Auto/Biographical Work as Bildung

Bildung is a concept central to auto/biography. It can best be translated as ‘educative self-formation’ and describes the importance of the life-narrative as a vehicle for self-discovery, self-understanding and self-development. Although, since its emergence in the German Enlightenment, the concept has received wide attention in the social philosophy literature it has not had extensive consideration in contemporary auto/biographical work. In this article I wish to i) introduce the concept of Bildung; ii) apply the concept to historical figures from my own doctoral research; iii) reflect upon my own educative self-formation as a result of exploring Bildung and offer some discussion of the relationship between studying the life stories of others and one’s own development

It didn't seem to be like that when I was there: ethical dilemmas of representing lives

“It didn’t seem to be like that when I was there: The ethical dilemmas in representing a life” In any biographical account, there are at least two points of view, and multiple representations of one life story. An agreement is made at the outset of the dialogue to represent the ‘truth’ in the story. But what if the truth is equivocal or disagreeable? Current ethical recommendations urge the review of transcripts by the individual, providing an opportunity for change and clarification. But beyond that, what rights does the subject have over the story and in what ways should the researcher address the possibility of pain caused by representing that individual? Annie and Judith trod this delicate path when Annie, who was researching the lives of colonial women in East Africa, interviewed Judith. Judith subsequently attended a conference where Annie gave a paper on her research. What ensued was an emotional dialogue around portraying and being portrayed. These complex issues raised ethical questions about the research participant’s anonymity and the use of voice and pseudonyms. Temporal and authorial issues were highlighted in the re-writing and presentation process. This paper is a collaborative venture exploring our attempts to represent a life and the mutual shaping of ethics and truth

Method and History of a Multidisciplinary Field Project: Population and Resources of South Guadalcanal, 1971-75

Reprinted from Yagl-Ambu, Volume 7, No. 2, June 1980. p. 47-76.Brief discussion in late 1969 between personnel in the Department of Agriculture and the University of Hawai'i led to the field survey that became known as the Guadalcanal Weather Coast Project.The project aimed to investigate the population-resource systems of south Guadalcanal and to assess the extent to which they were susceptible to change. In this paper, one of the staff supervisors details the project design and a student team member assesses its execution

They think they have God on their side': the impact of public sector attitudes on the development of social enterprise

Purpose: To study the reasons why UK social enterprises are not yet fulfilling their potential due to the lack of support and trust on the part of key decision makers. Design/methodology/approach: The study was based in Tees Valley, the southernmost sub‐region in northeast England, which has suffered from a decline in its traditional industries over the past 30 years. Reports the results of in‐depth qualitative interviews with 18 local authority economic regeneration officers and leading local strategic partnership managers across the five borough councils as key stakeholders across Tees Valley to explore potential barriers to the development of the social enterprises sector in this sub‐region. Explains that each interview focused on: perceived differences in the culture of the social enterprise sector compared with private business and the public sector; representation of the sector in key decision making in the sub‐region; the potential for developing entrepreneurship and foresight in the sector; and opinions on the level of support required for capacity building. Findings: The results indicated that key stakeholders in the public sector assume that there is a value continuum between the voluntary and community sector, through the social enterprise sector, to the small and medium enterprise (SME) sector, while the assumption is also that the closer an organization is to the voluntary and community sector, the more likely that it will be driven by its social values. Supports the view that social enterprises are both “value led” and “market driven”. Originality/value: Draws on previously unpublished data from a research project that aimed to assess the size, shape and scope of the social enterprise sector for Tees Valley Partnership

IAPT and Long Term Medical Conditions: what can we offer?

Background: The proposal of a 4-year plan to integrate treatment of people with long term medical conditions (LTCs) into the IAPT service (Department of Health, 2011) seeks for research to understand the effectiveness of IAPT interventions for this patient group. Aim: The aim of this service development pilot work was to develop an intervention that is effective for people with Type 2 Diabetes Mellitus (T2DM). It was hypothesized that the standard IAPT intervention would not be effective, but that it can be adapted so that it is effective both in terms of mood and self-management of T2DM. Method: Clients (n = 95) who experienced mild to moderate depression and/or anxiety and had a diagnosis of T2DM opted to attend. The intervention was adapted over a series of cohorts from a standard Step 2 intervention. A team of Psychological Wellbeing Practitioners (PWPs), a Clinical Health Psychologist and a General Practitioner worked in collaboration, using outcomes measures and feedback from service users and facilitators. Results: The standard IAPT Step 2 intervention met with challenges when specifically targeting this client group. Using paired t-tests, the modified Step 2 intervention demonstrated significant improvements from pre- to postintervention measures both in terms of psychological (n = 17) and physical (n = 9) outcomes. Conclusion: It is concluded that it may be possible to modify a generic Step 2 IAPT intervention to demonstrate improvements both in terms of psychological wellbeing and self-management of T2DM. The main adaptations were related to more targeted recruitment and linking of diabetes specifically into the CBT model.</jats:p

