The many faces of biographical learning

Work transitions as told: a narrative approach to biographical learning

“…Thus, in contributing to a 'critical understanding of the social conditions of personal fulfilment' (p. 215), Rosenwald et al point to the risks related to a romantic 'make over' rhetoric, while Ezzy acknowledges both positive and negative consequences. The authors all agree, however, that such stories tend to portray the self in an slightly idealistic way as autonomous and rather loosely coupled to institutions and social relations (Hallqvist et al, 2012). In contrast, research has shown that non-linear work transitions are to a large extent relational projects (Hallqvist, 2011).…”

“…Assuming a continuum ranging from no evaluation or 'weak' modes of evaluation to 'marked' or 'strong' ones, it seems like the latter promote a 'pronounced' (Hallqvist et al, 2012) mode of biographical learning. The strategy of shifting perspective on life events is probably also productive in this respect, often accomplished by the use of different social and temporal positions and by viewing events within different frameworks.…”

“…People making images of themselves and their career with no relation to reality is not something desirable. Hallqvist et al (2012), have proposed an 'idealistic' mode of biographical learning, by which people narrate a contrast between their life preceding the transition and their new career, but without enabling them to act and Alheit (1994) makes normative statements about the interrelation between sense making and social action, saying that 'structure and subjectivity form an important combination' (p. 288), suggesting that the concept of biographical learning makes it possible to establish this important 'link' between 'stories and structures' (Alheit, 2005).…”

“…In a previous study we were able to show a variety of approaches to biographical learning (Hallqvist et al, 2012). The aim of the present paper is to further elaborate on the meaning of biographical learning by using and developing a narrative approach that specifically focuses on the role of self-reflexive narration, informed by Labov's notion of evaluation.…”

Biographical learning: two decades of research and discussion

“…For example, it has been suggested that evaluating as a part of storytelling (Labov (1972) can be regarded as reflexivity-in-practice and that people make use of different evaluative strategies when making autobiographical narratives (Hallqvist & Hydén, 2012). Sometimes people make explicit and marked evaluations, while on other occasions, people tell stories with almost no evaluations at all.…”