Abstract Book Final Print PDF

9th Conference Narrative Matters
University of Twente
2-5 JULY 2018
Program & Abstract book

Contents
Welcome 1
Practicalities 5
Maps of the rooms and sessions per day 8
Program overview 18
Overview of parallel sessions 30
Overview of demonstrations 99
Overview of poster presentations 100
Abstracts plenary sessions 121
Abstracts parallel sessions 131
Abstracts demonstrations 344
Abstracts poster presentations 350
Index of authors 404

Welcome
Dear conference participants,
We would like to express a warm welcome to you all! Just to give you an idea of where
you are: Twente is the most eastern region of the Netherlands, Enschede is its largest
city, and the Grolsch Veste is the place where the local soccer team (FC Twente) plays.
The biannual Narrative Matters conference started in 2002 at the Centre for
Interdisciplinary Research on Narrative at St. Thomas University in Fredericton, New
Brunswick, Canada. It has traveled through Canada (Wolfville, Toronto, Fredericton),
crossed the ocean for two editions in Paris and went back to Victoria, British Columbia
in 2016. We feel proud to continue with the ninth edition in the Netherlands.
The theme of this year’s Narrative Matters conference is the ABCs of Narrative. We
chose this theme as it refers to the challenge to create a better interdisciplinary dialogue
between A) the arts and humanities; B) the natural and computer sciences; C) the
behavioral, social, and health sciences. ABCs is about learning and we hope to learn
about and discuss new developments in technological expression and computational
analysis of narrative. Learning also focuses on the need to develop “critical narrative
savviness” among citizens, in particular in the many professional practices in which
narrative or story-telling play a central role.
We are happy that so many renowned scholars have found the time to come to the
conference and offer preconference workshops, plenary lectures, and panel sessions.
We also tried to engage participants in new ways. All contributions have been peer-
reviewed by those of you who volunteered to do so. Many of you also volunteered to
chair a session. We would like to express our thanks to those involved. In fact, we
would like to thank you all, as you are the ones who contributed the presentations that
make up the varied program with no less than 75 parallel sessions and 53 posters! We
tried to schedule enough time for discussion within and between the many sessions in
this full program.
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The word that has been voted to be the most beautiful word in the dialect of Twente is
“goodgoan” (go well). The word can hardly be translated into Dutch, let alone another
language, but it means something like “feel good, be at peace with yourself and the
world”. In this sense, we scheduled some activities during the afternoon that hopefully
help to refuel your mind for more interesting presentations and discussion to follow.
Thursday has a focus on Narrative Practices in order to allow Dutch professionals to

visit the conference on this day to learn about international developments in narrative
practices and meet their colleagues from all over the world.
We wish you a pleasant conference with many opportunities to meet colleagues from
across the world who all share our passion for stories!
To conclude: goodgoan!
Program committee
Gerben Westerhof, University of Twente, the Netherlands

Anneke Sools, University of Twente, the Netherlands
Liesbeth Korthals Altes, University of Groningen, the Netherlands
Sjoerd-Jeroen Moenandar, Avans University of Applied Sciences, the Netherlands
Local organizing committee at the University of Twente
Gerben Westerhof
Marieke Smellink
Teuntje Elfrink
Monique Engelbertink
Deniece Nazareth
Wouter Smink
Anneke Sools
Christina Ullrich
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Advisory board
Tineke Abma, Free University Medical Centre, the Netherlands

Floor Basten, Campus Orleon, the Netherlands
Hubert Buschel, University of Groningen, the Netherlands
Mark Finlayson, Florida International University, United States
Dolores Furlong, St. Thomas University, Canada
Mari Hatavara, University of Tampere, Finland
Hanna Meretoja, University of Turku, Finland
Bill Randall, St. Thomas University, Canada
Brian Schiff, American University of Paris, France
Peter Stegmaier, University of Twente, the Netherlands
3
The story continues in 2020 in Atlanta…
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Practicalities
WIFI access:
Name network: FCT-Wireless
Password: fctwente
Travel information:
Getting around during the conference
By train. The train stop Enschede Kennispark is just opposite of the Grolsch Veste.
Enschede station and Hengelo station are just one stop away, and trains depart twice per
hour. You can check the departure times on the website of the Nederlandse
Spoorwegen (NS), https://www.ns.nl/en/journeyplanner/. The last train departs around
01:00, and the first arrives around 6:30. Tickets can be bought at the station, or by checking
in with an OV-chipkaart. When using the Dutch public transport, it is most convenient to
have an OV-chipkaart. We understand however that for one time visitors, it is easier to buy
single tickets for the train. Please check this part of the NS website for this option. We
recommend you to explore this option online in advance.
By bus. The bus station that is the nearest to the Grolsch Veste is De Broeierd. You can
plan your journey by filling in De Broeierd or Grolsch Veste as the destination, and the bus
station from which you wish to depart on the website of 9292ov. Bus 9 from either Hengelo
or Enschede station will take you there. Again, the use of the OV-chipkaart to pay for your is
most convenient, but you can also buy a ticket in the bus. Note that, as of 1 January 2018,
you can no longer pay with cash, but only with a Maestro card (not a creditcard). In general,
buying several single tickets is a little bit more expensive than using your OV-chipkaart.
By car. There are many parking places available in front of the Grolsch Veste. If you wish to
come by car, you can use Colosseum 65 (7521 PP Enschede) for navigation. Parking
around the Grolsch Veste is free.
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By bike. A nice - and typical Dutch - way to move around during the conference is by renting
a bike. You can find more information on renting a bike in Enschede on:
http://cityofenschede.com/aboutenschede/accessibility/cycling/
By taxi. We recommend using Taxi 24/7 (http://www.taxi-247.nl/), we've asked them to stay
on standby for the duration of our conference. You can contact them day and night at
+31532340555. A trip from the Grolsch Veste to the center of Enschede will cost around
€14 to €16. It is generally considered polite to give the cabdriver a small tip.
6
Important note for presenters
If you are presenting a paper, please upload your presentation 15 minutes prior to the
session at the computer in your conference room. Students will be around to assist you.
Please notify the session chair of your presence.
If you are presenting a poster, you can find the number of your poster in this abstract
book. The poster boards will be numbered accordingly. We will provide thumb tacks and
tape to attach your poster to the poster board. Please attach your poster to the
designated posterboard at the beginning of the conference day that it is scheduled.
Every presenter of a poster on Tuesday and Wednesday will be given the opportunity to
pitch their poster during the plenary session. Therefore, we ask all poster presenters to
attend the first plenary session of that same day and provide a short pitch to attract
attention to the poster. The poster can be viewed and discussed during and after the
lunch.
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Maps of the rooms and session per day
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Program Overview
Day 1- Monday 2 July 2018
9.00 – 9.30 Registration Preconference workshops
9.30 – 12.30 Preconference workshops (1, 2 and 3) round I
1- Lounge 1965: Practicing Narrative Care
2- Hatrans Plaza II: Interviewing for Narrative Research
3- Hatrans Plaza IV: Publishing narrative research
12.30 – 14.00 Lunch
14.00 – 17.00 Preconference workshop round II
4- Hatrans Plaza II: Narratives, Agency and Social Change
5- Hatrans Plaza IV: Researching narrative identities with small stories
6- Lounge 1965: Storyline coding and annotation
18.00 – 19.00 Registration Conference and reception with drinks
19.00 – 21.00 Plenary session, Room: Hatrans Plaza III
Opening
Arie Rip - Narratives and social order
Samira Dainan – Samira’s blues
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Day 2- Tuesday 3 July 2018 (morning)
8.30 – 8.45 Registration Conference
8.45 – 10.30 Plenary session, Room: Hatrans Plaza III
Poster pitches
John Bateman - Narrative from the perspective of multimodality: what makes a

(multimodal) story?
Lora Aroyo – Storysourcing: Telling stories with humans & machines
10.30 – 11.00 Coffee break, Hatrans Plaza I
11.00 – 12.30 Parallel sessions
7- Sky Lounge 1, Panel: Narrative bordering: stories tracing and traducing the
margins of ‘ refugee’, within camps and states
8- Hatrans Plaza IV, Panel: Meet the editors
9- Spelershome, Paper session: Relationships
10- Hatrans Plaza II, Panel: Technology for audiovisual analysis of narratives
11- Sky Lounge II, Paper session: Interactive narrative
12- Lounge 1965, Workshop: Abcs of meaning-filled narratives, an interactive

workshop
13- Sky Lounge III, Paper session: Embodying stories and storying bodies
14- Persconferentieruimte, Panel: Ongoing stories, traversing roles between

research, art, teaching and social action
15- Persontvangstruimte, Paper session: Student lives
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Day 2- Tuesday 3 July 2018 (afternoon I)
12.30 – 13.30 Lunch
13.30 – 14.00 Demonstration and Poster presentations
Demonstration- Lounge1965
D01- Writing narrative identity and journey: How drag queens saved my life
Poster presentations- Hatrans Plaza I
P01 – P03 Narrative typologies and narrative methodologies
P04 – P06 Gendered narratives and narratives of gender I
P07 – P09 Narrative and narrative analysis across media I
P10 – P13 Mental health, drug use and alcohol prevention
P14 – P17 Learning experiences and study narratives I
16- Lounge 1965, Panel: Expectation, experience & master/counter narratives I
17- Persconferentieruimte, Paper session: Developing gender identities
18- Sky Lounge I, Paper session: Interpretation in life, research and literature I
19- Hatrans Plaza IV, Panel: Identity construction and emplotment in

transnational life writing
20- Sky Lounge II, Paper session: Computerized methods
21- Hatrans Plaza II, Panel: Listening and illuminating liminal spaces of
(dis)ease: Story-ing living and dying
22- Sky Lounge III, Paper session: Pregnancy and birth
23- Persontvangstruimte, Paper session: Professional experiences of teachers
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Day 2- Tuesday 3 July 2018 (afternoon II)
15.30 – 15.55 Tea break, Hatrans Plaza I
15.55 – 16.30 Relax into stillness with Tai Chi, Hatrans Plaza III
24- Hatrans Plaza II, Panel: Expectation, Experience and Master/Counter

Narratives II
25- Persconferentieruimte, Paper session: Gender, power and agency
26- Sky Lounge I, Paper session: Interpretation in life, research and literature II
27- Sky Lounge II, Paper session: Computational methods
28- Hatrans Plaza IV, Panel: Risk narratives and health literacy – interdisciplinary
approaches
29- Persontvangstruimte, Paper session: Dementia
30- Lounge 1965, Workshop: Understanding university rape culture through

narrative and complexity
21
Day 3- Wednesday 4 July 2018 (morning)
8.45 – 10.30 Plenary session, Hatrans Plaza III
Poster pitches
Marco Caracciolo & Daniel Hutto - Folk psychological narratives and their limits:
how boldly can we go?
31- Hatrans Plaza IV, Panel: The ABC of Narratives in Transition: The role of
narratives in analyzing and shaping urban sustainability transitions
32- Sky Lounge II, Paper session: Social identities
33- Sky Lounge I, Paper session: Crisis and uncertainty
34- Hatrans Plaza II, Panel: Narrative and Metrics on Social Media
35- Lounge 1965, Workshop: How do metaphors matter? Narrative case studies
from literature studies and medical practice
36- Sky Lounge III, Paper session: Medical counter-narratives
37- Persconferentieruimte, Roundtable: Teaching narratives in upper secondary

school: ethical, affective, and intersectional reading
38- Persontvangstruimte, Paper session: Career development
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Day 3- Wednesday 4 July 2018 (afternoon I)
12.30 – 13.30 Lunch
13.30 – 14.00 Demonstrations and Poster presentations
Demonstrations- Lounge 1965
D02- Transmedia storytelling as a means of knowledge mobilization, Lounge

1965
D03- Abcs of narrative medicine: remembering the patient-physician narrative

Hatrans Plaza II
P18 – P21 Narratives of war and violence
P22 – P25 Gendered narratives and narratives of gender II
P26 – P28 Narrative and narrative analysis across media II
P29 – P33 Narrative teaching methods and educational storytelling
39- Hatrans Plaza IV, Panel: Narrative, values and valuation I
40- Sky Lounge III, Paper session: Child and youth development
41- Sky Lounge I, Paper session: Business and marketing
42- Sky Lounge II, Paper session: Mediated stories
43- Hatrans Plaza II, Panel: Negotiating narrative interdisciplinarity and modality
in reflections on biomedicine
44- Persontvangstruimte, Paper session: Mental health
45- Lounge 1965, Workshop: Career writing: a narrative approach to career

learning
46- Spelershome, Paper session: Professional identity of health professionals
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Day 3- Wednesday 4 July 2018 (afternoon II)
15.55 – 16.30 Aware and Awake, Hatrans Plaza III
47- Persconferentieruimte, Round table: Narratives, values, and valuation
48- Hatrans Plaza II, Paper session: Aging
49- Sky Lounge III, Paper session: Organizations, institutions and power
50- Sky Lounge II, Paper session: Cybernarratives
51- Sky Lounge I, Paper session: Trauma and emotion
52- Hatrans Plaza IV, Panel: Narratives in educational contexts
19.00 – 22.00 Conference dinner at the Twentsche foodhal

(https://twentschefoodhal.nl/; separate registration)
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Day 4- Thursday 5 July 2018 (morning)
53- Lounge 1965, Workshop: On climate adventure together
54- Persconferentieruimte, Paper session: Narrative identity construction
55- Persontvangstruimte, Paper session: Politics and citizenship
56- Sky Lounge I, Panel: Interactive storytelling: connecting narratives
57- Hatrans Plaza IV, Panel: When a narrative meets a life-crossroad
58- Sky Lounge III, Paper session: Narrative care
59- Hatrans Plaza II, Panel: Narrative learning in higher education
60- Sky Lounge II, Paper session: Professional identity development of teachers
61- Hatrans Plaza II, Panel: Narrating otherness
62- Sky Lounge II, Paper session: Migration
63- Sky Lounge I, Paper session: Narrative criminology
64- Hatrans Plaza IV, Panel: Narrative matters in mental health care
65- Sky Lounge III, Paper session: Illness narratives
66- Lounge 1965, Workshop: Framing the narrative professional identity of the
teacher
67- Persontvangstruimte, Paper session: Professional identity development of

language teachers
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Day 4- Thursday 5 July 2018 (afternoon I)
12.30 – 13.30 Lunch
13.30 – 14.00 Demonstartions & posters presentations
Demonstrations
D04- Fabricating a plot: online videos and collective story-telling- Hatrans Plaza II
D05- Ventriloquists (performance)- Lounge 1965
P34 – P37 Religion and belief systems
P38 – P40 Collective and global narratives
P41 – P45 Digital storytelling
P46 – P49 Health, the body, and aging
P50 – P53 Learning experiences and study narratives II
68- Hatrans Plaza IV, Panel: Autobiographical development in later life: The
rhetoric of resilience
69- Hatrans Plaza II, Paper session: Sexuality
70- Sky Lounge I, Paper session: Multivocality
71- Sky Lounge II, Paper session: Visual health narratives
72- Lounge 1965, Workshop: Close listening to stories of health & illness
73- Sky Lounge III, Paper session: Expressing health narratives
74- Persconferentieruimte, Panel: Narrative pedagogy
75- Persontvangstruimte, Paper session: Adult learning
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Day 4- Thursday 5 July 2018 (afternoon II)
or: Walk to ‘Kristalbad’
16.30 – 18.00 Plenary session Hatrans Plaza III
Halleh Ghorashi - Unsettling discourse of othering through narratives
Don Redmond - Presentation of next conference
Closing
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Preconference workshops
Monday 2 July 2018, 9:30 – 12:30 Lounge 1965
1- Practicing Narrative Care: Diverse Approaches to Awakening Ordinary Wisdom and

Finding Stillness in Your Story
William Randall and Gary Irwin-Kenyon
Monday 2 July 2018, 9:30 – 12:30 Hatrans Plaza II
2- Interviewing for Narrative Research
Ruthellen Josselson and Amia Lieblich
Monday 2 July 2018, 9:30 – 12:30 Hatrans Plaza IV
3- Publishing narrative research: avoiding common mistakes and some tips for
consideration
Brett Smith & Mark Freeman
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Monday 2 July 2018, 14:00 – 17:00 Hatrans Plaza II
4- Narratives, Agency and Social Change: analysis across disciplines
Molly Andrews, Cigdem Esin, Aura Lounasmaa and Corinne Squire
Monday 2 July 2018, 14:00 – 17:00 Hatrans Plaza IV
5- Researching narrative identities with small stories
Michael Bamberg and Alexandra Georgakopoulou
Monday 2 July 2018, 14:00 – 17:00 Lounge 1965
6- Storyline coding and annotation
Piek Vossen and Tommaso Caselli
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Overview of parallel sessions
Tuesday 3 July 2018, 11:00 – 12:30 Sky Lounge I
Identity, change, and development
7- Panel: Narrative bordering: stories tracing and traducing the margins of ‘refugee’,
within camps and states
Chair: Corinne Squire
Presenters:
7-A: 'Who opens a school...': educational and other trajectories in the calais 'jungle'
Corinne Squire
7-B: In interaction with refugee-storytellers: exploring relationality and mobility in

storytelling
Cigdem Esin
7-C: Stories of everyday bordering in higher education
Aura Lounasmaa
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Tuesday 3 July 2018, 11:00 – 12:30 Hatrans Plaza IV
8- Meet the editors
Chair: Mark Freeman
Presenters:
Narrative Study of Lives series, Qualitative Inquiry
Amia Lieblich and Ruthellen Josselson
Narrative Works
Bill Randall
Explorations in Narrative Psychology Series Oxford University Press
Mark Freeman
Narrative Inquiry
Michael Bamberg
Qualitative Research in Sport, Exercise and Health
Brett Smith
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Tuesday 3 July 2018, 11:00 – 12:30 Spelershome
9- Paper session: Relationships
Chair: Ulrike Popp-Baier
Presenters:
9-A: Narratives in family relationships: what can we learn from dyadic analysis?
Einav Segev and Hocman Yael
9-B: Pushing at the boundaries of narrative research: a pluralistic exploration of a

couple relationship across the transition to second-time parenthood
Deborah Rodriguez, Nollaig Frost and Andrea Oskis
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Tuesday 3 July 2018, 11:00 – 12:30 Hatrans Plaza II
Technology and mediated stories
10- Panel: Technology for audiovisual analysis of narratives
Chair: Khiet Truong
Presenters:
10-A: Technology support for audiovisual storytelling
Roeland Ordelman, Khiet Truong and Dirk Heylen
10-B: Nonverbal analysis of narratives
Khiet Truong, Deniece Nazareth and Dirk Heylen
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Tuesday 3 July 2018, 11:00 – 12:30 Sky Lounge II
11- Paper session: Interactive narrative
Chair: Alexandra Georgakopoulou
Presenters:
11-A: Personal (public) identities: developing a tool to record and analyze the dialogic
process of co-productive identity narratives in digital storytelling
Amanda Hill
11-B: A space of appearance: considering Hannah Arendt’s understanding of stories
Hiroko Kubota
11-C: Game movement dynamics as enactive focalization
Yotam Shibolet
11-D The facilitation of trust in automation: A qualitative study of behaviour and

attitudes towards emerging technology in military culture
Megan Field
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Tuesday 3 July 2018, 11:00 – 12:30 Lounge 1965
Health and Illness
12- Workshop: Abcs of meaning-filled narratives: an interactive workshop
Presenter:
Nan Phifer
35
Tuesday 3 July 2018, 11:00 – 12:30 Sky Lounge III
Health and Illness
13- Paper session: Embodying stories and storying bodies
Chair: Bodil Blix
Presenters:
13-A: Stories of work, body and disability
Merja Tarvainen and Vilma Hänninen
13-B: Transableism, hermeneutic injustice, and the narrative construction of a viable

