration caused by World War II and, to a lesser extent (or in connection with the war), the establishment of Soviet power in Estonia. The analysed life stories were narrated in the period from 1995 to 2011, and are stored in the “Estonian Life Stories” collection (EKLA f 350). The narrators were born in the late 1920s or early 1930s; at the time of the narrated events they were children, whose migration was not so much dependent on the historical situation, but the life, choices, and decisions of their parents and relatives. The theoretical starting point for analysing the texts is border poetics: How is the border depicted in narratives? How are different borders (territorial, state, cultural borders, the front line, symbolic borders in narrator’s changed status and self-image) intertwined in the narrative? The narrators describe their journeys from Estonia to Germany, Finland, or Sweden, but no state borders are specified in the stories. Border crossing is revealed through signs, which could be generally described as safe and dangerous areas. The riskier or the more conflicting to the usual situation the experience was, the more detailed is its description. However, the narrator describes a process, which is why the conflict (and the focus of the description) does not have to be concentrated in just the one moment of crossing the border. References to the border may emerge as indirect signs, for example, visually. German towns are described as being either in ruins or intact from the battles; descriptions of Stockholm point out its lit windows in contrast to the darkened windows of the wartime Estonia. Border-related signs are also disclosed in people’s behaviour or attitudes. For example, the problems of the inhabitants of Sweden, which was untouched by the war, seemed trivial to those escaping from the war. Symbolic borders also emerge in the changed status of the narrator as the main character of the story; for instance, upon arrival in another country an active person turns passive, into an observer and an object of other people’s actions, and then changes again into an active one, who makes decisions on shaping his or her fate in the new country of residence. The border-poetic approach enables to view the narratives of people who escaped to the West during World War II not so much from the historical or memory-theoretical aspect as from the aspect of narration of borders. This makes it possible to place the topic of the 1944 flight into a more general panorama of escaping and crossing the border.

2

Trauma ja elulood

100%

Jaago T.

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tom 71

111-142

EN

The article deals with the manifestation of traumatic experiences in life stories narrated at the end of the 20th and beginning of the 21st century. The manuscripts of these life stories are stored in the Estonian Cultural History Archives. The authors of the stories are guided not so much by artistic aspirations as by the possibility of creating a picture of the past, relying on their own real-life experiences. In the article, the folkloristic narrative research is combined with the concept of trauma theory. On the one hand, life story is seen as a specific text characterised by its relation to a specific cultural background and historical framework. On the other hand, the trauma theory perspective allows to observe the universality of trauma, the interrelation between the events that affect society and the related identity changes. Generally, the narrators do not use the term “trauma”. The texts also lack the topics of being a victim and asking for forgiveness, which are typical of trauma theory approaches. These manuscripts may include discussions of cultural trauma-related public life, but in this case the dialogue between the public attitudes and the narrator’s own experience can be seen rather as a reflection effect or following an example. This makes the life stories unique carriers of information, because they cannot be treated as miniature forms of the trauma culture that is accepted in society or globally. The aim of the comparative analysis of the two stories was to outline the specific features of the language of trauma in a life story. The language of trauma in life stories refers on the one hand to the formation of the narrator’s life truth, and on the other hand, to the presentation that spares the narrator. Traumatic experiences can be distinguished from the story, for example, based on how the narrator associates one or another aspect with the events of his/her life and the formation of beliefs that stem from the life events. These aspects emerge both through the reasoning and through constant repetitions. The descriptions of particularly hard experiences (e.g. life in Stalinist prison camp, divorce) stand out in the stories for their brevity and laconicism. This results from the emotional state of the narrator, the first-person character in the story, at the time of remembering the events or the situation, but on the other hand also from self-defence – the storyteller is unwilling to relive the situation again while narrating. The story presents traumatic experiences in firm connection with other episodes and deliberations, whereby the traumatic experience is positioned in its place in the narrator’s, the first-person character’s development story. The stories also imply that there are other traumatic experiences, which the narrator does not reveal. However, the dynamism of the trauma comes significantly to the fore: an individual’s each trauma experience absorbs new aspects and associations, thus pointing to stages in the development of the individual, as well as to the changeability of the relationships between the individual and the community.

