How Stories Heal

Nash, Robert J.; Viray, Sydnee

doi:10.3726/978-1-4539-1301-7

Cited by 10 publications

(1 citation statement)

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“…Stories are a means to healing and wholeness (Nash & Viray, 2014). Sharing our stories here is way for us to continue to make sense of and figure out who we are in the academy-how can we bring our whole selves to campus-a place that was not built with us in mind (Bourdieu et al, 1994) and continues to perpetuate this norm.…”

Section: Discussion Of the Findingsmentioning

confidence: 99%

‘White Trash’ in the Academy: Working-class Women Professors Discuss their Backgrounds and Education

Hayes,

Locke

2024

AM J QUALITATIVE RES

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Women from rural, low-income backgrounds holding positions within the academy are the exception and not the rule. Most women faculty in the academy are from urban/suburban areas and middle-and upper-income family backgrounds. As women faculty who do not represent this norm, our primary goal with this article is to focus on the unique barriers we experienced as girls from rural, low-income areas in K-12 schools that influenced the possibilities for successfully transitioning to and engaging with higher education. We employed a qualitative duoethnographic and narrative research design to respond to the research questions, and we generated our data through semi-structured, critical, ethnographic dialogic conversations. Our duoethnographicnarrative analyses revealed six major themes: (1) independence and other benefits of having a working-class mom; (2) crashing into middle-class norms and expectations; (3) lucking and falling into college; (4) fish out of water; (5) overcompensating, playing middle class, walking on eggshells, and pushing back; and (6) transitioning from a working-class kid to a working class academic, which we discuss in relation to our own educational attainment.

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Section: Discussion Of the Findingsmentioning

confidence: 99%

‘White Trash’ in the Academy: Working-class Women Professors Discuss their Backgrounds and Education

Hayes,

Locke

2024

AM J QUALITATIVE RES

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Breaking Silence through Mad Disclosures: A Comment on Greg Procknow's ‘Silence or Sanism’

Brookfield

2017

New Horizons in Adult Education and Human Resource Development

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Like Greg Procknow (Procknow, 2017), I am implicated in any adult educational discussion of mental illness, having been diagnosed with clinical depression and anxiety. So it's refreshing for me to see his piece appear in this journal. Like him, I've lamented the lack of sustained attention on how people learn to deal with a supposed absence of normality in their lives. Learning to live with a classification of mental illness is a multifaceted learning project involving everything from learning to undergo ideological detoxification to instituting biofeedback processes, working out the political calculus of disclosure to managing timings, dosages and combinations of medications. At its root of course, as Greg eloquently argues, is the challenging of the very notions of madness and sanity.

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Beginning to Unravel a Narrative Tension in My Professional Learning about Teaching Writing

Pithouse-Morgan¹

2017

Self-Narrative and Pedagogy

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Understanding and mystery are central to the writing project. [The] writer unravels a mystery, discovering and then understanding what was previously hidden and unclear. (Denzin, 1994, p. 505) PRELUDE: INTRODUCING MY WRITER-TEACHER SELF Conle (2000) explained how a writer's personal history can provide a context for making meaning of personal and professional experience:We are burdened with a past for which we are accountable -even though it is not all of our own making -and with a future that is both unpredictable as well as foreshadowed by preconceived images of it …. Constraints of the past and foreshadowed futures at each point of the writing suggest particular horizons within which it can proceed. (p. 192) PITHOUSE-MORGAN

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How Stories Heal

Cited by 10 publications

References 0 publications

‘White Trash’ in the Academy: Working-class Women Professors Discuss their Backgrounds and Education

‘White Trash’ in the Academy: Working-class Women Professors Discuss their Backgrounds and Education

Breaking Silence through Mad Disclosures: A Comment on Greg Procknow's ‘Silence or Sanism’

Beginning to Unravel a Narrative Tension in My Professional Learning about Teaching Writing

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