identity
Clive Baldwin
13-C: Bodies and their stories
Denisa Butnaru
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Tuesday 3 July 2018, 11:00 – 12:30 Persconferentieruimte
Education and professional development
14- Panel: Ongoing Stories, traversing roles between research, art, teaching and social
action
Chair: Anneke Sools
Presenters:
14-A: Becoming an ignorant school master, or how to merge teaching, research and
change agency
Bibi Straatman
14-B: Life-stories and intercultural encounters in art education: making sense of the
dual role of research and intervention
Margo Slomp
14-C: Vulnerability and hospitality as part of narrative research and inclusive learning
Tine Davids
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Tuesday 3 July 2018, 11:00 – 12:30 Persontvangstruimte
15- Paper session: Student lives
Chair: Gabriela Spector-Mersel
Presenters:
15-A: Cosmopolitan students’ narratives
Pierluca Birindelli
15-B: Exploring narrative identity construction: students` navigation and negotiation in a

south african university
Emma Groenewald & Adré le Roux
15-C: Narrative practice, community engagement, and college students’ construction of

power and agency
Marsha Walton, Elizabeth Thomas, Anna Baker-Olson, Anna Manoogian and Bianca
Branch
15-D: Fostering counter-narratives in higher education institutions. Re-writing and re-

authoring of underrepresented narratives
Gusta Tavecchio
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16- Panel: Expectation, Experience and Master/Counter Narratives I
Chair: Mari Hatavara
Presenters:
16-A: Contested canonicity and counter narratives
Matti Hyvärinen
16-B: Resistance against what? Considerations on the concept of counter-narrative and

whatever it counters
Per Krogh Hansen
16-C: Being ‘ideologically unemployed.’ master and counter narratives in public debate
of unemployment
Maria Laakso
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17- Paper Session: Developing gender identities
Chair: Lois Tonkin
Presenters:
17-A: Her sexual self: a narrative investigation of young women’s sexual subjectivities
Joy Townsend
17-B: Writing about the body and the body of writing: the girl’s body narratives in israeli
teenage girls’ blogs
Einav Segev
17-C: Dutch teen mothers: self-definitions of success seen from a decolonial –

intersectional lens
Astrid Runs
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18- Paper Session: Interpretation in life, research and literature I
Chair: Soe Marlar Lwin
Presenters:
18-A: Hermeneutics of faith and suspicion revisited
Jacob Stein
18-B: Disease, narrative, and power in sophocles’ oedipus tyrannos
Jeff Carnes
18-C: Considering final research texts: lugones’ metaphor of world traveling in narrative
inquiry research
Georgia Dewart, Hiroko Kubota, Jean Clandinin and Vera Caine
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19- Panel: Identity construction and emplotment in transnational life writing
Chair: Sjoerd-Jeroen Moenandar
Presenters:
19-A: Playing with prescriptive plots: The construction of identities through narrative
Babs Boter
19-B: The heroic, the arduous and the inadvertent guise of mrs Bouman (1907-1966)
Ernestine Köhne-Hoegen
19-C: Shifting loyalties in tumultuous times: A Dutch woman navigating the Japanese
occupation of Indonesia.
Eveline Buchheim
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20- Paper session: Computerized methods
Chair: Joshua Parker
Presenters:
20-A: Changing faces: Stories of challenges in recognition of facial expressions and

emotions in young adults with Asperger’s syndrome
Kim Gordon
20-B: The role of nvivo11 in the organisation and analysis of nursery workers narratives
Eva Mikuska
20-C: Towards text-mining therapeutic change: A systematic review of the existing

qualitative methods and their potential for text-mining
Wouter Smink, Anneke Sools, Janneke Van der Zwaan, Sytske Wiegersma, Bernard
Veldkamp and Gerben Westerhof
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Health and Illness
21 Panel: Listening and illuminating liminal spaces of (dis)ease: Story-ing living and
dying
Chair: Laurene Sheilds
Presenters:
21-A: Understanding emotion in storying (dis)ease
Anne Bruce, Lacie White, Laurene Sheilds and Marcy Antonio
21-B: Un-told stories of (dis)ease between patients, families, and health providers:
cultivating relational spaces of compassion
Lacie White, Laurene Sheilds, Marcy Antonio and Anne Bruce
21-C: Liminal spaces: easing into stories of living and dying through métissage
Marcy Antonio, Laurene Sheilds, Anne Bruce and Lacie White
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Health and Illness
22- Paper session: Pregnancy and birth
Chair: Ulrich Teucher
Presenters:
22-A: Dissonant narratives and healthy pregnancy
Marion Smith
22-B: Preterm birth: tracing the medical impact of master narratives
Miriam Halstein
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23- Paper Session: Professional experiences of teachers
Chair: Ietje Pauw
Presenters:
23-A: Narrative pedagogy in fostering cross cultural understanding in Israeli teacher

education
Michelle Kinsbursky and Freema Elbaz Luwisch
23-B: Storying teachers, storied youth: Learning to teach in community spaces
Melanie Burdick
23-C: Understanding ‘becoming’: A narrative inquiry into how identity shapes and is
shaped by experience in the lives of teachers in cross-cultural contexts
Nicola Gram
23-D: Reading emotions in stories: Beginning teachers narrate their work
Erkki T. Lassila, Sonja Lutovac, Eila Estola and Minna Uitto
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24- Panel: Expectation, Experience and Master/Counter Narratives II
Chair: Matti Hyvärinen
Presenters:
24-A: Where’s the rub? Counter-narratives and positionality
Molly Andrews
24-B: Defending against expectations of censure by drawing on everyday experience

and knowledge: counter/master narratives of environmental practices
Ann Phoenix
24-C: Not all counter-narratives are sugar and spice and everything nice: how
misogynistic masculinity movements contest the master narrative
Matias Nurminen
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25- Paper session: Gender, power and agency
Chair: Rita Vallentin
Presenters:
25-A: Making sense of a ‘normal childhood’: an early analysis of young women’s

accounts of growing up with domestic violence
Tanya Beetham and Professor Jane Callaghan
25-B: Woman as victim: news narratives and construction of gender ideologies
Derya Duman
25-C: Refusing the name of the mother[-in-law]: lithuanian women talking about their
‘feminist’ surname
Ieva Bisigirskaite
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26- Paper session: Interpretation in life, research and literature II
Chair: Jeff Carnes
Presenters:
26-A: Narrative theology: Repentance, narrative and identity in the work of Joseph B.
Soloveitchik
William Kolbrener
26-B: Narrative identities in sophocles' Oedipus Tyrannos
Emma Lape
26-C: The realm of meaning, form and content: on Raimond Gaita, narrative and ethics
Hektor Yan
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27- Paper session: Computational methods
Chair: Winnie Gebhardt
Presenters:
27-A: Let’s talk about the past, present and future: interdisciplinary perspectives on
narrative identities of young refugees
Janieta Bartz and Thomas Bartz
27-B: Transmission tales: a complex-systems approach to narrative structure and

semantics
Max van Duijn and Tessa Verhoef
27-C: Enhancing narratives through information quality assessment
Davide Ceolin, Ozkan Sener, Lora Aroyo and Julia Noordegraaf
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Health and Illness
28- Panel: Risk narratives and health literacy – interdisciplinary approaches
Chair: Saskia Jünger
Presenters:
28-A: Complex narrations of uncertainty: a literary and cultural perspective on

conceptions of risk
Julia Hoydis
28-B: Persons at risk? Narratives in the context of health and risk literacy – an empirical
approach
Mariya Lorke and Laura Harzheim
28-C: The potential of narratives for the understanding of patients' risk perception
Carolin Schwegler
28-D: (Un)doing risk in health and disease – epistemological entanglement of numbers

and narratives
Saskia Jünger
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Health and Illness
29- Paper session: Dementia
Chair: Charlotte Berendonk
Presenters:
29-A: The transformative grace of liminal space: storying advanced dementia nearing
the end of life
Gloria Puurveen and Alison Phinney
29-B: Recalling and sharing life-stories in a digitalized world
Marije Blok
29-C: The online life story book: process evaluation of a digital reminiscence
intervention for persons with early dementia
Teuntje Elfrink, Christina Ullrich and Gerben Westerhof
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30- Workshop: Understanding university rape culture through narrative and complexity
Presenter:
Diane Crocker
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Wednesday 4 July 2018, 11:00 – 12:30 Hatrans Plaza IV
31- Panel: The ABC of Narratives in Transition - The role of narratives in analyzing and
shaping urban sustainability transitions
Chairs: Karoline Augenstein and Julia Wittmayer
Presenters:
31-A: Narratives of change: how social innovation initiatives construct alternative futures
Julia Wittmayer, Julia Backhaus, Flor Avelino, Bonno Pel, Tim Strasser, Iris Kunze and
Linda Zuijderwijk
31-B: Walk ‘n talk: finding alternative data narratives
Linda Zuijderwijk and Liesbet van Zoonen
31-C: The role of narratives in upscaling urban transition initiatives
Karoline Augenstein and Alexandra Palzkill
31-D: The role of narratives in understanding specific urban contexts for transitions to
sustainability
Boris Bachmann and Karoline Augenstein
54
Wednesday 4 July 2018, 11:00 – 12:30 Sky Lounge II
32- Paper session: Social identities
Chair: Nuran Erol Isik
Presenters:
32-A: Periodical and intersectional understandings of coloured identity
Errolyn Long
32-B: Edgework: the narrative landscapes of Palestinian citizens of Israel
Brian Schiff
32-C: Story-telling in the construction of Mapuche ethnic identity in context of

displacement to urban context
Maria Eugenia Merino
55
Wednesday 4 July 2018, 11:00 – 12:30 Sky Lounge I
33- Paper session: Crisis and uncertainty
Chair: Mike de Kreek
Presenters:
33-A: The grammar of narrative: Invertibility as means of bridging time and space
Kawthar El-Qasem
33-B: Navigating into the future in the face of uncertainty vis-à-vis greek identity:
narratives from the future written prior to the referendum vote of 2015
Sofia Triliva, Theofilos Gkinopoulos, Anneke Sools, Eva Fragkiadaki and Manolis
Tzanakis
56
Wednesday 4 July 2018, 11:00 – 12:30 Hatrans Plaza II
34- Panel: Narrative and Metrics on Social Media
Chair: Stefan Iversen
Presenters:
34-A: Narrating presidents: points and political identities on reddit’s ama
Stefan Iversen
34-B: The ambivalent metrics of narrating cancer on Instagram
Carsten Stage
34-C: The end of the soviet union as “family breakdown”: coping with transformations in
narratives of uncertainty
Concha Maria Höfler
34-D: “The dark side of small stories”? A critical analysis of the metricisation of stories
on snapchat & instagram
Alex Georgakopoulou
34-E: Narratives as shared representations of history: shaping identities and historical

narratives of the restoration of greek democracy before and during the greek financial
downturn
Theofilos Gkinopoulos, Peter Hegarty and Emily Leroux-Rutledge
57
Wednesday 4 July 2018, 11:00 – 12:30 Lounge 1965
Health and Illness
35- Workshop: How do metaphors matter? Narrative case studies from literature studies
and medical practice
Presenters:
Anita Wohlmann and Susanne Michl
58
Wednesday 4 July 2018, 11:00 – 12:30 Sky Lounge III
Health and Illness
36- Paper session: Medical counter-narratives
Chair: Gloria Puurveen
Presenters:
36-A: Simulating "breaking bad news" scenario in medical education: Standardized

patients interrupting protocols and checklists
Kaisu Koski and Kirsten Ostherr
36-B: Beyond the margins: Accessing difficult stories by sitting with (dis)comfort and
thinking sideways
Jessica Shaw
36-C: Welcome to Holland? But we want to go to Italy!: Using digital stories to unmute
the silence of parents who unsettle the hubris of the healthcare system
Genevieve Currie and Joanna Szabo Hart
59
Wednesday 4 July 2018, 11:00 – 12:30 Persconferentieruimte
37- Roundtable: Teaching narratives in upper secondary school: ethical, affective, and
intersectional reading
Presenters:
Aino Mäkikalli, Siru Kainulainen, Kaisa Ilmonen, Tintti Klapuri, Hanna Meretoja and
Elias Heikkonen
60
Wednesday 4 July 2018, 11:00 – 12:30 Persontvangstruimte
38- Paper session: Career development
Chair: Brigitte Harris
Presenters:
38-A: "I´m my own creator": Could narrative identity matter to career counselling?
Soffía Valdimarsdóttir
38-B: Transitioning from study to work: Graduates’ narratives of their navigation towards
their future job
Giorgia Galeano, Cristina Zucchermaglio and Alessandra Fasulo
38-C: ‘The struggle to be there, let alone be heard’: Doctoral researchers’ narratives
Gill Adams
61
39- Panel: Narrative, values and valuation I
Chair: Luc Herman
Presenters:
39-A: Narratives and value negotiation
Liesbeth Korthals Altes
39-B: Values, ethical evaluation and narrative hermeneutics
Hanna Meretoja
39-C: Social scientific hermeneutics of narratives and values
Peter Stegmaier
62
40- Paper session: Child and youth development
Chair: Joanna Wojtkowiak
Presenters:
40-A: High school students’ positioning in friendship narratives
Yuko Hosaka
40-B: Voicing the self: Autobiographical work with adolescents at risk of exclusion and
excluded from school
Shaalan Farouk and Simon Edwards
40-C: Seconding the emotion: bullying stories, communities of sentiment and the micro-
politics of civility
Richard Sparks and Marion Smith
63
41- Paper session: Business and marketing
Chair: Ana B. Martinez G.
Presenters:
41-A: Ups and downs of art commerce: narratives of “crisis” in the contemporary art
markets of Russia and India
Nataliya Komarova
41-B: Creating brand identity and an emotional relationship with costumers by applying
story telling: A case study
Nicole Rosenberger Staub and Colette Schneider Stingelin
41-C: The impact of Wall Street narratives on business students and sales
professionals
Inge Brokerhof, Matthijs Bal, Omar Solinger and Paul Jansen
64
42- Paper session: Mediated stories
Chair: Martha McKenna
Presenters:
42-A: Narratives from the pacific: contemporary art and storytelling from Aotearoa/New
Zealand
Samuel Melser
42-B: Immersion: understanding drowning through narrative
Deirdre O'Toole, Rebecca Roper and Suzanne Ostersmith
42-C: Unmasking storytelling practices in Turkish TV serials as a venue of popular

historiography
Nuran Erol Isik
42-D: Atmosphere as a key concept in audiovisual narratology
Steffen Hven
65
Health and Illness
43- Panel: Negotiating narrative interdisciplinarity and modality in reflections on

biomedicine
Presenters:
43-A: Making sense of under-recognised illness: Conflicting narratives of medicine and

the body
Corinne Squire
43-B: Critical citizens: Positionality of the ‘self’ within stories of Zambian teachers living
with human immune–deficiency virus (hiv) and on antiretroviral therapy (art)
Sanny Mulubale
43-C: Narrative, biopolitics and health media 
Mark Davis
43-D: A chronic illness that defies medical certainty in terms of label and experience:
challenging the ways for ‘doing’ illness, whilst ‘being’ ill
Sharon Gallagher
66
Health and Illness
44- Paper session: Mental health
Chair: Gerben Westerhof
Presenters:
44-A: A meaningful life? Changes in life narratives of patients with personality disorders
during intensive psychotherapy: A mixed methods study using life stories and meaning
in life questionnaires.
Angelien Steen, Sanne Graste and Arjan Braam
44-B: Narrative, identity and depression: investigating the implications of young

professional women’s sense-making activities
Nilima Chowdhury and Kerry Gibson
44-C: The theory and practice of narrative inquiry: Ideas and examples from the center
for the study of narrative
Don Redmond
67
45- Workshop: Career writing: a narrative approach to career learning
Presenters:
Reinekke Lengelle and Frans Meijers
68
Wednesday 4 July 2018, 14:00 – 15:30 Spelershome
46- Paper session: Professional identity of health professionals
Chair: Rivka Tuval-Mashiach
Presenters:
46-A: Professional biographies of midwives in Germany: Critical incidents and turning

points around the decision whether to stay in the profession or to leave
Christine Wehrstedt, Prof Dr Schnepp Wilfried and Prof Dr Babette Müller-Rockstroh
46-B: The policy discourse(s) of patient autonomy in home care and the re-shaping of
nurses’ professional identities
Gaby Jacobs
46-C: A narrative approach to professional development in dementia-friendly

pharmacies
Petra Plunger, Katharina Heimerl and Barbara Pichler
46-D: Narrative inquiry and nurses‘ work: (re)claiming praxis and understanding
intuition
Mara Kaiser, Vera Caine and Helen Kohlen
69
47- Round table: Narratives, values, and valuation
Chair: Liesbeth Korthals Altes
Presenters:
Marina Grishakova, Luc Herman, Hanna Meretoja, Anneke Sools, Linda Steg, and
Peter Stegmaier
70
48- Paper session: Aging
Chair: Ehud Bodner
Presenters:
48-A: Exploring narratives of occupational identity amongst oldest old men living in rural
Ireland
John Hastings, Jeanne Jackson and Caitriona Ni Laoire
48-B: Political participation and life-course transitions: a narrative analysis of Spanish

older people’s life-stories of political commitment
Rodrigo Serrat and Feliciano Villar
48-C: “Being active or dying young?" Narrative as a tool for the aged to challenge the
dominant discourse on aging
Makie Kawabata and Miya Narushima
71
49- Paper session: Organizations, institutions and power
Chair: Karoline Augenstein
Presenters:
49-A: Co-creating positive institutional narratives through dialogic processes
Brigitte Harris
49-B: Organizational power-resistance dynamics: Connecting the concept of counter-

narrative to bourdieusian field theory for application in organizational research
Klarissa Lueg
49-C: Stories of the conflict-affected other: Narratives, power, and organisational

strategies
Madhushala Senaratne
49-D: Counter-narratives: A useful strategic resource?
Marianne Lundholt
72
50- Paper session: Cybernarratives
Chair: Sarah Gurley-Green
Presenters:
50-A: Fictions of identity: Some thoughts on the influence of cybertexts on the study of
identity narratives in literature and film
Britt Svenhard
50-B: A narrative pornography? Risky expressions and criminal representations in

young people’s sexual images.
Sidsel Harder
50-C: Emerging narrative strategies online: Syrian auto/tweetography
Ana B. Martinez G.
73
Health and Illness
51- Paper session: Trauma and emotion
Chair: Yuval Palgi
Presenters:
51-A: Emotions as concepts? Narrative research and the paradigm shift in the study of
emotions
Elisa Aaltola
51-B: Intergenerational trauma and resilience: Narrative and medical perspectives
Carmen Schuhmann and Nicole Immler
51-C: Writing and processing trauma: The case of holocaust survivors and their
offspring
Adu Duchin
74
52- Panel: Narratives in educational contexts
Chair: Michael Bamberg
Presenters:
52-A: Adult students’ employability and social positioning towards academic

entrepreneurship in Finnish higher education
Päivi Siivonen, Kati Kasanen and Katri Komulainen
52-B: Framing the teacher: How stories reveal professional identity of the student
teacher
Ietje Pauw
52-C: Narrative positioning and moral orders
Heli Mutanen
52-D: “Narrative reflections”: Students’ productive use of storytelling to assess their

own learning
Michael Bamberg
75
Thursday 5 July 2018, 09:00 – 10:30 Lounge 1965
53- Workshop: On climate adventure together
Presenter:
Kirsten Notten
76
Thursday 5 July 2018, 09:00 – 10:30 Persconferentieruimte
54- Paper session: Narrative identity construction
Chair: Sofia Triliva
Presenters:
54-A: Styles of narrative selection in crafting life stories
Smadar Ben-Asher and Gabriela Spector-Mersel
54-B: Uncertain narratives, fragile identities: Four German examples
Myrto Aspioti
54-C: Unraveling the wonder of the ordinary: A narrative analysis of meaning