3

Migrants and Their Life Stories: Perspectives on Education, Work, and Community

88%

Angeloni B.

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nr 1(89)

99-115

EN

Men and women, who leave their countries, their families, their education and their work to undertake a journey. Some fleeing war, others terrorism, others poverty; looking for solutions, for themselves or for their loved ones. Some need medical care that they cannot access in their home country. Each one has their own story and we simply do not know enough about them. Immigrants’ life histories can provide us with a lot of useful information that can help us understand the contemporary phenomenon of migration from pedagogical, sociological and economic points of view. The paths and trajectories of entire communities remain unknown, their needs unheard and the enormous wealth in terms of the relationships, the level of mutual help and the competences is neither brought to light nor properly evaluated. This paper, born of a series of biographical interviews carried out with adult immigrants from countries in West Africa, reflects on the relationship between education, work, and the communities to which the immigrants belong.

4

VOLUNTARY AND INVOLUNTARY CAREER TRANSITIONS: A NARRATIVE STUDY

88%

Anita P. , Elīne V.

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nr 2

98-125

EN

The paper presents the exploration of voluntary and involuntary career transition experience of mature age persons aiming to find out how these transitions are embedded in person’s life story in terms of prior events and future plans of life and what is the difference in emotional attitude toward these two types of transitions. Using the approach of constructivist qualitative inquiry, the narrative interviews were conducted to examine the participants’ lived experience asking them to tell the story of their career transitions as they are embedded in their lives. The study was performed in Latgale region of Latvia with seven mature age persons (two male and five female), characterized by at least 20 years work experience, tertiary education and experience of significant career transition during the last seven years (change of country, employer, job title, industry, or leaving or re-entering the workforce). The data analysis integrated the thematic narrative analysis and M. Crossley’s approach to narrative analysis. Following themes illustrated the life events prior to career transitions: 1) childhood experience: nature, chores, responsibility; 2) importance of education; 3) support from family, 4) choosing career, 5) lucky chance, and 6) triggers of career transition. The research findings were in tune with the main theoretical elaborations on career transition. Resilience as the self-related adaptive factor and family unit as supportive mechanism were discovered for both types of career transition. Involuntary career transitions were shaped only by the environmental limitations or external causes, while the voluntary transitions were mostly driven by personal agency. In future all participants stressed the need to serve the society, family and to establish better work-life balance. As expected, emotional attitude to ward involuntary career transitions was negative (disappointment, disorientation, fatalism, resentment), while attitude toward voluntary career transitions was mostly positive (faith in God, optimism, satisfaction, pride). The narrative approach can be successfully implemented by career counsellors to understand career scenarious and individuals’ overall experiences. More extensive research would be recommended in future focusing on causes, triggers and coping strategies for career transitions.

5

Hermeneutic Notion of a Human Being as an Acting and Suffering Person: Thinking with Paul Ricoeur

88%

Wiercinski A.

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tom 4

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nr 2

18-33

EN

Acting and suffering subjectivity makes a grand sujet in Ricoeur's philosophy. In his Time and Narrative Ricoeur created the notion of narrative identity which is an individual internalized and evolving life strory. The narrative alone might define the “who”. Whoever lives and exists, suffers. Ricoeur metaphorically defined life as a cloth. We can add, Wiercinski continues, that this cloth is woven with pain. It is pain which makes the cloth, and, at the same time, it is also a joy of the human condition. As humans, we are called to wear this cloth as well as to understand what does it mean - from the hermeneutic perspective.

6

Rok 1981 w dzienniku Haliny Semenowicz – przesłanie dla teraźniejszości

63%

Szwech A.

