As completing upper secondary school has become increasingly important for young people to take their place in society, the problem of school dropout has prompted extensive research to identify the decisive underlying individual and school-based risk factors. However, less attention has been paid to interactions between individual students and institutions (Bunting & Moshuus, 2017). Such a shift redirects our attention from seeing dropout as an accumulation of risk factors (Rumberger, 2011) towards a focus on the processes leading some students to drop out (Brown & Rodriguez, 2009). From this perspective, this paper explores how interaction frames and silences those young people that drop out (Fine, 1991). Based on ethnographic narrative interviews, this qualitative longitudinal study explores schooling experiences through young people's own accounts. The interpretation of the data reveals issues of young people having a voice or being silenced, staying, and completing school or being excluded from school as silenced individuals or (less frequently) as outspoken dissidents. The study explores how these young people frame their narratives, as this factor seems to contribute to diametrically opposed outcomes (dropping out or completion). The findings indicate that young people who employ similar negative frames to describe their interactions both at home and at school are the most vulnerable to dropping out.
This article addresses a perceived gap in higher education literature: there is very little writing that successfully combines the issues of individual learners who dropped out and then returned to higher education – the adult returners. To address this problem, the article draws upon data from the qualitative part of a larger research project that deals with non-traditional students in the Czech Republic. This article analyzes data from eight subjects with drop-out experience chosen from the initial corpus of thirty non-traditional students. The results indicate that adult learners have to deal with three central identities and with potential identity struggles as they interact: student identity, work identity, and familial identity. The final result of the interaction between these identities can be either the integration or the disintegration of identities, whereby one of the possible consequences of identity disintegration is to drop out from higher education.
This paper analyses the so-called Chapbooks that were being written or translated on the dawn of the 19th century. The authors tried to educate the ignorant peasants, the targeted readers, through their fetching stories. The work shows facts and deeds that were presented as "right" and "wise". First of all it presents the factual public enlightenment, more specifically the altering appreciation of time. Next, there is an analysis of the way the authors were maintaining the cogency of their work; the paper discusses whether the narrative style of writing is compatible with the didactic intention, and the characteristics of the "rational order of explanation"., Barbora Matiášová., and Obsahuje bibliografické odkazy
Literary history is a grand genre formed through interaction with its own "subject" (literature). It gives a comprehensive narrative synthesis. It has significant authority over the shaping of public past, national and cultural identities and the literary canon. The post-modern historic turn poses new challenges to this genre, such as a reconsideration of its own role in the social discourse, the substitution of omniscient narrative by the polyphony and collages, the redefinition of the ties between the literary work and the cultural context, and the preservation of its own genre identity through the historical analysis of the literariness and the literary field. One possible reformaton of the grande genre is offered by electronic hypertexts.
a1_Verf. behandelt die Frage, ob man sogar nach 50 Jahren, die von Bedřich Václavek als späteste Grenze für die wiederholte Aufzeichnung aus dem Munde der weiteren Erzählergenerationen angesehen werden, den betreffenden Erzählungen noch begegnen kann. Dabei berührt er vor allen die Problematik der Mode und der Tradition und erwähnt die Gründe, die das Weiterleben oder das Aussterben der Erzählstoffe verursachen. Eine grössere Aussicht auf das Beharren der Geschichte in der mündlichen Überlieferung entsteht dann, wenn diese Erzählung auf diese oder jene Weise fest mit dem Leben der Volksgemeinschaft oder der Volksmenschen verbunden ist - wenn sie der Weltanschauung der "Produzenten" oder "Konsumenten", ihrer Vorliebe, ihrem ästhetischen Ideal, ihren Lebensschicksalen usw. entspricht. Diesem sozialpsychologischen Standpunkt kann man den eigentlichen volkskundlichen Aspekt beiordnen: Der Erzählstoff erhält sich oft dann, wenn er sich breit und tief in der lokalen Tradition eingewurzelt hat. Verf. bringt mehrere Beispiele, die im Verlauf von 50 Jahren durch wiederholte Aufzeichnungen gesammelt wurden. Besonders vergleicht er die Varianten, welche voneinander mehr als 60 Jahre entfernt sind, und welche man mit Vorbehalt als besondere Redaktion des Lenore-Typus (AaTh 365) bezeichnen kann. Im Grunde ist diese Geschichte kein Märchen mehr, sondern eine dämonologische Erzählung (Sage) mit den analogen Motiven des Lenore-Stoffes. Zum ersten Male wurden die Varianten durch Ignác Hošek im Jahre 1900 und 1903 in zwei verschiedenen Fassungen zweier miteinander verwandter Erzähler aus dem Dorfe Škrdlovice an der böhmisch-mährischen Grenze registriert, die Neuaufzeichnungen erfolgten ebenda im Jahre 1967 in zwei Varianten bei einem Gewährsmann, einem Nachkommen von Hošeks Erzähler. Diese zwei letzten Varianten ermöglichen die Feststellung der Normalform in der Interpretation des Erzählers und tragen bei zur Erkennung der Normalform der ganzen Erzählung. Die jüngere Aufzeichnung Hošeks vom Jahre 1903 bewahrt zwar die stoffliche Grundkonzeption, auf der anderen Seite aber trägt sie die Spuren einer starken individuellen Umwandlung bzw. eines allmählichen "Zersagens". Die gegenwärtigen Aufzeichnungen stehen der ersten Variante aus dem Jahre 1900 näher als der aus dem Jahre 1903. Sie erhalten treu die ererbte Tradition. and V příloze je uvedena démonologická povídka "O gránovi"
Teacher identity is one of the key factors influencing the form and quality of educational processes. The aim of our literature review is an analysis of research on teachers' narrative identity in primary and secondary education. We used the Web of Science database and selected studies from 2010–2020 in English. The analysis shows that the area of teacher identity can be viewed from the points of personal and professional identity and their interplay. The data about teacher identity were collected mostly as narratives showing teachers' experience of their profession and their selves. Professional identity is investigated in terms of diversity in classroom discourse, curriculum, and professional development. Research on a teachers' personal identity focuses primarily on gender, parenting, sexual orientation, ethnicity, culture, political orientation, and national identity. The study illustrates an interplay of professional and personal identity.