construction in familiar routines
Jacky van de Goor, Anneke Sools and Gerben Westerhof
77
Thursday 5 July 2018, 09:00 – 10:30 Persontvangstruimte
55- Paper session: Politics and citizenship
Chair: Einav Segev
Presenters:
55-A: Cultivating political friendship in civic education: A narrative approach
Isolde de Groot
55-B: Participatory research on local story websites nurturing collective acts of digital
citizenship
Mike de Kreek
78
Thursday 5 July 2018, 09:00 – 10:30 Sky Lounge I
56- Panel: Interactive storytelling: Connecting narratives
Chair: Frank Tazelaar
Presenters:
56-A: Using narrative to shape a child-robot bond
Mike Ligthart, Koen Hindriks and Mark Neerincx
56-B: Home of stories
Frank Tazelaar, Noortje Kessels and Marjolein Visser
79
Thursday 5 July 2018, 09:00 – 10:30 Hatrans Plaza IV
Health and Illness
57- Panel: When a narrative meets a life-crossroad
Chairs: Yuval Palgi and Ehud Bodner
Presenters:
57-A: Life-crossroads and narrative identity
Yaffa Hajos, Yuval Palgi and Ehud Bodner
57-B: Trajectories of meaning-in-life and life-crossroads as a road for aging well
Ehud Bodner, Yaffa Hajos and Yuval Palgi
57-C: Life-crossroads on stage: Integrating life-review with drama therapy for older
adults
Shoshi Keisari and Yuval Palgi
57-D: Constructing musical autobiography for elderly people: A preliminary inquiry
Nomi Levy, Avi Gilboa and Ehud Bodner
80
Thursday 5 July 2018, 09:00 – 10:30 Sky Lounge III
Health and Illness
58- Paper session: Narrative care
Chair: Don Redmond
Presenters:
58-A: Exploring the theoretical foundations of narrative care
Bodil H. Blix, Charlotte Berendonk and Vera Caine
58-B: Developing a narrative care intervention for professional care providers situated in
long-term care
Charlotte Berendonk, Bodil H. Blix, Vera Caine, Matthias Hoben, D. Jean Clandinin,
Pamela M. Roach, Roslyn M. Compton, Marie T. Cave and Andrew J. Cave
58-C: Narrative methods for navigating movement between times and places in
advanced dementia
Shelley Canning and Alison Phinney
81
Thursday 5 July 2018, 09:00 – 10:30 Hatrans Plaza II
59- Panel: Narrative learning in higher education
Chair: Monique Engelbertink
Presenters:
59-A: Autobiographical reflection to enhance the professional identity of social work

students
59-B: Autobiographical writing consistency in one’s life and with the world, a genuine
exposure
Yvonne Meesters
59-C: Critical narrative encounters in higher education institution, hearing the third voice
Gusta Tavecchio and Renée Rosenboom
59-D: Towards a narrative learning environment, narrative coaching in teacher

education
Floor Renssen and Sjoerd-Jeroen Moenandar
82
Thursday 5 July 2018, 09:00 – 10:30 Sky Lounge II
60- Paper session: Professional identity development of teachers
Chair: Päivi Siivonen
Presenters:
60-A: Awakening to our teaching stories: Storying and restorying ourselves as teacher
educators
Emma Quiles-Fernández, Trudy Cardinal and Sumer Seiki
60-B: Using life stories to strengthen the connections between personal and theoretical
knowledge in teacher education
Nurit Dvir and Orna Schatz Oppenhaimer
60-C: Narrative of conflicts: Identities of beginner's teachers
Orna Schatz Oppenheimer and Nurit Dvir
83
61- Panel: Narrating otherness
Chair: Mark Freeman
Presenters:
61-A: Compassion and imagination: Constructing the other
Molly Andrews
61-B: In the Aftermath: Narrating the tragicomedy of dementia
Mark Freeman
61-C: Encountering and narrating different realities
Ruthellen Josselson
84
62- Paper session: Migration
Chair: Kawthar El-Qasem
Presenters:
62-A: Self-representation and identity navigation of new citizens in Singapore:

Constancy and change
Soe Marlar Lwin
62-B: Narrating marriage: Negotiating practices and politics of belonging of Afghan

return migrants
Marieke van Houte and Tine Davids
62-C: Constructing sense of self-continuity in the context of discontinuities: A dynamic-

narrative study with young immigrants
Tamara Buzukashvili and Hanoch Flum
85
63- Paper session: Narrative criminology
Chair: Dalit Yassour-Borochowitz
Presenters:
63-A: The narrative nature of peer support among victims and survivors of crime
Pien van de Ven
63-B: Narrative criminology
Lois Presser
63-C: De-institutionalising the narratives of the institutionalised: Understanding the life

histories of South African female offenders from within the correctional environment
Bianca Parry
86
Health and Illness
64- Panel: Narrative matters in mental health care
Presenters:
64-A: Photovoice: Using the power of visual narratives to explore personal recovery in
mental health
Tom Vansteenkiste, Manuel Morrens and Gerben Westerhof
64-B: Changing narratives: A study on life-stories of patients with personality disorder
Silvia Pol, Fabian Schug, Ernst Bohlmeijer and Gerben Westerhof
64-C: Who am I? A life story intervention for people with intellectual disability and
psychiatric complaints
Janny Beernink, Anneke Sools and Gerben Westerhof
87
Health and Illness
65- Paper session: Illness narratives
Chair: Denisa Budnaru
Presenters:
65-A: ‘Physical activity, that’s a tricky subject’: Experiences of healthcare professionals

with physical activity in type 2 diabetes care
Mirjam Stuij
65-B: Steering narrative?
Hanna Pohjola
65-C: Healthy storytelling: Towards a persuasive game design model of interactive

storytelling among, and between patients and health experts, for obesity preventive
ehealth.
Valentijn Visch and Annemiek van Boeijen
88
66- Workshop: Framing the narrative professional identity of the teacher
Presenters:
Ietje Pauw, Wenckje Jongstra, Marieke Pillen and Pauline Harrewijn
89
67- Paper session: Professional identity development of language teachers
Chair: Nicola Gram
Presenters:
67-A: Future-directed stories and the shaping of identity: Insights from the research of
ma tesol participants’ professional development
Volha Arkhipenka
67-B: On becoming critical educators: Narratives and self-reflexivity in language

teaching
Miriam L. S. Jorge and Andrea M. A. Mattos
67-C: Imagining English teaching in Brazil: What stories do student teachers draw?
Ana Carolina De Laurentiis Brandao
90
68- Panel: Autobiographical Development in Later Life: The Rhetoric of Resilience
Chair: William Randall
Presenters:
68-A: Overview of part I and part II of study
William Randall
68-B: The interplay of symbol and story in participants’ self-accounts
Matte Robinson
68-C: The rhetoric of resilience: Telltale differences between writers and non-writers
Dolores Furlong and William Randall
91
69- Paper session: Sexuality
Chair: Evelyn Asamoah Ampofo
Presenters:
69-A: The business of untold stories: Exploring the role of narrative imagination in
research and policy concerning men who sell sex
Ditte Andersen and Theresa Dyrvig Henriksen
69-B: The construction of sex workers’ identities through digital narratives
Kate Lister and Alison Torn
69-C: The narrative construction of transgender identity: The other and self in gender
transitions
Jessica Neri, Elena Faccio and Antonio Iudici
69-D: The homoerotic other: Queer affect in Hermann Hesse’s Peter Camenzind
Oscar von Seth
92
70- Paper session: Multivocality
Chair: Federico Pianzola
Presenters:
70-A: Thinking intersectionally with/through narrative methodologies
Rachelle Chadwick
70-B: Using a narrative approach to explore intersectionality and I-positions within

poverty in the early years
Sandra Lyndon
70-C: Resisting fabrications of truth: A duo-ethnography about emotional involvement in

narrative inquiry
Rita Sørly and Bodil Hansen Blix
70-D: Navigating interactional context and story structure: Evidence from two narratives
by the same speaker
Rita Vallentin
93
71- Paper session: Visual health narratives
Chair: Julie Walker
Presenters:
71-A: From remission to recurrence: Multimodal illness narratives of South African

women living with breast cancer
Anri Smit, Bronwyne Coetzee, Rizwana Roomaney and Leslie Swartz
71-B: Picturing health, picturing life: Narratives of black women living with type 2
diabetes
Sarah Gurley-Green
71-C: Using participant-produced drawing to complement spoken narratives
Lois Tonkin
71-D: Using visual and verbal narratives to facilitate identity change: The case of
smoking cessation
Eline Meijer, Bas Van den Putte, Colette Van Laar, Niels Chavannes and Winifred
Gebhardt
94
Health and Illness
72- Workshop: Close listening to stories of health & illness
Presenters:
Irene Göttgens and Corine Jansen
95
Health and Illness
73- Paper session: Expressing health narratives
Chair: Julia Hoydis
Presenters:
73-A: When narrative meets medicine: Potential and limits of telling the illness
experience
Mariarosa Loddo
73-B: Silence, metaphor, narrative, and haiku: Containing the uncertainties of life with
Ulrich Teucher
73-C: Illness narratives and identity (re)construction in graphic comics
Victoria Shropshire
96
74- Panel: Narrative pedagogy
Presenters:
74-A: The development of narrative sensitivity through writing
Amia Lieblich
74-B: Narrative pedagogy: Between content and form
Tammar B. Zilber
74-C: Narrative principles for psychological training
Rivka Tuval-Mashiach
74-D: Life story reflection in forming human services professionals
Gabriela Spector-Mersel
97
75- Paper session: Adult learning
Chair: Gill Adams
Presenters:
75-A: Narratives and metaphors of work life learning
Satu Hakanurmi, Mari Murtonen and Tuire Palonen
75-B: Stories of adulthood and learning
Jörg Dinkelaker, Farina Wagner and Franziska Wyßuwa
75-C: Stories of sameness and otherness
Anke Piekut
98
Overview of Demonstrations
D01 Writing narrative identity and journey: how drag queens saved my life
Victoria Shropshire
D02 Transmedia storytelling as a means of knowledge mobilization
Clive Baldwin and Brandi Estey-Burtt
D03 Abcs of narrative medicine: Remembering the patient-physician narrative
Martin Kreiswirth
Thursday 5 July 2018, 13:30 – 14:00 Hatrans Plaza ||
D04 Fabricating a plot: online videos and collective story-telling
Joshua Parker
D05 (Performance) Ventriloquists
Philippine Hoegen
99
Overview of Poster presentations
Tuesday 3 July 2018, 13:30 – 14:00 Hatrans Plaza I
Narrative typologies and narrative methodologies
P01
Trajectories of Aristotelian and Nietzschean narratives : elements for a socio-theoretical

approach to narrativity
Antonino Sorci
P02
‘Insiderness’ in Narrative Research
Aimee Quickfall and Jonathan Wainwright
P03
Narrative Ethnography
Michael Atkinson and Kristina Smith
100
Gendered narratives and narratives of gender I
P04
Thinking with narratives of professional identity making: Insights from working with
midwives in Ghana
Evelyn Asamoah Ampofo
P05
The psycho-social crisis and coping strategies of informal female traders at Tshakhuma
village, South Africa
Nthambeleni Dahlia Seshebedi and Errolyn Long
P06
"How come one star alone dares?" – two narratives of women workers' leaders
Dalit Yassour-Borochowitz
101
Narrative and narrative analysis across media I
P07
Narratology as a relevant tool for music analysis
Julie Walker
P08
"Postmodern narrative theory: "young characters in game of thrones as metaphorical

depictions of current children traumatized by war and injustice covering the concept of
the collective unconscious."
Bahire Efe Özad and Narjes Azimi
P09
Faith ringgold’s the french collection: a narrative of an american in paris
Martha McKenna
102
Mental health, drug use and alcohol prevention
P10
Narratives of deaf/hard of hearing individuals who identify them-selves as current or

past drug users. Methodological issues.
Theodora Aligizaki
P11
Narrative, meaning and stigmatization: grief narratives of hard drug users on drug
related death
Joanna Wojtkowiak, Noëmie Vanherf and Carmen Schuhmann
P12
Narrative enquiry exploring how mental health professionals use their lived experience
of mental health service use in their work.
Claire Greason
P13
Possibilities for co-creation of narratives in adolescents’ alcohol prevention
Mari-Liisa Parder
103
Learning experiences and study narratives I
P14
English language learning experiences through small stories
Xavier Martin-Rubio and Irati Diert Boté
P15
Personal stories of Norwegian upper secondary students of Spanish
Berit Grønn and Ane Christiansen
P16
Adult learners and science anxiety: the journey of each one teach one`
Sabrina Walthall
P17
Narrative theory and study abroad - metaphorical and literal travel
Don Redmond and Sabrina Walthall
104
Wednesday 4 July 2018, 13:30 – 14:00 Hatrans Plaza I
Narratives of war and violence
P18
Testimony and storytelling in the post-truth era
Colin Davis
P19
Coping with wartime through the prism of the salutogenic model: the case of narratives
of parents to young children in time of the protective edge operation
Shaked Ben-Meir and Tal Litvak-Hirsch
P20 ‘World attending' sequences and their small stories: struggling over pasts,
presents and futures
Leor Cohen
P21
Intersectional feminist narrative approach for studying gendered experiences in armed

conflict
Rumana Hashem
105
Gendered narratives and narratives of gender II
P22
Motherhood narratives: true stories, storied projections or something else?
Aimee Quickfall
P23
Gender and personification of death as narrator in marcus zusak’s "the book thief"
Kirsten Bartels
P24
“A double whammy”: experiences of hurt and loss amongst bedouin-arab adolescent

girls in polygamous families
Nuzha Allassad Alhuzail and Alven Lander
P25
Practising ‘outside of the box’ whilst within ‘the system’. A feminist narrative inquiry of
nhs midwives facilitating and supporting women’s unconventional birth choices in the
uk.
Claire Feeley
106
Narrative and narrative analysis across media II
P26
Autonararration and fictional identity in literary memoirs of russian first wave emigrants
Larissa E. Muravieva
P27
Switching on: exploring the need of acoustic narrative in rough for radio i
Tzu-Ching Yeh
P28
Game narratives among adolescents of different game-play and socio-demographic

backgrounds
Ayla Schwarz, Lieze Mertens, Monique Simons, Jorinde Spook, Deborah Thompson,
Greet Cardon, Ilse De Bourdeaudhuij, Sebastien Chastin and Ann Desmet
107
Narrative teaching methods and educational storytelling
P29
Capturing the moment: developing a reflective narrative methodology for professional

training
Nitza Roskin and Smadar Ben-Asher
P30
Kindergarten teachers’ experiences processes in a web of relationships
Geir Aaserud
P31
Narrative for science education in school in france : from comics to fictional narratives
Séverine Derolez, Philippe Lautesse and Lionel Chaussard
P32
Thinking with Nel Noddings’ ethics of care in narrative inquiry.
Vera Caine, Jean Clandinin, Pamela Steeves and Simmee Chung
P33
Senses in English language teaching: the power of narratives
Andrea M. A. Mattos and Erika A. Caetano
108
Thursday 5 July 2018, 13:30 – 14:00 Hatrans Plaza I
Religion and belief systems
P34
From criticism of pathological religiosity to unreliable narration
Anne Riippa
P35
Dynamics of religious and nonreligious positions in self-narratives of well-educated

young adults in the netherlands
Ulrike Popp-Baier
P36
Non-human identities: otherkin and therianthropic experience
Clive Baldwin
P37
Narratives on ‘witch’ in witchcraft accusations
Draghima Basumatary
109
Collective and global narratives
P38
"Coconuts": narrative identities of black English-speaking monolinguals
Bonolo Letshufi
P39
Mapping the lives of humanitarian workers
Cameron Tero
P40
Communicating narratives: news media as a product and a process in narrating nato in

the asia-pacific
Natalia Chaban, Alister Miskimmon and Ben O'Loughlin
110
Digital storytelling
P41
The power of a scenario - case study "sanitation of tanzania"
Pedro Arias, Nynke Tilkema and Xavier Boekhoudt
P42
Arthurian narrative research - a phd project exploring interactive narrative in new media
Erika Wunderli-Vallai
P43
The mechanics of situations: understanding stories in the light of computer-based

interactive drama
Nicolas Szilas
P44
Narrative digital expression - using technology to celebrate resilience
Don Redmond and Toni Monroe
P45
Collaborative visual storytelling
Lorenzo Amabili, Jos Roerdink, Jiri Kosinka, Lingyun Yu, Peter van Ooijen, Frans van
Hoesel, Pjotr Svetachov, Adriënne Mendrik, Maarten van Meersbergen and Tom Klaver
111
Health, the body and aging
P46
Through a narrative window: a glance of the socio-cultural determinants of wellbeing of

older women with physical limitations
Miya Narushima and Makie Kawabata
P47
Slow data and slow data gathering narrate journeys through advanced dementia
P48
(Re)storying informed consent for persons with dementia: the role of narrative and
visual thinking
Gloria Puurveen, Susan Cox and Carol Ann Courneya
P49
The circle of life. An experiment in narrative care for people with dementia
Thijs Tromp and André Mulder
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Learning experiences and study narratives II
P50
Best possible selves of primary and secondary school students
Jochem Goldberg and Aleisha Clarke
P51
A narrative inquiry into student experiences of the junior certificate (jcsp) library project
in a post primary school
Denise O'Flanagan
P52
Using narrative to explore participants’ experiences of finnish master degree program in

indonesia
Satia Zen, Eero Ropo and Päivi Kupila
P53
Verbal and visual future possible selves in first year university students: an experimental
study
Winifred Gebhardt, Eleonore van Sprang, Vesela Petricheva, Milon van Vliet, Boris
Brandhorst and Paul Norman
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Abstracts
Preconference
workshops
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Monday 2 July 2018; 9.30-12.30 Lounge 1965
1 - Practicing Narrative Care: Diverse Approaches to Awakening Ordinary Wisdom and

Finding Stillness in Your Story
William Randall and Gary Irwin-Kenyon
Narrative care is the applied or practical aspect of narrative gerontology. By narrative

care, we mean interventions which focus on the person’s unique life narrative— in order
to awaken the meaning and ordinary wisdom contained in that lifestory. This workshop
will explore how narrative care involves both characters in the biographical encounter—
the care-giver and care-receiver. The workshop will also explore approaches to
awakening the “stillness at the centre of the story” as a further dimension of narrative
care.
The workshop will be interactive in two ways. First, participants will be invited to practice
gentle “relax-into-stillness” movements that originate in Tai Chi and which can be
performed from a standing or seated position. The purpose of this activity is to relax and
bring us to the present moment. This will be followed by a variety of interactive
exercises in which participants will be asked to explore aspects of the storytelling-
storylistening exchange that constitutes narrative care. Concepts that will be introduced
include narrative foreclosure, narrative openness, wisdom environment, and restorying.
We will look at examples of the ways in which narrative care is practiced, such as in
dementia care —and also explore selected themes in our own personal and
professional stories.
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Monday 2 July 2018; 9.30-12.30 Hatrans Plaza II
2 - Interviewing for Narrative Research
Ruthellen Josselson and Amia Lieblich
Narrative interviewing has as its aim an in-depth understanding of another person and
attempts to understand what is not said as well as what is. The goal of this workshop
will be to reflect upon and to improve skills as interviewers in the context of narrative
research. While there will be some didactic material, most of the workshop will be spent
in experience.
In this workshop, structured to last 6 hours, we will take up the problems of orienting to
the interview through a clear conceptualization of the research question and we will
consider the interrelationship between the theoretical context that frames the research
and the actual interaction in the interview with the participant. Taking a close look at the
interview itself, we will focus on understanding the interpersonal process, thinking about
the data, and talking about the problems inherent in communicating the results of what
we have learned. Throughout, we will keep in mind the question: What does it mean to
know another person? We will also discuss various approaches to doing life history
interviews.
Each workshop member should be prepared both to interview other people and also to
be a participant in an interview. Participants should come to the workshop having
completed the assigned readings and also outfitted with a recording device.
The workshop can accommodate 6-14 participants.
If possible, participants are encouraged to read Ruthellen Josselson’s book,