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tom 15

99-109

EN

The article is a presentation of the contents of one of the diary by Halina Semenowicz, promoter of Celestin Freinet’s techniques in Polish education, from the perspective of biographical experience. The author wishes to familiarize the reader with the most important aspects of life and activity of Halina Semenowicz reflected in the diary and thoughts after reading. The author describes the most important areas of Halina Semenowicz’s life, such as family, free time, professional activity, religion and social and political life, which she describes and reflects upon in her calendar. Transfers diaries are a source of analysis used in many educational research, including andragogical. This biographical research interest stems from the belief that reading a biography, not only of outstanding people, carries a significant educational potential. Subjectivity of a diary is obvious, and emotional, sincere statements are the basis and condition of “truthfulness” of articulated thoughts. These features can encourage the diary readers to deepen their knowledge of many cultural phenomena and social relationships in which the entries were created.

7

The value of education as a factor in the modellingof a successful career of Roma university graduates

51%

Staňková I.

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tom 12

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nr 1

155-168

EN

Good and successful life of each individual in contemporary society depends greatly on the level of completed education. Many research studies show that deficit of adequate education is one of the main factors of social and above all economic exclusion of the Roma population. Thus, in the long-term perspective, the educational system is the most important instrument that mitigates the negative impact of the marginalization of the Roma people and facilitates elevation of their social status. Systematic measures supporting the education of Roma children and their success in the school go hand in hand with the expectations arising from the great efforts and considerable financial means invested towards this objective. In this study, however, we do not concentrate on defining the causes of the Roma students’ academic failure. On the contrary, we view the issue from the opposite viewpoint, namely, from the perspective of the factors that have a positive influence on their educational trajectory. Using the method of narrative interviews with university-educated Roma students, we tried to identify the important moments and specifics that contributed to the formation of their successful educational careers leading to university graduation. Thus, the resulting findings help us understand the problem issues from a positive angle and emphasize the role of individual determinants for assurance of Roma students’ success, as well as for serving as an example to Roma intelligence in general.

PL

We współczesnym społeczeństwie sukces i jakość życia jednostki uzależnione są od zdobytego przez nią wykształcenia. Z licznych badań wynika, że właśnie deficyt niezbędnego poziomu wykształcenia należy do kluczowych czynników odpowiedzialnych za społeczne, a przede wszystkim ekonomiczne wykluczenie Romów. W ten sposób w dłuższej perspektywie system kształcenia jest niezwykle istotnym narzędziem służącym do ograniczenia skutków marginalizacji Romów i umożliwiającym wzrost ich szans na zaangażowanie społeczne. Systematyczne kroki wspierające kształcenie romskich dzieci oraz ich sukcesy w szkole budzą duże nadzieje, są również przedmiotem wielu wysiłków i pochłaniają znaczące środki finansowe. Artykuł powstał na podstawie projektu grantowego IGA SV60171706020 / 2110 Koncepcja wartości edukacyjnych z perspektywy uczniów z różnych środowisk kulturowych (Uniwersytet Tomasa Baty w Zlínie, Wydział Humanistyczny, Wydział Nauk Pedagogicznych, Republika Czeska). Autorka wykorzystuje częściowo wyniki realizowanego projektu, skupia się nie tylko na przyczynach szkolnych niepowodzeń romskich uczniów i studentów, ale głównie na czynnikach warunkujących pozytywną ścieżkę edukacyjną wyróżnionych grup. Przy wykorzystaniu metody rozmów narracyjnych z Romami z wyższym wykształceniem poszukuje ważnych momentów i specyficznych sytuacji, które przyczyniły się do uzyskania przez nich sukcesów edukacyjnych, ukoronowanych uzyskaniem absolutorium wyższej uczelni. Wyniki przeprowadzonych badań wskazują, iż aspiracje edukacyjne, jasno określone cele, wysoka pozycja edukacji w systemie wartości jednostki oraz własne możliwości i wysiłek są czynnikami determinującymi sukcesy szkolne romskich uczniów. Istotne są też rola wzorca grupy społecznej, jaką jest inteligencja romska, oraz postawa nauczyciela i jego kompetencje.