Willamette Mission archeological project : phase III assessment

The Willamette Mission archeological project consists of a broad program of cultural research in the fields of archeology, history, and architecture. The study focuses on the first Methodist mission in the Pacific Northwest. Archeological excavations were conducted in 1980 to locate the site of the mission, to assess the site's internal integrity, and to analyze the material content remaining from the 1830s occupation. Historical documentation provided the archeologists with necessary information on the general location, spatial living pattern, time frame and material culture of the mission occupants. Archeological data provided additional information on the location and spatial arrangement of the mission complex; the date range and the form and function of recovered artifacts; a behavioral concept of mission lifestyle; and the processes of abandonment of the mission complex in the historic period. The role of the mission enterprise within the general context of Oregon development is explored. The founders of the mission colony were not intent on accomplishing their task of "civilizing" the local Native American population in a brief visit. The missionaries brought to the Oregon country their families, personal possessions, furnishings, goods, equipment, and construction materials. They built shelters, farmed, operated a mercantile business, taught school, held services, and performed essential mechanical duties. The geographic isolation of the mission, and the missionaries response to the new environment, are reflected in the archeological record. The architectural plan and featuring of the mission house points to a use of traditional log shelter construction techniques. These techniques involved the incorporation of native construction fabric with cottage made or imported joining materials. An inadequate response to the environment is evidenced by the erection of the mission house on a Willamette River floodplain. This error in reasoning as well as visions of expansion triggered a move from the complex to present Salem after a seven-year occupation. The materials items recovered from the site reflect a material culture brought to the new country from the United States. An independency from the British Hudson Bay Company is inferred. A contradiction between the hardships of remote log cabin living and stringent missionary duties, and the retainment of New England social attitudes and customs is evident. Important to areal archeological research and settlement studies are the implications behind the presence of the American missionaries and their goods in the Willamette Valley. Enlightened information on goods available during the Northwest frontier period can be useful in deciphering early trade networks, and avenues of cultural exchange and influence. The missionaries' inducement toward the promotion of American jurisdiction and settlement in the Oregon country was significant. The success of the missionaries as colonizers cannot be overstated considering the impact of the colony on the course of political, spiritual, social and economic development of the region

Teacher agency in the selection of literary texts

This is the final version. Available from Routledge via the DOI in this record. The nature of English as a school subject – and particularly English literature – is a longstanding issue of debate for practitioners and researchers internationally. One dimension of this concerns the forces that shape the diet of literary texts that students are fed. In this study, we draw on the ecological model of agency to interrogate the factors which influence how teachers choose literary texts for whole class teaching. Dimensions of agency are used as lenses to reveal the complex ways in which values and beliefs, structures of authority, material resources, and identities shape the selection of books, plays and poetry that are taught in English. By looking across these dimensions, we identify important questions which contribute to the debate: who should have agency to choose the texts taught; how does teacher agency influence students’ experiences of English literature; how far should we expect these experiences to be standardised?United Kingdom Literacy Associatio

Teaching Key Stage 3 literature:The challenges of accountability, gender and diversity

This article presents the results of a study, conducted in parts of Wales and southwest England, focusing on what literature is being taught to learners aged 11–14 years. By exploring this area, we gain insight into influences on teacher choices and the challenges faced by teachers. Our research, which included a survey of over 170 teachers as well as teacher interviews, provides a snapshot of young people's experiences studying literature in the early secondary years (Key Stage 3). The results show that while some schools provide variety and diversity in their choice of texts and authors, the majority provide a limited diet of literature with texts mainly from male writers, with male protagonists. Girls are rarely the main focus. Nor do the majority of children study literature written by or about those from black and minority ethnic backgrounds, highlighting a lack of diversity. Literature teaching at Key Stage 3 is increasingly influenced by the demands of GCSE and exam accountability. We hope the study can act as a catalyst for discussion about what ought to be the purpose and focus of literature study in England, Wales and beyond