Interviewing for Qualitative Inquiry: A Relational Approach (available for download or
from Amazon).
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Monday 2 July 2018; 9.30-12.30 Hatrans Plaza IV
3 - Publishing narrative research: avoiding common mistakes and some tips for
consideration
Brett Smith
Aimed primarily at those who are new to publishing research in journals, this workshop
is concerned with publishing ‘good’ narrative research. Participants are invited to bring
questions to the workshop about getting narrative research published, including the
challenges, dilemmas, and good practices that go with publishing. Participant driven
questions will be used to help stimulate discussion about the process and product of
publishing. In addition, various ‘tips’ will be offered with regard to how to publish
narrative research. These ‘tips’ are not magical recipes for achieving instant or any
success. Rather, the ‘tips’ are modest thoughts about how to avoid common mistakes
and how to enhance opportunities to get work published. The ‘tips’ are based on Brett’s
failures and successes of publishing narrative research in journals like Health
Psychology, Social Science and Medicine, and Sociology of Health and Illness. They
are also based on the ‘hidden secrets’ he has learnt as a editor of an international
journal for over 9 years (Qualitative Research in Sport, Exercise and Health), as an
associate editor for over 5 years, and being an editorial board member of 8 international
peer-reviewed journals, and reviewing for over 60 journals.
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Monday 2 July 2018; 14.00-17.00 Hatrans Plaza II
4 - Narratives, Agency and Social Change: analysis across disciplines
Molly Andrews, Cigdem Esin, Aura Lounasmaa and Corinne Squire
Narratives are a primary tool by which individuals recognise and affirm themselves as
members of a collective, thereby often acting as a catalyst for the raising of political
consciousness. In this workshop, viewing narratives as social acts, we will explore the
function of narratives for (the) individual and/or collective storytellers, the conditions of
possibility for narratives to be constituted and performed, the ways in which narratives
constitute meaning linking the past, present and the future, and the relationality in
narratives through which individuals shape the conditions of their lives.
The workshop will raise questions about how stories' stylistic structures relate to social
change: in particular, certain forms of metaphor and other rhetorical tropes that can
work to support social change, the peculiar dynamics surrounding research that is on
overtly political, the coalescence of place, time, subjectivity and the social in narratives
and the ethical complexity of working with personal-political narratives.
The workshop leaders will use examples from political speeches, community stories of
living with HIV, and other forms of political talks as well as examples from their own
research on political narratives in various socio-political contexts.
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Monday 2 July 2018; 14.00-17.00 Hatrans Plaza IV
5 - Researching narrative identities with small stories
Michael Bamberg and Alexandra Georgakopoulou
Small stories research has come a long way in the last 10+ years. It began as a
sociolinguistic paradigm for analysing stories & identities in conversations but it has, by
now, earned a place in numerous disciplinary areas in narrative studies. It has also
been extended to a range of materials and environments, incl. research interviews,
visual and digital data. Picking up on this outreach and diversification, in this workshop,
our aim is to introduce you to the main strands of current work on small stories as a
prime example of critical narrative analysis. We will discuss how a small stories
perspective is especially well-suited to uncovering and analysing the emergence and
co-construction of stories and moments of agency, resistance and performance for their
tellers. Such moments are revealing of ethical, political and ideological underpinnings of
specific kinds of stories that become closely associated with specific identity projects in
specific contexts. In the first half of the workshop, we will present the foundations of
small stories and their affiliations with social-interactional approaches to positioning. We
will also outline the trans-locations of small stories in narrative inquiry studies of clinical
practice, health, well-being and ageing, education, and autobiography. In the second
half of the workshop, we will work in groups on material from the #MeToo campaign.
What does a small stories perspective entail in this case? What does a step-by-step
data collection and analysis look like? What does it contribute to the longstanding study
of the personal and the collective, circulation, voice/visibility and empathy?
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Monday 2 July 2018; 14.00-17.00 Lounge 1965
6 - Storyline coding and annotation
Piek Vossen and Tommaso Caselli
This workshop will be organised in the form of tutorials and hands-on data sessions in
order to make participant familiar with methodologies in the area of Natural Language
Processing and Computational Linguistics for the annotation, both manual and
automatic, and visualisation of storylines. Storylines are defined as structured index of
events, coherently ordered.
The workshop will be organised around three major topics/working areas: i.) introduction
to the storyline framework; ii.) annotation of storylines: annotation schemas and tools;
iii.) automatic extraction and visualisation of storylines.
The storyline framework: this session will be mainly dedicated to setting the common
grounds by presenting the storyline framework, its main concepts (events, temporal
expression, temporal relations, and explanatory relations), the corresponding
computational model.
Annotation of Storylines: this session will be divided into two parts: the first part will be
dedicated to the presentation of two annotation schemes (the ECBStar annotation
scheme and the Con- tent Types Annotation Scheme) and tools (Content Annotation
Tool - CAT). The second part will be dedicated to hands-on data. Participants will apply
the schemas to a dataset (their own or a dataset provided by the organisers). This
exercise will lead to discussions and reflections on re- quirements, adaptations of
existing schemas, or the development of new annotation schemes to be integrated in
the storyline framework.
Extraction and Visualisation of Storylines: this session will show how the available
computational tools for the extraction and visualisation of storylines developed in the
NewsReader and the Spinoza-ULM 3 projects.
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Abstracts
Plenary
Sessions
121
Monday 2 July 2018: 19.00 – 21.00 Hatrans Plaza III
Arie Rip
Professor of Philosophy of Science and Technology
Department of Science Technology and Policy Studies, University of Twente
Narratives and social order
Narratives of praise and blame occur all the time, they actually link up to a narrative
infrastructure which supports the emergence and stabilisation of what I have called a
division of moral labour in society, i.e. an articulation of social order. I will illustrate this
with examples about newly emerging technologies (like nanotechnology) and their
embedding in society. But the point is much larger: it is not just a matter of what is a
mechanism of narratives linking up, a process which one can trace empirically. There is
also an ontological point, that social order is essentially social-semiotic (cf. Actor-
Network Theory). To show this I will discuss ‘village’ and ‘city’ as two different narrative
structures,and two different social orders (cf. John Berger’s novels Pig Earth, and Lilac
and Flag). There is a subsequent point about openings for change: if social order is
narrative, at least in an important sense, openings for change must also be narrative, or
better, narrative-in-action. One example is the phenomenon of tricksters, where their
narrative-cum-action unsettles what appeared to be stabilized. An important further
strand of research would then be about narratives of tricksters, and about the larger
narratives that position tricksters and other change agents (and maintenance agents).
The analysis of moral entrepreneurs and moral custodians (Becker) would be one
entrance point. In conclusion, narrative matters, at the micro- and macro-levels, and
their combination is integral to an understanding of dynamics and possibilities to
intervene or at least modulate, hopefully for the better.
122
Tuesday 3 July 2018: 08.45 – 10.30 Hatrans Plaza III
John Bateman
Professor of Applied Linguistics

Department of English, Bremen University
Narrative from the perspective of multimodality: what makes a (multimodal) story?
From the perspective, for example, of narratology, it is generally accepted that

narratives can unfold in many media and using many expressive forms. This raises
interesting questions concerning both the possible boundaries of what might be called
`narrative' and the potential for new media to give rise to new kinds of narrative. One
case of this is the uneasy truce that now holds between narrative and computer gaming,
where for some time there was heated discussion concerning just to what extent a
digital game could be considered to be narrative at all. Similar points of discussion are
raised when moving across other media, such as when considering the narrative
potential of static images, music, dance and so on. In this talk I address these issues
from the perspective of multimodality, an emerging field that adopts an approach in
many respects the reverse of previous proposals for dealing with complex
communicative artefacts and performances. Rather than starting with individual
`modalities' such as language, image, movement, music, etc. and considering how
these might interact with others, the view of multimodality I present instead takes the
phenomenon of multimodality itself as the central organising principle. This has several
theoretical and methodological consequences that allow modally-complex
communicative situations to be addressed in a new light. The talk will set out the
fundamental concepts in this account, particularly those of semiotic mode, medium and
genre, and position narrative multimodally within this drawing on examples from a broad
range of media.
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Relax-Into-Stillness with Tai Chi
Gary Kenyon
In this session, I will guide you through an experience of moving meditation based on
the ancient Chinese art of Tai Chi. The emphasis will be on breathing and gentle
movements. These movements can be performed from either a standing or seated
position—No previous experience is necessary. Research demonstrates that Tai Chi
has physical health benefits for a variety of conditions—in particular stress-related
illness. However, Tai Chi is also beneficial for emotional challenges—especially anxiety
and depression. Tai Chi is mostly about learning to let go and give up control. In Tai
Chi practice you start where you are and you progress at your own pace. By learning to
let go of tension you release the Chi that is already there. The payoff is more “present
moment” experience and thus more stillness—and higher quality of life at any age. Tai
Chi is a Pathway to Stillness that resides at the center of your lifestory—the unchanging
mindful awareness amidst the swirl of thoughts and emotions that is human life. In this
way, it is a form of narrative care. In this session, we will focus on the “how to” relax-
into-stillness.
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Lora Aroyo
Professor in Human-Computer Interaction

Department of Computer Science, Free University Amsterdam
Storysourcing: Telling stories with humans & machines
Stories connect us with other people, guide us in exploring unfamiliar places, bring us to
discover new things. They are all around us - in our daily lives, in museum exhibitions,
in movies and songs. Everybody has them, but only few used to tell them. The Web has
changed this. Now, we co-create and share stories everywhere - blurring the lines
between physical and online worlds with our social media timelines and video
streaming. It is a symbiotic cooperation between humans and machines. However, we
still do not understand the implicit and creative aspects of narration. In this talk I connect
serendipitous discovery, creative thinking and human computation in the context of
narrative building. This is illustrated with examples from smart culture, such as DIVE+
(http://diveproject.beeldengeluid.nl/), where humanities scholars explore and discover
stories with cultural heritage objects from media collections online. DIVE+ is the result of
a interdisciplinary collaboration between computer scientists, humanities scholars,
cultural heritage professionals currently integrated in the Dutch national CLARIAH
(Common Lab Research Infrastructure for the Arts and Humanities) research
infrastructure. In this talk, I also show how human computation can help acquire,
capture and harness diversity in human interpretation to make such explorative journeys
creative and serendipitous. The experience with the crowd leaves one thing absolutely
clear - there is no single notion of truth, but rather a spectrum that has to account for
context, opinions, perspectives and shades of grey. CrowdTruth (http://crowdtruth.org)
is a widely used crowdsourcing methodology adopted by industrial partners and public
organizations, e.g. Google, IBM, New York Times, Crowdynews, The Netherlands
Institute for Sound and Vision, in a multitude of domains, e.g. AI, news, medicine, social
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media, cultural heritage, social sciences. The central characteristic of CrowdTruth is
harnessing the diversity in human interpretation to capture the wide range of opinions
and perspectives, and thus, provide more reliable and realistic real-world annotated
data for training and evaluating machine learning components. Unlike other methods,
we do not discard dissenting votes, but incorporate them into a richer and more
continuous representation of truth. Creating this more complex notion of truth
contributes directly to the larger discussion on how to how to distinguish facts from
opinions, perspectives and ultimately to make the Web more reliable, diverse and
inclusive.
126
Wednesday 4 July 2018: 08.45 – 10.30 Hatrans Plaza III
Marco Caracciolo & Daniel Hutto

Marco Caracciolo is Assistant Professor of English and Literary Theory at Ghent
University. Daniel D. Hutto is Professor of Philosophical Psychology at the University of
Wollongong.
Moderator: Mark Freeman
Folk Psychological Narratives and Their Limits: How Boldly Can We Go?
This talk brings together a philosopher and a literary scholar, staging a conversation in
three acts on narrative’s grounding in intersubjective engagements. Daniel Hutto will
open by outlining the links between narrative and folk psychology, defending the view
that storytelling is the normal route through which we come to be able to explain actions
in terms of reasons. Narrative practices, on this account, including our dealings with
sophisticated stories—such as those we find in literary fiction— matter to how we
understand ourselves and others in quite fundamental ways. In a second step, Marco
Caracciolo will discuss the ways in which certain cultural texts may put pressure on
narrative’s bias towards the human scale—its favoring interactions at the personal level.
This move reflects a more general tendency, in areas of literary scholarship, to focus on
narratives that are outliers or limit cases in that they call into question basic concepts of
folk psychology—for instance, the distinction between agents and inanimate objects, or
the link between overt behavior and mentalistic intention. This discussion will bring into
view strategies through which narrative may face phenomena that are, fundamentally,
not intersubjective and human-scale, such as the temporalities of biological evolution or
of geological processes. How far can storytelling boldly go beyond its folk psychological
roots before narrative collapses completely? This is the question that Hutto and
Caracciolo will address in a final discussion, in which they will assess the specificity of
their disciplinary frameworks as well as the limitations of narrative itself.
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Wednesday 4 July 2018: 15.55 – 16.30 Hatrans Plaza III
Aware and awake
Marjolein Prenger
Mindfulness is the energy of being aware and awake to the present moment. To be
mindful is to be truly alive, present, and at one with those around you and with what you
are doing. Practically speaking, we train dynamically alternating between two things:
stopping and clear observation. With stopping we mean allowing for feelings and
thoughts to come and go (while paying attention to the breath and not judging the
objects that arise). With clear observation we mean using the non-judgmental attitude
found in the stopping phase, and applying it to situations to find fresh and appropriate
responses and actions that serve both others and you. How? We try to bring our body
and mind into harmony while we drive the car, take our morning shower or listen to a
speaker at a congress… Take notice: mindfulness is not ‘being relaxed’, it is being
aware of what happens in your body and mind in every moment. In this short
introduction we will practice a few (mindfulness) exercises. It is an invitation to be aware
and awake on some moments during the conference. Do you accept the challenge?
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Thrusday 5 July 2018: 15.55 – 16.30 Hatrans Plaza III
Walk to ‘kristalbad’
Guided tour through Kristalbad Enschede, see the link below for more information.
https://www.utwente.nl/en/bms/narrativematters2018/program/Late-Plenary-Program/
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Thursday 5 July 2018: 16.30 – 17.00 Hatrans Plaza III
Halleh Ghorashi
Professor of Diversity and Integration
Department of Sociology at the Free University Amsterdam
Unsettling discourse of othering through narratives
Since the turn of the century, we have observed a growing normalization of othering in
many European societies. The fundamental ingredient in the current trend of exclusion
is the construction of otherness through culture. The culture (including religion) of
migrants is imagined as absolutely different and inferior to the culture of the natives. To
unsettle this “culturalist discourse of othering,” we need research methodologies that
enable us to de-normalize the taken-for-granted taxonomies of the Self and the Other at
their cores. Narrative approaches offer possibilities for deconstructing the production of
fixed categories of difference and provide access to the multiple, dynamic and in-
between positionings, creating opportunities to unsettle the essentialist assumption
within the dominant discourse. The balancing act of sameness and difference, which is
facilitated through narratives, creates unusual connections through confusion, surprise,
imagination, and self-reflection. In this keynote I will present the findings of different
studies on the narratives of migrants and refugees and show the diverse potentials of
narrative approaches to provide alternative possibilities for countering the dominant
discourse of othering.
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Abstracts
Parallel sessions
131
Tuesday 3 July 2018: 11.00 – 12.30 Sky Lounge I
7- Panel: Narrative bordering: stories tracing and traducing the margins of ‘refugee’,
within camps and states
This panel focuses on narratives produced in and about the contemporary refugee
situation, particularly within Europe. It addresses two contrasting sites – refugee camps,
and sites of ‘integration’ within receiving countries – and narrative tracings and
traducings of borders in each case. Refugee camps are highly bordered physically yet
under-bordered politically, existing largely outside state jurisdiction. The narrative
trajectories of those living in these camps, and specifically in the Calais ‘Jungle’, are
followed, within camp educational institutions and arts workshops, to explore the
bordered possibilities and limits of their explorations and dialogues. The papers argue
that critical, transgressive engagements with education, as well multimodal and
processual narratives generated by people called ‘refugees’ are particularly powerful as
forms of (re)positioning. Next, the panel turns to refugees who live in the UK, yet who
are still bordered, provisional state citizens. It follows their narrative trajectories within
university education, and writing groups. The panel suggests that everyday bordering
appears ubiquitously within narratives of apparently egalitarian and emancipatory
spaces, which nevertheless allow for some creative and effective voices to be heard. It
asks whether a style of those voices can usefully be described, and if so, what the
ethics of such a conceptualisation of experience and representation might be.
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7-A 'Who opens a school...': educational and other trajectories in the calais 'jungle'
Corinne Squire
This paper explores the borders of education in relation to contemporary refugee issues
in Europe, specifically addressing the informal ‘Jungle’ camp in Calais, northern France,
where UEL colleagues taught an accredited Life Stories short course between 2015 and
2016. The paper draws on 20 published accounts by camp residents, NGO workers,
and volunteers, as well as field notes taken during the short course about the course
and other educational initiatives within the camp, and records of students’ subsequent
educational and other pathways . It analyses the narrative trajectories that these
materials take. . The paper suggests, first, that on this terrain, education stories can be
seen to move in a number of different directions for different stakeholders – refugees,
teachers, other volunteers, associations, NGOs, and state agencies. Second, as
‘refugee’ identities are intersectional, there appears to be limited commonality between
the education stories of refugee narrators from different national, class, gender and age
backgrounds. Thirdly, the paper disarticulates ‘education’ narratives situated within
different genres, often themselves sited within different disciplines: those of international
human rights; of ethical humanitarian response; of national policies of ‘integration’; of
the educational politics of who educates who, about what, and why, and of education’s
associative links with other socio-political issues; as well as genres of progressive
school and university learning, familial succession, and individual improvement. The
paper ends by exploring the potential significance of these multiple narrative trajectories
for work with refugees, and conceptualisations of education and the university.
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7-B In interaction with refugee-storytellers: exploring relationality and mobility in
storytelling
Cigdem Esin
This paper explores how a multimodal narrative methodology that approaches individual
narratives as processual and mobile could be used in work with refugee narratives, as a
methodological device to gain insights into the ways in which refugee-storytellers
negotiate their positioning within the context of racialised power imbalances. Drawing on
my reflections on my involvement in overlapping impact projects with refugees run by
Centre for Narrative Research at the unofficial refugee camp in Calais and the
University of East London, I will discuss how the methodological approach enabled us
to open up a relational and safe space in which life stories emerged. This complex
space has been built up on the principle of narrative-ethical hesitancy which encourages
an interaction through life stories rather than developing an intervention into the lives of
refugee-storytellers.
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7-C Stories of everyday bordering in higher education
Aura Lounasmaa
Globally only 1% of refugees reach higher education (UNHCR, 2016). In the UK,
initiatives such as Universities of Sanctuary and the Article 26 Network assist
universities in introducing scholarships and support structures that can help reach
potential students whose forced migration background makes it difficult for them to
access and stay in education. These efforts and networks are constantly challenged by
what Yuval-Davis et al. (2017) call state politics of ‘everyday bordering’. Everyday
bordering refers to how the British state, with the introduction of new Immigration Acts,
shifted the responsibility of border control from the border agencies guarding the
external state borders, to public and private actors, such as doctors, landlords, schools
and universities. In this climate, a university can simultaneously act as a humanitarian
institution, a neoliberal space aiming to maximise profits through student fees and as a
border guard acting on behalf of the state to monitor and control those without full
citizenship rights. This paper considers the stories of students who are trying to
navigate these bordering regimes, the lack of citizenship rights they experience as
forced migrants and their ambitions to succeed in higher education. This paper is
inspired by an evaluation of a programme aimed at students of forced migration
background, and aims to give a better understanding of how universities can respond to
the needs of students when planning initiatives.
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Tuesday 3 July 2018: 11.00 – 12.30 Hatrans Plaza IV
8- Meet the editors
Chair: Mark Freeman
This session will bring together both journal editors and book series editors with the aim
of addressing questions and concerns pertinent to those seeking to publish their
work. While researchers and scholars at all levels are welcome, special attention will be
devoted to those seeking to gain entry into what may sometimes appear to be an
amorphous field. Questions to be pursued include: How can I gain a sense of the
publishing opportunities and venues available in the field of narrative inquiry? How do I
decide where to publish my work -- whether for journals or for books? How does the
editorial process actually work? How do I tailor my work toward particular journals or
book series or publishers? What is the role of editors, and how do I approach
them? How can I work with them in order to get my work published? And when I do
submit my work and receive feedback -- for instance, to revise and resubmit an article --
how do I go about doing so? These questions, and many others, will be addressed at
this session, so if you're at all interested, please do avail yourselves of it!
Editors:
Amia Lieblich and Ruthellen Josselson (Narrative Study of Lives series, Qualitative
Inquiry)
Bill Randall (Narrative Works)
Mark Freeman (Explorations in Narrative Psychology Series OUP)
Michael Bamberg (Narrative Inquiry)
Brett Smith (various journals, including Qualitative Research in Sport, Exercise and
Health (QRSEH)).
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Tuesday 3 July 2018: 11.00 – 12.30 Spelershome
9- Paper session: Relationships
Chair: Ulrike Popp-Baier
9-A Narratives in family relationships: what can we learn from dyadic analysis?
Einav Segev and Hocman Yael
The research focused on the relationships between family members of patients with
acquired brain injury (ABI). The aim was to explore the dynamics between caregivers of
the family member with a brain injury during rehabilitation hospitalization, and the
relationships between them and the rest of the extended family. Twenty in-depth
narrative interviews were conducted with family members. These interviews focused on
the subjective experience of caring for the patient while examining the relationships they
had with other family members. In each family, the spouse of the patient and another
family member involved in caregiving were interviewed. Individuals still constitute the
basic unit of analysis in most Narrative researches. In our study although the interviews
with family members conducted separately, the dyad was the unit of study. While the
analysis of dyads has great potential for expanding our learning from narratives that
people tell in everyday life, and how these narratives shape their coping and
relationships, it also carries many challenges. The analysis process raised
methodological, epistemological, and ethical issues regarding the questions of how to
analyze dyadic narratives from the same family, what can we learn from this analysis on
relationships between family members (what is the meaning of overlaps, differences
and contrasts in the participants perceptions, meaning making etc.), and how to
integrate the rich and complex data that was collected and analyzed. These topics will
be discussed extensively using examples from our research data.
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9-B Pushing at the boundaries of narrative research: a pluralistic exploration of a couple
relationship across the transition to second-time parenthood
Deborah Rodriguez, Nollaig Frost and Andrea Oskis
Traditionally, adult attachment has been researched using quantitative methods, leading
to the categorisation of people into attachment styles. This widely used approach
obscures the potential to understand the dynamism of attachment arising from life
events and other contextual influences. The application of a pluralistic qualitative
analysis to narratives allows for an innovative manner in which to gain more holistic
insight by viewing the complexities of adult attachment from multi-dimensional
perspectives. This paper presents a longitudinal single case study which explored the
attachment behaviours of a couple during their transition to second-time parenthood. It
used multiple methods of data collection to elicit narratives including diaries, individual
semi-structured and unstructured photo-elicitation interviews. It then applied several
methods of analyses to all of the data, comprising of narrative analysis and psycho-
social readings. The plurality of epistemological and ontological paradigms brought by
this innovative approach highlights the complex variation of relational experience across
the transition to second-time parenthood. Key findings illustrate that each partner
engaged with a variety of attachment behaviours at any given point; after the birth of the
second child there was a decrease in relationship satisfaction, attachment history
became more salient, insecure couple attachment behaviour became more marked and
the couple relationship became the parenting relationship. This paper shows how the
application of this innovative analytical approach to narratives challenges traditional
views of attachment as fixed and brings new insight to relational experiences by
considering them as fluid and dynamic processes, informed by context, subjective
meaning-making and external events.
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9-C Couples' affective labour as display of coupledom in homebirth.
Nicole Daniels
Middle-class homebirth, which in South Africa is the only form of homebirth consistent
with international parameters and standards of safety, is undertaken by few. This study,
conducted in Cape Town, adopted a semi-longitudinal, dyadic approach where five
couples were interviewed together and separately, before and after homebirth (N=30).
The presentation will focus on affective labour as display, accomplished in the couple
narratives (N=10) and in couple’s lived experiences. By analysing audience,
performative practices, and interactions, affect as social process furthers discussion of
the work couples undertake to maintain credibility in a marginalised birthing practice and
on having been seen to do it together. Affective labour produced coupledom - both
within the interview setting, as a component of the dyadic methodology - and in the
homebirth event itself, as a homebirthing ideal. On top of which, affective labour
expanded notions of the couple as two individuals. For example, second-time
homebirths described their first-borns as “me in the middle”, literally and figuratively
expanding the couple. Utilising the entire transcribed interview alongside notes of the
interviews as narrative data, the performative quality of dyadic, couple narratives traced
the ways couples used narratives as tools for display (Finch, 2007) in which analysis of
affective labour further expands this theoretical concept. Couples’ affective labour in
narratives of homebirth constituted meanings that both troubled and reified normative,
nuclear family values. Thus, while homebirthers refuted normative birth by defying
socio-cultural birthing norms, they paradoxically (re)produced hegemonic family
displays of middleclass, heterosexual families as quintessentially homebirth.
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Tuesday 3 July 2018: 11.00 – 12.30 Hatrans Plaza II
10- Panel: Technology for audiovisual analysis of narratives
Chair: Khiet Truong
We propose a workshop about using technology for analysing human behavior in

