Narrative of Community: The Identification of a Genre

The short story cycle: Broadening the perspective

“…2 For Lundén, to give another example, it is the episodic structure of the short story cycle that connects it to a storytelling tradition considerably more ancient than that of the novel (Lundén 1999: 7). More recent precursors of the short story cycle have been found in nineteenth-century regional narratives, in particular those episodic narratives unified by a specific setting -village, town, region -which Sandra Zagarell has identified as 'narratives of community' (Zagarell 1988;Harde 2007).…”

A Trickster-Like Woman: Subversive Imagining and Narrating of Social Change

“…The competitive individualistic society contributes to feelings of isolation, indifference, and at times hostility in society among its members (Hofstede, 1991). Feminist writers like Erdrich, Morrison, and Kingston have been recognized for advocating the relational orientation that values communities, shared cultures, and social harmony (Fishkin, 1991;Smith, 1997;Zagarell, 1988). Their challenge is to bring forth the relational model of human society and to make it palpable for the rest of the society to identify with.…”

Gender and Social Work Education: Directions for the 1990s

“…The hidden contributions of women to social reform, such as their extraelectoral activities in their communities and professions, are more readily examined (Bookman & Morgen, 1988;Giddings, 1984;Peebles-Wilkins, 1989). Finally, new genres such as community and slave narratives, biographies, oral histories and ethnographies can be used to foster an awareness and appreciation of women's diversity (Barry, 1989;Byerly, 1986;Washington, 1987;Zagarell, 1988 (1983) suggests that the educator seeking to guide curricular reform should ask: "What is the core content of my discipline and how would it have to change to reflect the fact that women are a majority of the world's population, whites are a minority of that population, and race, sex, and class stratification have structured social life?" Such questions are essential for guiding the development of a more inclusive curriculum in its transformative phase.…”