narratives. Narratives or ‘story-telling’ is currently attracting a lot of scholars across
different disciplines. An audiovisual approach to analysing narratives is or has not
always been a common practice in some disciplines. In addition to the textual content,
nonverbal behaviors such as facial or vocal expressions, can provide more insights and
may aid to a better understanding of the narrative. However, with the increasing
availability of audiovisual narrative content, which could be created by the scholars
themselves or by others, it becomes less feasible to do all the analyses by hand. In this
workshop, we will discuss and show how technology can support research into
audiovisual analyses of narratives. We have two contributions.
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10-A Technology support for audiovisual storytelling
Roeland Ordelman, Khiet Truong and Dirk Heylen
Technology support for audiovisual storytelling by Roeland Ordelman - HMI, UT (45

min) In the context of large audiovisual repositories filling up and initiatives to improve
the accessibility and usability of these data, interest in narrative aspects and storytelling
is emerging. Instead of the traditional ‘search model’ that assumes an information need
that is expressed in keywords in a search bar, the narrative behind the search (or
exploration) need becomes more and more important. For example, systems start
wondering what the intent is of a user searching for something. Or systems try to
recommend content based on a history of usage, which could be in its simplest form the
item you are currently watching. But we are slowly moving towards more advanced
models that combine multimedia content analysis technology and user (click) data to
seamlessly feed content into the narratives of people’s everyday life. In this talk I will
explain the background of these developments and discuss some of the issues that are
relevant in this context, such as: do we need to include knowledge on human
storytelling into this technology, or does this technology bring something that users are
really interested in?
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10-B Nonverbal analysis of narratives
Khiet Truong, Deniece Nazareth and Dirk Heylen
Nonverbal analysis of narratives by Khiet Truong - HMI, UT (45 min) In this talk, i will
present methods to analyse nonverbal behaviors in audiovisual content, in this case
narratives. I will specifically focus on nonverbal vocal aspects in narrative interactions.
What role do laughs, silences or sighs for example play in narratives? And how could
we analyze these behaviors (automatically)? Demonstrations of an open source
automatic speech recognizer will be given, as well as Praat (a tool for acoustic-phonetic
analysis) and ELAN (a tool for audiovisual annotation).
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Tuesday 3 July 2018: 11.00 – 12.30 Sky Lounge II
11- Paper session: Interactive narrative
Chair: Alexandra Georgakopoulou
11-A: Personal (public) identities: developing a tool to record and analyze the dialogic
process of co-productive identity narratives in digital storytelling
Amanda Hill
Digital Storytelling (DST) is a co-productive process for creating personal narratives.

Narratives are recognized for their economically efficient writing and audio/visual style
and are the end result of a collaborative workshop based in empowering citizen voices.
In emphasizing personal narratives, DST produces cultural artifacts where storytellers
make meaning out of their social experiences in inherently collaborative spaces. This
paper addresses the ways in which scholars of DST speak about the workshop process,
how they discuss the rhetorical and dialogic practices therein, calls for a change in the
analysis process, and develops a tool for recording and analyzing the workshop
process. It is important to realize the capacity for activism to occur within the rhetorical,
dialogic spaces of narrative telling and narrative creation within the co-collaborative
production space of DST. Hannah Arendt’s idea of the “subjective-in-between” is useful
for understanding the interplay among individuals in the DST workshop. Arendt argues
storytelling is not an individual experience, but exists in the subjective-in-between where
private and public struggle against one another. She considers storytelling a form of
transformation that reframes and reworks the private in the context of the public. A need
for structured analysis in DST workshops becomes apparent when examining it as a
site of potential change. Building on Catherine Reissman’s narrative inquiry
dialogic/performance analysis tool, the author discusses a tool designed to record and
analyse the co-productive workshop space to aid DST practices and case studies
focusing on finished stories and/or the digital technologies used in creation.
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11-B: A space of appearance: considering Hannah Arendt’s understanding of stories
Hiroko Kubota
Experiences articulated through narrative inquiry bear some theoretical connections

with the understanding of stories enclosed by the German political theorist and
philosopher, Hannah Arendt. With its relational aspect, in narrative inquiry, experiences
are treated as storied phenomena, and stories are always situated among people.
Stories are co-composed between participants and researchers and understood as
unfolding over time, place, relationships, and various social contexts. Arendt was also
deeply aware of the significance of stories in terms of assuring human distinctiveness
and freedom amidst human relationships; she elaborates action and speech make
people equal and distinct among others. Acknowledging human relatedness that allows
people to distinguish from one another, Arendt elucidates that stories are a way of
granting appearances to one’s corporeal being in the world and are a source where
“meaningfulness springs into and illuminates human existence” (Arendt, 1958, p. 324).
Stories can become a medium where one can act and speak to others and also a
product resulting from acting and speaking among people. Narrating a life through
stories can be a way of creating a reality, which is a space of appearance, where each
individual in their distinctness brings their bodies into the public. In this presentation, by
drawing upon a study about the experiences of people who are homeless in Japan, I
consider how and in what ways the concept of stories composed by Arendt could offer
new insights to narrative inquiry which embodies not only a research methodology, but
also a standpoint to view human experiences.
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11-C: Game movement dynamics as enactive focalization
Yotam Shibolet
This paper integrates thought on interactive digital narrative and embodied cognition, in
order to consider the significance of movement to our embodied narrative processing.
Alva Noë’s theory of enactive perception asserts that all perception is implicitly
negotiated through embodied understanding of movement dynamics within lived
environment. Experiential sensorimotor knowledge thus plays a key, primordial role in
the structure of consciousness and abstract thought. I supplement this view with
cognitive definitions of ‘narrative’ that integrate embodiment (Herman, Menary,
Ricoeur), to argue that narrative can be considered a phenomenologically privileged
media that accounts for a crucial part of thought’s role in Noë’s framework. Mieke Bal’s
concept of focalization (1997) broaches narrative perception by underscoring the
constant “movement of the look”. Integrating Bal and Noë’s theories, I suggest “enactive
focalization” as theoretical infrastructure for analysis of perceptual experience through
interaction between embodied movement dynamics and narrative processing. I apply
enactive focalization to the study of digital games, an inherently spatial and interactive
medium where the player essentially experiences movement in a parallel world. Building
upon Jenkins’ view of game design as ‘environmental storytelling’, I argue that the
design of game movement dynamics should be considered, alongside that of spatial
geography, as crucial for the focalization of narrative experience. To exemplify the
potential of future research in this scope, I discuss the uniquely effective and affective
movement dynamic design of Journey (Thatgamescompany, 2012). I conclude by
reflecting on enactive focalization in light of the increased utilization of embodiment in
the contemporary digital media landscape.
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11-D The facilitation of trust in automation: A qualitative study of behaviour and
attitudes towards emerging technology in military culture
Megan Field
Trust is often explored as a determinant of appropriate automation usage and reliance.

Despite the wealth of research into the antecedents, precedents and cognitive factors to
facilitate human-automation interaction, internal factors that influence dispositional trust
are often underrepresented. High speciality and criticality domains characterise the
most researched areas in this field, however, there are minimal studies exploring
organisational cultures, such as within the military, and their effect on trust in
automation. The research seeks to explore the dominant narratives of differing echelons
of the military (air, surface and submarinal) through responsive interviewing and
examine the unique culture borne of strong hierarchical order, regulations and training
in parallel to civilians. Furthermore, within the larger scope, submarine culture is
psychosocially distinctive due to the environmental constraints of active duty, such as
the isolation and restrictions incurred by lengthy submersions below sea level. Due to
this seclusion, submarine life is often distinct from other strata owing to the weight of
human-human trust and kinship placed on the personnel over automated teammates
(e.g., decision-making software). The research plans to delve into the experiences of
this idiosyncratic workforce to explore how their service alters their views and
experience of human-automation/system interactions and whether underlying
scepticisms, expertise or training play a part in their worldview.
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Tuesday 3 July 2018: 11.00 – 12.30 Lounge 1965
12- Workshop: Abcs of meaning-filled narratives: an interactive workshop
Nan Phifer
ABCs of Meaning-filled Narratives: An Interactive Workshop Presenter, Nan Phifer

Author, Memoirs of the Soul: A Writing Guide www.memoirworkshops.com I shall begin
this participatory workshop by demonstrating a writing process that enables participants
to readily identify a realm of individually significant experiences and narrate them vividly.
Because most meaningful subjects are close to the heart, I structures a safe
preparatory exercise that eases participants into writing quick rough drafts. I next
provide guidance for listeners so that, in small groups, those writers who wish to share
their drafts will be rewarded with appreciation and encouragement by their listeners.
Workshop participants will acquire a novel, non-chronological approach to reminiscent
writing, an approach that creates awareness of influential events that shaped the
writer’s outlook and yields personal insights. The identified subjects may be used to
reminisce, reflect, and explore personal development or to develop as chapters of a
memoir. The participatory writing process I guide can be replicated or adapted for use
by counselors as well as writing instructors. My handout lists the steps of the process
and includes a mapping exercise that creates awareness of sensory and emotional
aspect of memories. As the workshop ends, I’ll open it for discussion and questions.
The methodology I use I gleaned from the pedagogy espoused by the National Writing
Project in Berkeley, California. At this time I model workshops for academic
conferences, counselors’ organizations, and retreats.
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Tuesday 3 July 2018: 11.00 – 12.30 Sky Lounge III
13- Paper session: Embodying stories and storying bodies
Chair: Bodil Blix
13-A: Stories of work, body and disability
Merja Tarvainen and Vilma Hänninen
Work is commonly understood as a key source of inclusion in the society, and inclusion
to work-related stock of narratives can be seen as a part of this inclusion. Among the
narratives of work circulating in the society, narratives of disabled persons´ embodied
agency at work are rare. The aim of this paper is to seek ways of understanding
embodiment and disability at work by focusing on these relatively unheard stories.
Twenty life stories included in ‘the Life of Disabled Persons in Finland’ writing collection
were analyzed. The stories were grouped into story types, which were seen as
reflections of the available socio-cultural story models. The story types found in the data
could be named after Northrop Frye´s classical typology. In tragedies, the protagonist is
not able to find employment despite their effort. In a hero story (romance), the
protagonist succeeds in finding a suitable job; in a comedy, the protagonist gives up the
ideal of steady employment, and in an irony, the protagonist is employed but is
dissatisfied with their condition. The dominant stories of disability favor the first two story
types, leaving the latter two as culturally unrecognized. The study is a part of Narratives
of Bodily Difference project, the aim of which is to enhance understanding of the
impediments of “narrative circulation” related to different kinds of bodily difference. By
narrative circulation we mean the process in which personal narratives become part of
the cultural stock of stories, and this again feeds into forming of personal narratives.
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13-B: Transableism, hermeneutic injustice, and the narrative construction of a viable
identity
Clive Baldwin
We make sense of ourselves and others, in part, by understanding the stories within
which we/they locate our/themselves. Identity is thus as much social and collective as it
is inward and individual, our understandings of others relying on our ability to access
collective hermeneutic resources. For some, such as members of the transabled
community, however, the construction of viable identities may be made more difficult by
what Fricker terms ‘hermeneutic injustice’, that is, the lack of a shared social resource
with which to make sense of their experience. In attempting to understand transableism
- the desire to acquire what is generally perceived to be a physical impairment – the
predominant social resources available are those of ableism, mental illness, and, from
the political Right, political correctness. Each of these lines of articulation hinder the
construction of a viable identity. Drawing on interviews with 50 transabled people, this
paper will explore the narrative strategies deployed by transabled people as they
attempt to establish a viable identity in the face of hermeneutic injustice. Such strategies
include: narrative aetiology, narrative resonance, establishing narrator credibility,
narrative reversal, and developing an alternative collective narrative.
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13-C: Bodies and their stories
Denisa Butnaru
In sociological research it was often argued that the translation between corporeal
experiences and their verbalization in sociological interviews displays a lack. Especially
researchers coming from the poststructuralist orientation stress the predilection of the
discursive over the experiential layer (Bösl et al., 2010; Keller et al. 2005). Using life-
narrative interviews with persons having cerebral palsy (CP) and spinal cord injury
(SCI), and relying on a methodological paradigm called socio-narratology (Frank 2010),
I intend to show how the body is articulated in its specificity as alternative narrative
project against taken-for-granted norms of everyday life. I shall rely in my argumentation
on the conceptual background of the phenomenology of the body and disability, and
plead for the construction of narrative identity in narrative interviews in connection with
bodily experiences. Phenomenological debates, similar to sociological-methodological
ones addressed the duality between body and language, and the contradictions that rise
from their separation. Recently, the centrality of such a concept as that of "narrative
identity" (Ricoeur 1992; Schechtman 2011), often correlated to that of "narrative self",
led to discussions(Gallagher 2011; Gusman, 2015; Schechtman, 2011; Zahavi, 2005) in
which the body/ narrative instances are crucial points for the definition of identity. My
interest is in this context to stress how un-voiced aspects of corporeal experience
structure a specific own body that emerges in the interview situation, and second how
this voice challenges taken-for-granted norms and practices. The specificity of this
narrative mechanism shall further highlight the body's potential to shape a story of
resistance and self-recognition.
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Tuesday 3 July 2018: 11.00 – 12.30 Persconferentieruimte
14- Panel: Ongoing Stories, traversing roles between research, art, teaching and social
action
Chair: Anneke Sools
In this panel, we'll reflect on our journeys from our initial disciplinary areas in academia
(e.g. social and political philosophy, art history and feminist anthropology) into
respectively the domains of art, teaching, and social action. In the three presentations,
we'll sketch the result of our most recent research pathways, that brought us in
situations in which we had to acknowledge that we are no longer occupying traditional
research roles of the 'supposed to know', or 'expert'. Philosopher Bibi Straatman
ponders the meaning of artistic research and how to legitimize artistic research vis-à-vis
an academic context; Art historian Margo Slomp reflects on the dual role of life-stories
by art education students stories as research method and intervention in a social
situation. Anthropologist Tine Davids reflects on how agency is constituted in the
intersubjective relation between researcher and researched. All three pose the question:
what does this mean for academics to traverse into roles of change agent, artist,
teacher ? To answer this question, we found a common denominator in a longstanding
tradition of (feminist) narrative scholarship in which researcher reflexivity, situated
knowledge and rethinking of the duality between observer and observed are central.
This tradition allows us to rethink our goals, aims, objectives, and means of doing
research. From a narrative perspective, it becomes clear that art-based and storytelling
research and teaching practices transcend the boundaries between research, teaching
and action. We will elaborate in each presentation about our specific interpretation and
use of narrative, and how this invited us to re-think our roles in the cross-over between
domains and modes of representation (e.g. visual art, creative writing). These modes
allow experimenting with various ways of giving testimony to our activities. Moreover, as
we journeyed through various modes of representation, we found that each medium
worked, in expected and unexpected ways, to shift perspectives and produce different
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constellation of roles. These shifting perspectives and changing constellations brought
forth ethical concerns as well as questions regarding what knowledge was produced,
how, and by whom (participant and researcher/teacher).
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14-A: Becoming an ignorant school master, or how to merge teaching, research and
change agency
Bibi Straatman
My contribution will focus on a rather recent development in my teaching and research

practice, that caused me to re-frame and re-phrase my dual role as teacher and
researcher. Since I set out a research line called ‘Being Political in Art and Design’, as
an extra agenda, alongside my teaching program ‘Artistic Research Methodologies’, I
started to question my own students concerning their research habits, and myself in my
double role, as teacher and researcher. I will address how my students became
‘supposed to know’, and how this shifted my teaching habits (from teacher to
conversation partner). Students helped me also to understand artistic research as an
alternative way to produce situated knowledge, through making, and how artistic
research is always driven by the desire to intervene, within social-cultural contexts that,
thus, become public spaces. This makes art always already ‘political’ and turns artists
into agents of change. I will reflect on how this connects with the epistemological
paradigm shift going on in the academia, which emphasizes that every research action
is always already, by its very methods, an intervention that changes the ‘field’ (of
research/intervention). As an academic with a philosophical and psychoanalytical
background, my focus lies on epistemology and, more precise, on how to testify to and
do justice to the intertwining of situated knowledge production and processes of
transformation and change. In that sense, the double role turns out to be the wrong
metaphor. I see it as one single assignment, to conciliate and atone the teacher,
researcher and change agent, and find a mode for testifying to these practices.
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14-B: Life-stories and intercultural encounters in art education: making sense of the
dual role of research and intervention
Margo Slomp
In the symposium on Ongoing Stories my contribution will highlight the value as well as
the precariousness of conducting a research into one’s own educational program. My
research Global Encounters at a Dutch MFA (started in September 2015) is an in depth
study into the conversations conducted at the master of fine art program that I myself
teach at. This situated investigation explores the relationship between the diversity of
the international group of students and the notions of art and related themes that are
exchanged within the group’s conversations. I work from the notion of self-reflexive
research that foregrounds storylines and lived experiences, acknowledging the richness
of the individual differences of all participants. The research uses a combination of
methods, integrating aspects of auto-ethnography, ethnomethodology and narrative-
biography. It results in a series of stories or accounts of the encounters between
different world views taking place in the in-between space of educational conversations
in which momentum is created for the individual students and tutors to transform and
restructure their views and sense of identity. The presentation at the symposium will
address the tension between (participative) observation and intervention; the accounts
of encounters and participants’ life stories not only give insight into the process of
intercultural awareness, but partly also set in motion this process as such; the research
therefore may induce some of the stories it is after.
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14-C: Vulnerability and hospitality as part of narrative research and inclusive learning
Tine Davids
In this paper I explore with help of Behar’s notion of vulnerability (1996) and Derrida’s
notion of hospitality (1998), my research engagement with right wing Mexican female
politicians. Analyzing their narratives not only taught me that political participation is not
only about representation but about how these women narrate their stories and find
words to express their agency and subjectivities amidst the political turmoil in which
they submerge themselves. It also taught me that the agency of the researched
depends on the interpretation of the researcher, and is thus constructed
intersubjectively (see also Davids 2014; Davids & Willemse, 2014; Willemse, 2014).
Agency is not just knowledge in and of itself that should be represented, but is part of
the intersubjective relation between researcher and researched. In exploring the shifting
positions and positioning of the ‘self’ of the researcher and the researched as ‘other’ I
ask myself what kind of engagement or common ground can be found in this inter-
subjective and transnational space? What kind of hospitality can be offered to research
subjects, in order to make the research practice more inclusive and more directed
towards change. And as a consequence, how to alter teaching on research in a similar
manner. I investigate these questions as part of a search for inclusive learning as
research and educational practice.
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Tuesday 3 July 2018: 11.00 – 12.30 Persontvangstruimte
15- Paper session: Student lives
15-A: Cosmopolitan students’ narratives
Pierluca Birindelli
This paper presents preliminary findings about the significance attributed by

international master students in Helsinki and in Florence to their educational, cultural
and overall life experience abroad. Analysis of 50 autoethnographical essays reveals
that most of the subjects had no previous familiarisation with or exposure to clear-cut
narratives about the destination country and city. We can indeed find a series of related
images, but not sufficient to constitute a leading narrative for their life experiences in
North or South Europe. The trace of a well-defined script derived from a structured
story, such as a book or a movie, is absent. It is instead possible to catch a glimpse of a
vague cosmopolitan narrative. This story, constructed on a global scale by different
actors and institutions, is partially disconnected from the society and culture of the
countries of destination or provenance. The story upholds the validity of studying
abroad for both instrumental and expressive reasons. And the practice seems to
constitute a liminal and transitional space-time: an institutionalized rite of passage
towards adulthood and global citizenship. It’s an undefined story without exemplary
characters, so it’s up to the individual student to find heroes and villains along the way
to construct his or her idea of who is a good citizen of the world.
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15-B: Exploring narrative identity construction: students` navigation and negotiation in a
South African university
Emma Groenewald & Adré le Roux
Students at Higher Education institutions have to navigate and negotiate their identities
and simultaneously adapt to their new context while re-evaluating and reconstructing
their identities. The construction of identity is thus, a fluid process. Students do not only
bring along their own unique life stories shaped by history, culture, experience and
language to Higher Education institutions, but also the interconnectedness of race,
language, gender and class which create new possibilities for identity construction. This
study explores how the identity construction of students at a South African university
can develop through narrative negotiation and navigation. The study was couched in the
interpretivist approach and a social constructivist paradigm. The narrative methodology
was employed, which involved listening and analysing the narratives of participants. The
study sample comprised eight students, representative of different ethnic and language
groupings at the university. Their community narratives were used as a point of
departure, to determine the extent to which their narrative identities were navigated and
negotiated in the university context. To ensure that the cultural embeddedness of each
participant was taken into account, the study employed Somers` Narrative Identity
approach (1994), and the Social Identity Theory by Tajfel and Turner (1979). The
experiences of participants are discussed with a focus on language, which is
subsequently intertwined with their personal values and perspectives. Furthermore, the
study sheds light on how students negotiate and navigate their “otherness” in a diverse
university context during the process of narrative identity construction.
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15-C: Narrative practice, community engagement, and college students’ construction of
power and agency
Marsha Walton, Elizabeth Thomas, Anna Baker-Olson, Anna Manoogian and Bianca
Branch
Off-campus community service during the college years provides a rich relational
context for the development of collaborative agency, in which students construct their
own agency as they negotiate responsibility and power in organizational and community
settings (Raelin, 2016). We argue that this development is largely a narrative project,
undertaken as individuals position themselves vis-a-vis others in stories they share
about their own experiences (Bamberg, 2015). We have completed the fourth year of a
cross-sequential action research study in which college students wrote and then shared
with one another narratives about their service experiences. Participants were 120
students whose scholarship required their involvement in weekly community service,
and in regular reflection on service activities. Our research team is constituted as an
interpretive community of students, faculty, and staff whose close readings and open
coding of nearly 400 stories has identified occasions in which authors problematize
agency and responsibility in their narratives. Increasing understanding of socio-
economic and political systems of power sometimes provokes a crisis of agency, in
which students may (1) strip individuals in the communities they serve of agency, (2)
report hopelessness and loss of confidence in their own agency, and/or (3) construct a
sense of agency in which they recognize that they and the individuals they encounter in
their service sites are embedded in the same systems and must collaborate to effect
social change. Our ongoing research and practice seeks to identify conditions in the
community and in academic programming that facilitate this development of
collaborative agency.
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15-D: Fostering counter-narratives in higher education institutions. Re-writing and re-
authoring of underrepresented narratives
Gusta Tavecchio
This paper presents narrative research and practice that elaborates on the used
praxeology of an inclusive and critical narrative approach that reinforced counter-
narratives of underrepresented students in learning and teaching courses in Higher
Education Institutions. These ethical workings with counter-narratives provide lessons
learned addressing intercultural competencies teachers will need in voicing silenced,
oppressed, and underrepresented narratives in educational settings. This executed
narrative and dialogical encounter departs from critical notions that focus on issues of
marginalization, power, justice and social transformation because of the systemic
marginalization of the underrepresented groups of students in education. The
praxeology of this executed inclusive critical narrative approach aims to contribute to the
academic, political and cultural empowerment of underrepresented groups by offering a
specific decolonizing pedagogy of the oppressed that is seeking to revitalize and
develop indigenous epistemologies. To facilitate these critical narrative pedagogies,
teachers were invited to implement dialogic education to set conditions that facilitate
reciprocal conversations and debates that include students’ experiences and indigenous
ways of knowing by addressing counter-stories and facilitating counter-storytelling that
in fact contradict and defy leading negative stereotypes. It offered a tool to challenge
white supremacy, white privilege inequality and racism in classroom settings. The praxis
of an inclusive and critical narrative pedagogy incorporates action and reflection as key
elements of critical consciousness and it promotes to unravel the voices and counter-
narratives of the underrepresented groups as valid forms of evidence to document
inequity or discrimination and offer students reconciliation by this critically reflective,
transformative and un-silencing praxis.
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Tuesday 3 July 2018: 14.00 – 15.30 Lounge 1965
16- Panel: Expectation, Experience and Master/Counter Narratives I
Chair: Mari Hatavara
The central role of experience (Labov 1972) and experientiality (Fludernik 1996;
Herman 2009) for narrativity has become a widely shared point of departure in
interdisciplinary narrative theory. In conversational storytelling, “stories convey […] the
excitement, anguish, or surprise of the narrated experience” (Fludernik 2005, 155). But
how can we identify the excitement or surprise in the narrated experience or analyse the
ways it can be mediated in storytelling situations? How does the nature and shareability
of experience relate to what is culturally or contextually expected? Keeping in mind the
fluid relation between narrative modes and story contents we investigate narrative
means that convey both sides of experience: the expected and the tellable. For
example, the disnarrated (telling something that did not take place) strongly implies
what was anticipated to happen. This panel with speakers from humanities and social
sciences asks how dialogue between different disciplinary traditions contributes to our
effort to understand the relationship between expectation and experience in narratives.
Thinking with Joan Scott, we wonder what is experience grounded on, and how does it
relate to expectations. By following Jerome Bruner’s idea of the breach from canonical
expectations as the key reason for giving narrative accounts, we focus our attention on
the interplay between cultural expectations (master narratives, narrative genres and
dominant discourses) and counter narratives of various degrees. To press the point,
should we understand all proper narratives as counter narratives, and correspondingly,
does anyone actually tell master narratives anymore?
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16-A: Contested canonicity and counter narratives
Matti Hyvärinen
I have previously argued that narratives cannot be empirically divided into master and
counter narratives. This is based on the understanding of master narratives as
abstractions, more precisely in terms of Jerome Bruner’s cultural canonicity. Master
narrative, thus, seems to refer rather to the expected sequences of action than to the
conventions of narration. For these reasons, actual narratives appear to be melanges of
master and counter narratives. This is primarily induced by the multi-layered and
contested nature of canonicities, the culturally and locally established scripts of proper
action. In this paper, I read an interview of a 91-year old woman, whose daughter
participates in the interview by advancing competing interpretations of the character and
life of her father. I argue that mother and daughter work with contending canonicities
and diverse attitudes towards cultural expectations. During the interview, the mother
equally draws from master and counter narratives in expressing her subjectivity.
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16-B: Resistance against what? Considerations on the concept of counter-narrative and
whatever it counters
Per Krogh Hansen
The concept of counter-narrative has played a crucial role in understanding narrative

identity and positioning and has spread from sociology and cultural studies to areas as
organization and corporate communication theory among others. Nonetheless, the
concept has never really been accepted within narratological terminology. The critique
has been that it only makes sense in relation to an understanding of ‘dominant’ or
‘master’ narratives – narratives which it seems hard to identify in themselves, and which
perhaps often are something else than per se ‘narrative’: scripts, norms, morals, etc. In
my presentation, I will make an argument for counter-narrative as sharing common
formal characteristics across different areas of interest and as such being a concept that
deserves to be included in the ‘narratological toolbox’. I will also argue that the role of
the corresponding concept of ‘master-narrative’ plays a limited role in the study of
counter-narratives, and that the relation always should be approached with respect for
the possibility of scaling – from Lyotardian grands récits to local shared beliefs.
162
16-C: Being ‘ideologically unemployed.’ master and counter narratives in public debate
of unemployment
Maria Laakso
“Ideologically unemployed” was a whole new concept that was introduced to readers in
14.10. 2017 in Finland’s biggest newspaper Helsingin Sanomat. It published an
interview of Finnish Author Ossi Nyman. Nyman who had been unemployed for years
told that he does not want to find a job and does everything he can to trick the society to
give him unemployment benefits although he is not willing to work. He had also written
an auto fictive novel about the topic. In the end of the day almost everyone in Finland
knew what the term ideologically unemployed meant and the reception of Nyman’s story
was furious. The topic raised several judgemental and aggressive statements about
how people being unemployed should act and feel. In my paper I will analyse the
interview, and the vivid debate around the phenomenon. Our panel discusses cultural
expectations from various perspectives and suggests that the opposition between so
called master narratives and counter narratives raises interesting theoretical questions.
Master narratives are dominant cultural narratives that offer us a normative experience.
But where are these narratives told? They rather seem to activate through various
counter narratives. As Molly Andrews suggests counter narratives are based on
resistance towards the dominant cultural narratives. Ossi Nyman’s outcome seems to
have violated the normative experience of being unemployed. The indignant discussion
around the interview made visible that certain dominant storyline of being unemployed
exists although no one really thought about it before the discussion. In this regard my
case study offers an intriguing opportunity to discuss the concepts of master and
counter narratives.
163
Tuesday 3 July 2018: 14.00 – 15.30 Persconferentieruimte
17- Paper Session: Developing gender identities
Chair: Lois Tonkin
17-A: Her sexual self: a narrative investigation of young women’s sexual subjectivities
Joy Townsend
This paper explores the narratives of young women who identify as non-heterosexual,
and their processes of “becoming a sexual person”. It examines the women’s responses
to and navigation of dominant discourses, specifically, discourses that position young
people as lacking in ‘knowledge’ and ‘not yet citizens’ (Carmody & Ovenden, 2013) with
regards to sex; popular discourses that form subject positions whereby young women
are all knowing and sexually competent; and finally, ‘protective’ discourses that position
certain sexual learning resources and practices as ‘risky’. The young women’s stories
demonstrate the ‘practices of the self’ they each employ as a means of becoming and
learning their sexual selves. The paper concludes with a discussion of the power of
storytelling as a vehicle for sexual learning, and the prospect of narrative-based school
sex education programs. Joy’s doctorate project Her Sexual Self
(www.hersexualself.com.au) is a qualitative study that utilises a post-structuralist
conceptual framework to investigate young women’s sexual subjectivities. It is based on
26 life history style interviews with young heterosexual and non-heterosexual women
aged between 18 and 31. The thesis explores how the young women’s sexual selves
can be understood both as agentic - ‘choosing their way to be’, and as subjectified -
constituted and constrained by discourses. Using Foucault’s work on care of the self,
the thesis identifies the technologies of the self that the young women agentically
employ to transform themselves over time. What results is a nuanced portrait of the
fluid, determined and agentic elements of these young women’s sexual self-formation.
164
17-B: Writing about the body and the body of writing: the girl’s body narratives in israeli
teenage girls’ blogs
Einav Segev
In this presentation I will present narrative study that focuses on blogs written by Israeli
girls, aged 14-18, concerning their body and the developmental process of identity
construction. Using a sociocultural approach, the study examined the ways in which the
girls write narratives about their bodies, what issues they raise in their blogs concerning
their body and identity, and what blog writing about the body offers to them in the
process of identity construction. A combination of thematic-categorical analysis and
structural-linguistic was used to analyze 27 blogs (86 posts) written by Israeli girls. The
findings reveal a complex picture about the ways in which girls experience their bodies
and perceive societal norms concerning their appearance. The blogs included the girls'
feelings of insecurity, stress, and confusion about their body and at the same time
served as a place where girls were able to voice resistance to the current ideal of
beauty and to social conventions. Findings also reveal the ways in which the girls
presented their body narratives to their girl peers. The study concludes that writing
blogs as every day narratives is an important channel for Israeli girls to engage in
discourse about the body as part of the process of identity formation.
165
17-C: Dutch teen mothers: self-definitions of success seen from a decolonial –
intersectional lens
Astrid Runs
During my research about successful Dutch teen mothers it was really difficult to explain
to other researchers, social workers and other actors, that there are successful teen
mothers. Based on the dominant scientific and societal discourses of teen mothers, they
are cast as social mishaps, a social threat to the (post)modern society and seen as
immoral subject. Thus it seems unthinkable that these teen mothers can be successful.
The dominant discourses reveals the theoretical limitations of trying to understand the
social reality of teen mothers. In order to grasp the social reality of these teen mothers I
was challenged to use a more critical perspective which enables their agency in shaping
their identities through narratives. Gibbs (2007: 59 – 60) identifies seven function of
narratives: 1. To convey news and information; 2. Meet psychological needs; 3. Help
groups define an issue or their collective stands towards it; 4. Persuasion; 5. Present a
positive image or give credibility; 6. Undertake social transmission of experience; 7.
Structure our ideas of self and establish and maintain our identity. Narratives are not
merely a snap chat picture of functions, we need to look critically at the narrative
structure. Gibbs (2007) mentions four genre such as Romance, Comedy, Satire and
Tragedy. Using a decolonial – intersectional lens shows that the genre of resilience is
absent. Critical reading of the teen mothers narratives from a decolonial – intersectional
lens complements the four genres; and that their narrative has a social justice function.
166
Tuesday 3 July 2018: 14.00 – 15.30 Sky Lounge I
18- Paper Session: Interpretation in life, research and literature I
Chair: Soe Marlar Lwin
18-A: Hermeneutics of faith and suspicion revisited
Jacob Stein
Acknowledging variations in hermeneutic approaches, Paul Ricoeur (1970) discerns two

modes of interpretation, heuristically positioned at two antipodal extremities of a
continuum. The one extremity, the hermeneutics of faith, entails the interpretative effort
to extract, or restore, the meaning that is embedded in the text while assuming that the
text is trustworthy in revealing the author's meanings. The second extremity, the
hermeneutics of suspicion, entails the effort to unveil, or demystify, hidden meanings
that may be drawn from the text and concealed by it. Following Rcoeur, Josselson
(2004) has poignantly shown that restoration and demystification are highly applicable
to the analysis of narratives. In the proposed presentation I would like to revisit these
observations I suggest that a deeper glance at the interpretative endeavor may reveal
that interpretation may be better represented by utilizing two axes rather than one. I
suggest that faith and suspicion are interpretative stances, whereas restoration and
demystification are interpretative acts. While interpretative stances represent the
interpreter's assumptions vis-à-vis the trustworthiness of the text as a representative of
the author of the text, interpretative acts represent the interpreter's attempt identify
meanings that are congruent (restoration) or incongruent (demystification) with the
author's experience or meaning, thus determining the trustworthiness of the author
rather than the text. As I delineate the two continuums and identify interpretive practices
within the emerging matrix (i.e. faithful restoration, faithful demystification, suspecting
restoration and suspecting demystification), I will conclude by underscoring
methodological applications for reflexive narrative research methods.
167
18-B: Disease, narrative, and power in Sophocles’ Oedipus Tyrannos
Jeff Carnes
This paper will examine the historical continuity in narrative strategies for describing
infectious disease by comparing modern examples of the “outbreak narrative” with its
ancient forerunners, in particular the narrative used by Sophocles in his Oedipus
Tyrannos, which reimagines the Athenian plague of the early Peloponnesian War, in
430-426 BC. I will argue that in the OT Sophocles (followed later by Thucydides) breaks
with tradition in challenging older, religiously based disease narratives, and that he
suggests ways of resisting the power structures sustaining such narratives. This study
has two main cross-cultural aims. First, I will examine the ways in which Sophocles’
plague narrative employs techniques still in use to narrate modern epidemics such as
tyhpoid and HIV, creating an “outbreak narrative,” whose features include: the search
for an index case of the disease; the metaphorization of both disease and carrier; and
the linking of disease and foreignness. Second, I will show how Sophocles goes on to
undermine the very metaphors he creates, in a way that prefigures Susan Sontag’s
challenge to the modern association of illness and metaphor. Oedipus challenges the
oracular power of Apollo which sustains the disease narrative; his downfall shows not
his own shortcomings, but rather Apollo’s unfairness. Sophocles’ anti-oracular project
(motivated perhaps by the Delphic Oracle’s documented hostility to Athens) may also
serve as a model for the creation of critical narrative savviness in responding to expert
narratives about disease.
168
18-C: Considering final research texts: lugones’ metaphor of world traveling in narrative
inquiry research
Georgia Dewart, Hiroko Kubota, Jean Clandinin and Vera Caine
The metaphor of world traveling (Lugones,1987) has been taken up by researchers

engaged in narrative inquiry. This metaphor provides a reference point throughout the
research process for navigating relational processes. In this presentation we unpack
how the metaphor of world traveling shapes the writing of research texts in narrative
inquiry (Clandinin, 2013), the meaning making inherent in shared texts, and the
possibilities of engaging in relationships with readers. We draw on a narrative inquiry
focused on the experiences of precariously housed women who are pregnant or
engaged with early parenting and use illegal substances. Identifying multiple forms of
representation is an ongoing focus for narrative inquirers. As we work with Lugones’
(2003) ideas, narrative inquirers see it is critical to engage the reader in a collaborative
process that is marked by a playful exchange of ideas, and that pushes us to identify
connections with others. At the same time, representations need to challenge racial,
social, political, and economic boundaries and social differences in ways that allow
researchers and participants to locate themselves in relation to others, show an
openness to multiple ways of sense making, and create texts where expectations are
broken. Representation requires the development of texts where we can “exercise
double vision” (Lugones, 2003), and “create and cement relational identities” (Lugones,
2006). These spaces of openness and multiplicity are always in motion and are marked
by a sense of dwelling (Caine, 2007), world travelling, and playfulness (Lugones, 1987).
169
Tuesday 3 July 2018: 14.00 – 15.30 Hatrans Plaza IV
19- Panel: Identity construction and emplotment in transnational life writing
Chair: Sjoerd-Jeroen Moenandar
Life narratives are not like diamonds waiting to be found in a mine – they are made. The
lives we live are not stories, but we give them meaning by turning them into stories. This
is done through emplotment, a strategic practice that selects and processes our life
experiences . Thus, the resulting narrative is an interpretation presented in order to
persuade, rather than a mere account. This panel explores the ways in which the lives
of three white Dutch women of various backgrounds, but all living in a colonial context,
were shaped, either by themselves or by others. How were their life trajectories given
form and meaning, and which processes of remembering, forgetting and identity
construction can be discerned in the resulting narratives? Each contribution analyses
the life writing by and/or about one of these women. In each case, this life-writing
consists of different, often competing narratives. How do these women present
themselves or how are they presented in these narratives? Besides cultural scripts that
prescribe the stories people of a certain class, race and gender may or may not tell or
adhere to, the form in which we give shape and meaning to our lives is often based on
generic narrative models offered by the storytelling that surrounds us. In the papers
presented during the panel, we will specifically focus on such scripts and narrative
forms and how they regulate the working through of life experiences in these particular
life-writings.
170
19-A: Playing with prescriptive plots: The construction of identities through narrative
Babs Boter
As a writer of travel reports, novels, short stories and biographical sketches, and a
celebrated public speaker and radio lecturer, Dutch world traveler and journalist Mary
Pos (1904-1987)negotiated a great variety of prescriptive narratives: from gendered
Hollywood scripts and office-clerk gossip to sermons heard on the radio and stories told
by her uncle who was a missionary in the Dutch East Indies, from news coverage in
(non-)Christian newspapers to tales told to her by the hundreds of Dutch immigrant
families encountered while travelling abroad. I will analyze the ways in which Pos,
while telling the stories of her own life and those of others, seems to employ, adjust, and
sometimes reject many of those scripts. She constructed a multifaceted public persona
that was a clever and adventurous, daring and dauntless Christian-cheerful role-model;
a level-headed Dutch woman who was down-to-earth, but also dainty, amiable and
feminine. Pos never fully rejected the restricting gender, class and other codes of her
time, nor did she sheepishly follow the narrative trajectory of marriage, motherhood,
respectability and sexual repression. Likewise, she never completely discarded white
Dutch colonial ideology, but also professed a progressive view of world citizenship. She
seemed to have found a way of combining various roles, rules and messages. But the
public story and concomitant identity that she conveys do not completely correspond
with the one she narrates in her diaries and in personal correspondence. My pitch will
thus highlight various strategies in storytelling by this intriguing, yet almost forgotten
female travel writer.
171
19-B: The heroic, the arduous and the inadvertent guise of mrs Bouman (1907-1966)
Ernestine Köhne-Hoegen
Let me tell you a story about a Dutch heroine. Her name was Mieke Bouman, and from
1938 to 1956 she lived and worked in the former Dutch colony Indonesia. She was a
classics teacher who rose to international fame when she stepped in for her husband as
counsel for the defence during criminal trials that for several years dominated
Indonesian and Dutch headlines. Upon her return to the Netherlands, she was knighted
and received an honorary doctorate in law. She was brave, smart, charismatic and witty,
she loved Siamese cats and she was a wonderful sailor. Today, some 60 years after
those trials, the heroic story is still the prevalent Dutch narrative about Mieke Bouman.
Yet even at the time, there were several other versions of events in circulation. Prime
suspect Schmidt and journalists present at the trials thought her role was detrimental to
the case. The Dutch government publicly sang Mrs Bouman’s praises, but privately saw
her as a liability and a troublemaker, and Groningen University almost retracted its offer
to award her the honorary doctorate. Conversely, Mrs Bouman preferred to portray
herself as an inadvertent actor on the international stage whose only intention had been
to temporarily stand in for her husband. Using sources that include personal papers,
government documents, court files, diplomatic correspondence and media reports, this
paper compares the genesis of the competing narratives about Mrs Bouman, in order to
shed new light on the ulterior forces that still underpin the dominant heroic guise.
172
19-C: Shifting loyalties in tumultuous times: A Dutch woman navigating the Japanese
occupation of Indonesia.
Eveline Buchheim
The very wealthy Marie-Thérèse Brandenburg van Oltsende-Geyssens (1893 – >1972)

was one of the few white women who stayed outside the internment camps during the
Japanese occupation of Indonesia (1942-1945). She continued to live in her own villa
under luxurious circumstances. At that time she was in close contact with a Japanese
man, Minoru Sakata (1902-1974), who worked for the Japanese Propaganda
Department. In this paper I present a comparative analysis of three different texts that
throw light on the shifting loyalties of this Belgian-Dutch woman. In her texts she
deploys a range of rhetorical tools to show her commitment to those in power at
different points in time, with the main goal to save her own skin. The first two texts, a
handwritten Japanese table of contents of her wartime “Memorandum” and a series of
four articles published in 1944 in the Japanese language newspaper Java Shinbun,
outline her life and her sympathy for the Japanese occupiers. In a postwar text from
1947 - that is also called “Memorandum”- Brandenburg largely presents the same life
events, but now framed to fit her supposed loyalty to the Dutch rulers. The comparison
of the texts and the different contexts in which they were produced illustrate how
Brandenburg scripted her life along the lines she deemed necessary, and how at some
points she made use of and then again denied her connection with a Japanese man.
173
20- Paper session: Computerized methods
Chair: Joshua Parker
20-A: Changing faces: Stories of challenges in recognition of facial expressions and

emotions in young adults with Asperger’s syndrome
Kim Gordon
Introduction: The examination of Asperger’s Syndrome (AS) through the prism of

cognitive psychology has developed over the last decade. Against the significant
findings in neuropsychological research of AS, this study raises the question of how
qualitative methods combined with cognitive neuroscience (CN) and cognitive
neuroimaging technology (CNT) may support research which addresses issues specific
to AS: namely facial expression and emotion recognition, and social interaction. This is
particularly important as students with Asperger’s must navigate highly populated
environments and social settings in the university campus. Literature currently
addresses neurological problems of identifying emotion, however little is known about
how this affects young people with AS and their quality of life during and post-university.
Aims: The following study will take on a threefold examination of: (a) obstructed
narratives between psychology disciplines; (b) social interactional challenges of young
people with Asperger’s Syndrome, and; (c) understanding life with Asperger’s and
addressing specific needs with a pluralist approach. Methodology: Four participants
diagnosed with Asperger’s syndrome who attended or recently graduated from
university in North West England. Interviews were semi-structured and audio recorded.
Data were analysed using Thematic Analysis and Narrative Analysis. Discussion:
Making sense of stories of self, using a pluralistic approach allows individuals with
Asperger’s syndrome to be better equipped to navigate social situations. Conclusion:
The informal and formal networks around Asperger’s individuals will develop a deeper
understanding and recognition of the challenges of social interaction for people with this
diagnosis.
174
20-B: The role of nvivo11 in the organisation and analysis of nursery workers narratives
Eva Mikuska
This paper reports on the data analysis process from my Doctor of Education thesis
entitled ‘Gendered notions of the ‘good’ nursery worker’. The purpose of the research
was to examine how experiences of early years workers informed the construction of
‘good’ early years practice in the UK context. Following a qualitative approach twenty-
six narrative interviews were undertaken These generated a large amount of qualitative
data and to achieve a systematic analysis I turned to computer-assisted qualitative data
analysis software (QDAS), NVivo 11. Although, QDAS acted as a tool to organise the
data, the process of analysing the ‘organised’ data was complex and was informed by
my understanding of the narratives. QDAS helped me to identify when, in which
interview, and where I was involved in conversation with the participants, highlighting
the ways in which the data was co-constructed (Reissman, 2008; Cigdem et al., 2014).
Using QDAS revealed how a personal researcher/participant narrative is socially
constructed at many levels. This approach allowed me to pay additional attention to how
meaning making was generated by addressing researcher/participant contradictions
within the same narratives which acknowledged different levels of complex power
relations (Holstein and Gubrium, 2008). Overall, using software improved the rigour of
the analysis process. However, it is important to ensure that the value of both manual
and electronic tools in qualitative data analysis and management does not reify one
approach over the other. Researchers should remain open to, and make use of, the
advantages of each.
175
20-C: Towards text-mining therapeutic change: A systematic review of the existing
qualitative methods and their potential for text-mining
Wouter Smink, Anneke Sools, Janneke Van der Zwaan, Sytske Wiegersma, Bernard
Veldkamp and Gerben Westerhof
The automatic analysis of natural language and narrative changes the traditional ways
of conducting research in many fields. Psychology is one of these fields, and it has been
argued that narrative plays a central role in psychotherapy: storytelling and listening
always form a central part of what happens in psychotherapy and counselling. With the
increase in web-based counselling practices, the exchange of storytelling becomes
digitally mediated. This shift impacts the interpretive task of counsellor and client who
now have to rely on typed texts (i.e. transcripts, diaries, e-mails, psychotherapeutic
assignments), devoid of nonverbal behavior. Another consequence of these
developments is that large bodies of counselling text become available for research into
how therapeutic change works. This opens up new avenues for analyzing the
Therapeutic Change Processes, on the basis of a combination of text-mining methods
(using the computer to automate analysis of large bodies of text) and qualitative and
narrative methods for investigating counsellor-client interaction. This paper presents a
systematic review of existing methods (with Innovative Moments Coding Scheme,
Narrative Process Coding Scheme, Assimilation of Problematic Experiences and
Conversation Analysis as most widely), and explores their potential of these methods by
balancing criteria assessing their: a) reliability, b) validity, and c) ‘automatability’ (i.e.
have potential for text-mining). We conclude by discussing the interplay between human
and machine interpretation involved in a computational narrative approach to
therapeutic change process research.
176
21 Panel: Listening and illuminating liminal spaces of (dis)ease: Story-ing living and
dying
Chair: Laurene Sheilds
The liminal spaces of living and dying with fatal chronic disease are central to the
human condition. We all live and each of us will die. How we tell stories of living and
dying illuminates and obscures the realities of that embodied experience. This is
especially true as we tell stories across interdisciplinary spaces and to varied
audiences. Our experiences of living and dying are mediated through stories, yet often
there is (dis)ease in voicing and hearing these stories. Various scholars recognize the
importance of presence in witnessing suffering, and emphasize a new approach to
research in professional practice and health care disciplines that is guided by a
corporeal turn. In this symposium, we will share findings from a longitudinal narrative
project with 84 participants living and dying with end-stage kidney disease, heart failure,
chronic obstructive pulmonary disease and advanced cancer. Relational narrative
interviews were held with patient and family member participants over 12-18 months to
explore their stories of the uncertainties of life-limiting illness. Aspects of experience that
are difficult to language were illuminated using photo-elicitation. Symposium
presentations include a layering of methodological approaches in exploring experiences
of uncertainty (narrative interviewing, performative listening, and dialogical story-telling);
and arts based strategies (text and visual representations, métissage, and oral and
digital storytelling) to share findings and illuminate: 1) easing into the (dis)ease of
uncertainty in life-threatening illness; 2) embodied emotion in storying (dis)ease ; and 3)
un-told stories between patients, family members and health providers.
177
21-A: Understanding emotion in storying (dis)ease
Anne Bruce, Lacie White, Laurene Sheilds and Marcy Antonio
Emotion in storytelling remains unexplored-- yet is integral to narratives of (dis)ease,

loss, and living well with serious illness. In this presentation, we discuss our narrative
inquiry approach, wherein we turn towards the corporeal. To begin, we assume a
centrality of felt-sense and emotion in narrative interviewing and analyses, and explore
ways of attending and attuning to emotional (and relational) complexity inherent in
stories confronting mortality. Using performative listening, expressive tones in
participants’ narratives of living with serious illness, or caring for a family member, were
examined with attention to areas of uncertainty and liminality. Dwelling in diverse data
sources (audio, visual images, and text), emotions were heard, seen, and felt, reflecting
complex, liminal experiences of sadness-peace, hope-fear, loneliness-connection, and
(un)certainty of death. We highlight the ethical workings of narrative for nurses including
emotions as sites of (dis)comfort and social control (in qualitative research and clinical
practice). Exploring how health professionals may use such liminal narratives to
promote “critical narrative savviness”, we situate emotions within social hierarchies
acknowledging emotion as embodied experience that is acted out in relations of power.
Understanding emotion as inseparable from storying, we explore: a) why affective
aspects of storying are often overlooked in qualitative health research; and b) how affect
is shaping our understanding and interpretation of illness narratives. Finally, we suggest
specific approaches for attending to and analyzing affective dimensions in narrative
analyses.
178
21-B: Un-told stories of (dis)ease between patients, families, and health providers:
cultivating relational spaces of compassion
Lacie White, Laurene Sheilds, Marcy Antonio and Anne Bruce
Experiences are fraught with uncertainty for people living with life-threatening illnesses
and their families, as well as for health providers who seek to support them with care
and compassion. Dynamic and shifting standpoints within and between individuals and
health care providers create added layers of uncertainty. The relational complexity of
inter-acting (and opposing) perspectives, adds difficulty in knowing how to meet the
needs of people who are dying and their families. Further, death, dying and suffering
remain socially uneasy. Stories of living-dying, are often silenced, as they unsettle and
provoke through their telling/hearing. In this presentation, we discuss upholding a
dialogical ethic to dwell within these un-tell-able and un-hear-able stories. Here we draw
from participants’ stories across two narrative studies exploring: 1) how people living
with life-threatening illnesses and their family members experience uncertainty, and 2)
how palliative care nurses with a mindfulness practice navigate relational challenges
inherent in their work. Juxtaposing storied experiences of people with illness, their
family members, and palliative care nurses, we use story-telling as a method of
knowledge translation to emphasize the relational complexities central to enacting a
palliative care approach. The stories will show how despite care providers’ best
intentions their (in)actions can, at times, further extend suffering. We will illuminate
considerations for how to engage in dialogically informed storytelling (which is also an
uncertain practice) with evocative and ‘taboo’ topics. By shining light on these tightly
held stories of (dis)ease we aim to cultivate relational spaces of understanding and
compassion.
179
21-C: Liminal spaces: easing into stories of living and dying through métissage
Marcy Antonio, Laurene Sheilds, Anne Bruce and Lacie White
In our “death denying” culture people living with fatal chronic conditions seldom have
space to talk about death, dying, and the experiences of living with life-limiting illness.
For this presentation, we will explore narratives about one of the most profound aspects
of human existence: the liminal experience of living-and-dying with a fatal chronic
condition. Using métissage as a performative approach we will share narratives and
photos taken by patients and family members. We blend images and participants’
expressions to call forth that which cannot be readily articulated. This approach will
convey experiences of uncertainty, facing death, and the in-between (third-space) of
patient and family (dyadic) tensions. In sharing their experiences of uncertainty,
participants moved within (dis)comfort and (un)ease, touching upon and away from
experiences of living and dying. Encountering difficult words such as “there is nothing
more that we can do”, further magnified the uncertainty of a life-limiting diagnosis. When
told with certainty “you have X months to live”, then surviving beyond prognosis, this too
further evoked liminal experiences for patients and families. Through these experiences
participants described the uncertainties in their day to day world; living with on going
dying and loss, and living well amidst (dis)ease and suffering. Participants also resisted
narratives of dying and focused on unfolding experiences in their everyday, such as
changing relationships and the importance of one’s sense of home. Through this
performative piece we open possibilities for how participants, including dyads, are living
well within liminal experiences of life-threatening illness.
180
22- Paper session: Pregnancy and birth
Chair: Ulrich Teucher
22-A: Dissonant narratives and healthy pregnancy
Marion Smith
This paper arises from a small research project on the experience of pain in ‘healthy’
pregnancy. The women who participated in the study were experiencing desired,
healthy pregnancy, but suffered from one or more of the often expected (and accepted)
so-called ‘minor disorders’. These are conditions that are generally considered harmless
to mother and baby and too common to be of major interest to clinicians, but which can
be severely painful or distressing and disruptive of daily life. The paper introduces and
explores what it means for these women in terms of the troublesome aspects of their
pregnancy to inhabit a ‘healthy pregnancy’ narrative. In talking about the complexity of
their relationships – with self and with health care professionals – while coping with
difficulties of various kinds, the women tell stories to portray the dissonances that arise
for them. The paper starts by examining the nature of the ‘healthy pregnancy’
narrative. I then move on to introduce stories that the women shared with me in order to
express how they do not fit the narrative despite regarding themselves as being in a
state of healthy pregnancy. In answer to the challenges they experienced, the women
adopt various coping strategies to help them through pregnancy care as well as through
embodied aspects of pregnancy itself. The paper concludes by reflecting on the power
of a central narrative and its potential unintended repercussions, and its relationship to
individual stories as research data.
181
22-B: Preterm birth: tracing the medical impact of master narratives
Miriam Halstein
If courses and sequences of events transgress cultural notions of normality, they tend to
get marginalized. There is no script, no master narrative for these kind of experiences,
which condemns them to non-existence. Undergoing such a marginalized experience
complicates coping processes as well as the event’s integration in one’s
autobiographical narration and narrative identity. Medical research indicates that
parents, who are often in shock after preterm birth, can, due to their shock, severely
impact the preterm born child’s development; an impact as tremendous as the
difference between being able to live independently or institutionalized due to
developmental cognitive impairment. By focusing on narratives of parents with a
preterm born child, I aim at establishing how medical practice and personal experience
is impacted by cultural discourse on normality. In my talk, I draw from my medical
dissertation project. I conducted partly biographical narrative interviews with parents on
their experience of preterm birth resulting in disability. The concepts of master narrative,
story and counter story form the study’s theoretical framework and introduce preterm
birth as a transgressive element in narrative world-building. My results were gained by
approaches and concepts of cultural studies, yet hold tremendous potential for medical
practice. By showing that what is perceived as normal not only influences patients’
attitudes, but preterm born children’s development, I establish that engaging with
patients’ narratives is an important tool in treatment and thus in contributing to patients’
well-being.
182
23- Paper Session: Professional experiences of teachers
Chair: Ietje Pauw
23-A: Narrative pedagogy in fostering cross cultural understanding in Israeli teacher

education
Michelle Kinsbursky and Freema Elbaz Luwisch
Teacher education institutions in Israel instruct a diverse student population. In fact,

higher education is noted to be one of the sole venues in this society where groups from
different cultural, religious and ethnic backgrounds are engaged with each other. The
years spent at college studying together thus have the potential to encourage greater
cross cultural understanding between the different groups. This presentation will
examine the role of narrative pedagogy in fostering such understanding, drawing on the
work of Xin Li, et. al. (2009) on pedagogies of “narrative shifting” and on the
“borderlands” perspective of Anzaldúa (1987). We look at two settings in which a
diverse population of pre-service Israeli teachers write reflectively and personally,
sharing their ideas in discussion and in letter-writing. In the first case, the students
reflect on their study of literary works with a borderlands perspective. In the second
case, students write the life-stories of people who influenced them, and engage with
their peers about the writing. Both the study of literature and personal writing lead to
discussing themes of human relations. These pedagogic choices offer the educator-
researcher the possibility to observe the kind of dialogues students from different
groups are willing to have with each other and how they story their cross cultural
experiences in the course and outside it. In conclusion we ask what are the implications
of this research for teacher education.
183
23-B: Storying teachers, storied youth: Learning to teach in community spaces
Melanie Burdick
This presentation describes a narrative inquiry of a five-year long community-based field

experience initiative for secondary teacher candidates who were attending two different
universities in the midwestern United States. In this study, community-based field
experiences are framed as alternatives to classroom placements where teacher
candidates can begin to story their identities and the identities of students outside of
traditional classrooms, contributing to their learning in significant ways. Within the data
from participants’ narrative writing and interview transcripts, two interconnected themes
emerged: Teaching and Learning as a “Reciprocal Transformation” and Re-thinking
Characterizations of Youth. Results of our study indicate that community-based field
experiences allow prospective teachers to purposefully re-negotiate the storied
relationships among “teacher,” and “student,” identities, and contemplate what benefits
such a re-negotiation has to their future position as classroom teachers.
184
23-C: Understanding ‘becoming’: A narrative inquiry into how identity shapes and is
shaped by experience in the lives of teachers in cross-cultural contexts
Nicola Gram
This presentation explores the insights gained from a narrative inquiry into the
experiences and lives of teachers in their first year teaching abroad. This presentation
does not focus on the study’s findings per se, but rather on a conceptualisation of the
process of becoming drawn from the individual stories lived and told, thus, it is hoped,
strengthening a narrative understanding of experience and identity, narrative inquiry as
a research method, and what can be learnt through stories. Understanding how identity
shapes and is shaped by experience has implications for practice and support that
might contribute to sustaining positive identity and effectiveness particularly through
periods of instability during personal and professional change. The findings from this
study offer intriguing insights for opening up possibilities for better understanding the
complexities of the liminal space (Kennedy, 2001) of becoming and for how we might
shape (and interrupt) stories in order to shift cross-cultural experiences and identities in
positive ways within the context of global and multicultural contexts and across
professional fields.
185
23-D: Reading emotions in stories: Beginning teachers narrate their work
Erkki T. Lassila, Sonja Lutovac, Eila Estola and Minna Uitto
Our research focuses on reading emotions in Finnish and Japanese beginning teachers’
stories about their work. In narrative interviews, we elicited stories via broad questions,
but did not specifically ask for emotions. Regardless, collected stories were replete with
emotions. Teachers sometimes explicitly labeled their emotions, but more often they
were implicit and felt through their narration. In turn, examining emotions presented
itself as methodologically challenging: they had to be carefully traced back to particular
expressions or exchanges in the interview. We understand emotions not just as private
psychological experiences, but constructed in everyday social interactions between
individuals and their environment. As such, we read them through the concept of the
politics of emotions, which focuses on power relations and their intertwinement with
emotions. We thus examined the narration of emotions by paying special attention to
the immediate socio-cultural context and cultural sense-making in the formation of the
stories. In the stories the politics emotions appear as control via appealing to emotions
and resistance to that control, as the rules and possibilities to feel and express one’s
emotions or as the effects of emotions for the daily practices. Our findings suggest that
there is a master narrative in effect in how teachers tell about the complexity and
uncertainties more as a general feature of beginning teachers’ work rather than as their
own personal experience, thus avoiding appearing too vulnerable. Finally, this
research challenges the audience into a discussion on the theoretical and
methodological implications of studying emotions in narrative research.
186
24- Panel: Expectation, Experience and Master/Counter Narratives II
Chair: Matti Hyvärinen
24-A: Where’s the rub? Counter-narratives and positionality
Molly Andrews
Counter-narratives only make sense in relation to something else, that which they are
countering. The very name identifies it as a positional category, in tension with another
category. But what is dominant and what is resistant are not, of course, static questions,
but rather are forever shifting placements. The discussion of counter-narratives is
ultimately a consideration of multiple layers of positioning. Using data from different
research projects, this paper will discuss challenges of identifying counter-narratives in
research and explore ways of analyzing them which highlights their relationship to the
dominant, though often unarticulated, master storylines.
187
24-B: Defending against expectations of censure by drawing on everyday experience
and knowledge: counter/master narratives of environmental practices
Ann Phoenix
Governments and Non-Governmental Organisations frequently place a weight of

expectations on families to behave in ways that will not contribute to climate change.
Yet, little is known about how families (and their different members) experience their
environments and environmental practices. This paper draws on a study of family lives
and environment conducted in India and the UK to examine ways in which people
defend themselves against possible charges of being environmentally irresponsible by
drawing on their everyday experience and knowledge. It starts from Corinne Squire’s
notion that narratives of experience are not experience per se, but argues that such
narratives are central to understanding the complexity of what people consider is
expected of them, and what they expect of themselves based on their multi-faceted
experiences and knowledge. Since notions of individual action to prevent climate
change have become canonical, presenting narratives that refuse this notion potentially
puts narrators into ‘troubled subject positions’ (Wetherell, 1998). While anticipations of
‘trouble’ can serve to make some things untellable, some participants in the Family
Lives and Environments project who spoke of resisting canonical notions of individual
climate change behaviour negotiated troubled subject positions by defending against
possible censure from interviewers. They did so by explaining their experiences,
including their theoretical knowledge and/or appealing to narratives of caring for family
members or making life liveable. In such narratives both master and counter narratives
are simultaneously evident.
188
24-C: Not all counter-narratives are sugar and spice and everything nice: how
misogynistic masculinity movements contest the master narrative
Matias Nurminen
How to approach counter-narratives of communities that seek to implement dubious and

even radical ideas and agendas? The past decade has witnessed a multitude of
masculinity movements emerging from the Internet. These movements dub themselves
the manosphere and although there are many groups interested in male wellbeing and
men’s rights, the manosphere is mostly known through its antifeminist wing. A common
denominator for this darker part of the manosphere is their interest in creating and re-
using narratives to further their cause. In my paper, I discuss how the radical groups,
like neomasculinity and Men Going Their Own Way -movement, appropriate literary
fiction to recruit new members and to normalize their misogynistic worldview. The
manosphere’s narratives negotiate with their readers to make the offered counter-
narrative more acceptable and accessible. My aim is to analyse the strategies used to
utilize the literary and how they persuade readers to enter what Neal R. Norrick (2005)
has defined as the dark side of tellability: the manosphere’s narratives obscure the
radical notions that might have previously provoked resistance from the reader. The
case at hand also problematizes the tendency to see counter-narratives as constructive
or well-intentioned.
189
25- Paper session: Gender, power and agency
Chair: Rita Vallentin
25-A: Making sense of a ‘normal childhood’: an early analysis of young women’s

accounts of growing up with domestic violence
Tanya Beetham and Professor Jane Callaghan
This paper presents an initial analysis of retrospective narrative interviews with young
adults in the UK who experienced domestic violence (DV) in childhood but did not
access specialist support. This study developed in response to concerns about the lack
of contextualised representations of young people in DV research. Sociological
perspectives of childhood appear in some research with young people , but most
qualitative DV research is located within services, or uses professional bodies as
gatekeepers. The impact of this is that stories are told, received and constructed
through a service-lens, significantly influencing the types of stories and childhoods that
are made visible. A community sample of nine young women were interviewed about
their accounts of coping with DV. Current literature places little emphasis on
contextualising such accounts, or analysing through an intersectional, narrative
framework. The analytical framework used in this study is informed by constructionism,
intersectionality and feminism. Critical reflexivity regarding the positioning of myself as
researcher, was also a key element of the analysis. This paper highlights the
complexity of how young adults narrate, and make sense of their coping and
relationships in diverse contexts of experiencing DV outside of service provision.
Accounts of family life and relationships were told through the multiple positions of
participants. Negotiations of tensions in relation to normative discourses about families,
childhoods and DV will be explored, and the initial analysis emphasises tensions of
feminist discourses and culturally shaped normative discourses. These tensions are
situated in, and through, lived experiences of DV in childhood.
190
25-B: Woman as victim: news narratives and construction of gender ideologies
Derya Duman
The role of media in the construction of social identities is already very evident and
various studies from different disciplines, such as media studies, gender studies,
discourse analysis, sociology, etc. have contributed to our understanding of media in
the shaping of gendered ideologies in the society. This study is another attempt to
appreciate the role played by the media in the construction of images of female victims
who have been killed by their husbands in Turkey. The tragedy of those women is all
the more shocking for the reader of the new millennium because figures suggest that
modernity brings no advantage to women when it comes to domestic violence:
Ironically, the number of women being killed by their husbands/partners continues to
increase. In order to understand the construction of female victims’ identities in news
narratives, a database was created which is composed of news stories from national
newspapers published in Turkey in 2017. Purposeful sampling was used in the
establishment of the database. In the analysis of the data, a text-based discourse
analytic approach was employed as well as narrative analysis. The findings illuminate
the way the victims of domestic violence are constructed in newspaper narratives.
191
25-C: Refusing the name of the mother[-in-law]: lithuanian women talking about their
‘feminist’ surname
Ieva Bisigirskaite
In the Lithuanian language, a traditional woman’s surname reveals her marital status as
it is a derivative of a man’s surname (be it a father or a husband) with a matching suffix
added to it. As there were no linguistic solutions that would enable women to have a
‘neutral’ surname, a third suffix was introduce on account of a group of Lithuanian
feminists in 2003. Given that 1) anti-feminist sentiments are deeply rooted in post-
communist societies and 2) traditional surnames are seen as essential to the cultural
heritage, this paper interrogates how Lithuanian women who made use of the ‘new’
surname make sense of their choice. Built around the idea that coherence is essential
to our perception of the self, this paper reads both public and private accounts of
women who have obtained the ‘new’ surname as biographical narratives about their
social identity. While their narratives engage with highly contested notions of gender
and national identity, this paper questions how these discursive constructions seek
ideological integrity while simultaneously positioning oneself as an agentic subject.
Positioned within the field of cultural and gender studies, this paper applies a narrative-
discursive research approach (Taylor and Littleton 2006) and such analytic concepts as
‘interpretative repertoires’ and ‘canonical narratives’ and shows how dominant public
discourses are being employed, negotiated, challenged and reworked within personal
narratives about self-naming.
192
26- Paper session: Interpretation in life, research and literature II
Chair: Jeff Carnes
26-A: Narrative theology: Repentance, narrative and identity in the work of Joseph B.
Soloveitchik
William Kolbrener
Joseph Soloveitchik, rabbi, philosopher, and theologian was one of the most influential
Jewish thinkers of the 20th century. His hybrid and sometimes ambivalent set of
commitments emerge from his provenance as the twentieth-century scion of the Brisk
rabbinical family but also from his years at the University of Berlin where he earned his
doctorate in philosophy. Soloveitchik may be known for his philosophical renderings of
normative rabbinic concepts; my paper for ‘Narrative Matters,’ however, attests to the
story of Soloveitchik’s self-construction implicit in his works, through anxious
engagement with his predecessors, eliciting an ambivalent path from Brisk to New York.
That is, I not only chart the trajectory of Soloveitchik’s self-fashioning, through his
philosophical and theological works, but also through his representations of personal
and family history, as well as his focus on the psyche, as a means to distinguish himself
from his ancestors. For Soloveitchik and his family tradition, the hiddush or the
innovative interpretation, represents the apotheosis of the freedom associated with the
type most associated with his work, the ‘halakhic’ or legal man. Soloveitchik’s greatest
hiddush, in my account is the innovation of the self, the creation of a new persona,
through a process, however fraught, undermining the values and commitments of the
precedent ‘halakhic men’ whose legacy he at once continues to exemplify, but also
surpasses. Finally, I show how for Soloveitchik, the category of ‘repentance’ or teshuva,
is the center-piece of his theology, serving as the primary means to narrate, indeed re-
make, the self.
193
26-B: Narrative identities in sophocles' Oedipus Tyrannos
Emma Lape
I propose a reading of Sophocles’ Oedipus Tyrannos (OT) that views Oedipus’ identity
from a narrative psychology perspective; this approach diverges from previous, trait-
based readings. Classical scholarship has been hesitant to explore identity and,
generally, tragic characters’ mental processes. This misses an opportunity, for
characters’ words can reveal implicit psychological theories that enrich our
understandings of both classical literature and psychology. The past decade has seen
rising interest in this ‘reading of literary minds,’ as Felix Budelmann and Pat Easterling
term it, for which narrative approaches are especially apt. OT in particular yields rich
insights regarding narrative formation of identity. Broadly, as Karl Reinhardt argues, the
plot is structured to explore Oedipus' question “What am I?” Moreover, on my reading, it
is a play about the functions and failures of narrative in shaping self-understanding.
Following Dan McAdams, I understand life narratives as the “internalized stories people
live by” that express identity. The play grapples with tensions among multiple goals of
narratives and ways we evaluate their success. I ground my reading in Oedipus’
speech recounting a childhood incident (OT 774-785): a houseguest declares Oedipus
a plastos—false or fabricated—son to Polybus. This ‘fabrication’ is portrayed as a
lifelong process, wherein Oedipus’ physical environment molds a series of identities—
part of Sophocles’ picture of humanity at the mercy of external forces (gods, time). In
this way, the play—especially the chorus at 1186-1222—questions identity’s stability
and the narrative coherence constructed through life stories, wrong in all their richness.
194
26-C: The Realm of Meaning, form and content: on Raimond Gaita, narrative and ethics
Hektor Yan
Having written a book described by Roger Scruton as 'an experiment in narrative

philosophy', the contributions made by the contemporary philosopher Raimond Gaita (b.
1946) are clearly not restricted to his penetrating criticisms on mainstream moral
philosophy (from the Anglo-American analytic tradition). His many insightful ideas, such
as distinction between the realm of fact and the realm of meaning, and his insistence
that reflection on meaning can only take place in a medium where form and content are
inseparable, strongly suggest that moral philosophy and ethics need to acknowledge
the importance of a critical vocabulary that is essentially narrative in nature. If Gaita's
position is plausible, the implications on ethics and moral understanding are profound.
For, ethical issues pertaining to what it means to be human would need to be informed
by stories and narratives. One may also need to rethink what it is to be an individual
human being if one is serious about the notion of narrative truth. This paper is an
attempt to address the issues on meaning and narrative raised by Gaita. To do so, it
critically examines the philosophical basis of his views and explores the possibility of
applying them in ethics and other related fields in the humanities. Examples include a
recent article on what is known as 'experimental philosophy' and the representation of
non-human animals in popular culture (such as wildlife documentaries).
195
27- Paper session: Computational methods
Chair: Winnie Gebhardt
27-A: Let’s talk about the past, present and future: interdisciplinary perspectives on
narrative identities of young refugees
Janieta Bartz and Thomas Bartz
Creating a narrative identity in a postmodern society is mainly a process of

reconstructing reality. Particularly in pluralistic contexts, people interpret their individual
small (hi-)story in the context of the large and influential narratives of our times and
socio-religious cultures. How do young refugees see and present themselves when they
tell their own small narratives of their lives, and how do they arrange them within the
large socio-religious narratives of our societies? In our contribution, we present insights
into these questions derived from data that we obtained from school and university
students with and without experiences of migration, who came together to discuss their
individual narratives against the backdrop of political, cultural and religious matters of a
pluralized society. The main goal of our contribution is twofold: we focus on the
individual narratives and the underlying narrative identities of the young people on the
one hand as well as on the analysis methodology facilitating these insights on the other.
The collected narratives were analysed using an interdisciplinary approach: Theological
and socio-cultural paradigms, myths and archetypes (e. g. the narratives of the bible
and the Qur'an) as well as psychological development models were used as a
theoretical foundation and combined with the linguistic method of topic analysis. Using
language technology, potential topics and their interrelations were automatically
detected in the narratives. The results were then passed back for manual analysis. This
enabled researchers to analyse a larger amount of narratives while concentrating on the
interesting content-related aspects.
196
27-B: Transmission tales: a complex-systems approach to narrative structure and
semantics
Max van Duijn and Tessa Verhoef
In the past decade, language-evolution researchers have discovered how processes of

cultural evolution have influenced the way languages are structured. Great progress has
been made by combining computational modelling with laboratory experiments to study
language as a complex-adaptive dynamic system. Here we propose to apply the same
approach to the study of storytelling. Our ultimate aim is to predict and explain structural
and semantic elements in stories that have been around for a while, such as myths and
fairy tales. To that end, we (1) offer a theoretical reflection on how methods from the
field of language evolution should be adjusted to fit the (partly parallel, partly very
different) case of storytelling, and (2) present experimental results. Our starting point
will be Bartlett’s “Chinese-whisper”-studies from the 1920s in which stories were told to
participant A, who then re-told these to B, then B to C, etc., forming a “transmission
chain”. Observations suggested an influence of cognitive biases on the persistence or
change of story elements, for example the enhancement of visual imagery or the
intensification/dramatisation of elements such as personal relationships. We revive this
line of work, but with the use of modern quantitative methods and measures, combined
with qualitative analysis on different narratological levels (time, space, viewpoint). We
are developing an online “story-transmission game” that allows us to systematically
trace various story elements across rounds of transmission. This will indicate what kind
of elements persist, i.e. are “adaptive” from a cognitive and cultural-evolutionary point of
view.
197
27-C: Enhancing narratives through information quality assessment
Davide Ceolin, Ozkan Sener, Lora Aroyo and Julia Noordegraaf
When constructing narratives, quality matters. A narrative can be seen as a sequence

of connected events, and each of these events can be characterized by one or more
sources. The quality of the sources, the quality of the event reconstruction process, and
the quality of the event aggregation process, all concur to define the quality of the
narrative, although at different levels. Assessing the quality of sources is a challenging
task in itself. Source criticism is a common practice developed in the humanities to
assess the quality of information sources. Often times, source criticism is implemented
through qualitative checklists that allow scholars to contemplate the quality of their
sources. These qualitative checklists identify provenance (e.g., publication date and
location) and content (e.g., bias) elements that scholars should consider when
assessing the quality of their sources. In our research, we investigate how to extend
source criticism to deal with Web sources. Given the scale and digital nature of Web
sources, this requires employing a combination of human and automated computation.
Human computation is used to obtain samples of assessment of Web sources.
Automated computation requires adopting a quantitative approach to source criticism,
and allows scaling up assessments at Web scale. In this talk, we will discuss how, by
leveraging Web source criticism and provenance reasoning, we can develop a
multilayered narrative quality model.
198
28- Panel: Risk narratives and health literacy – interdisciplinary approaches
Chair: Saskia Jünger
Biomedical innovations in the field of predictive diagnostics entail the promise of ever-
earlier detection of individual disease risks. Preventing or minimizing risk has become a
predominant discourse in the healthcare sector, creating a new group of people, that is
‘persons at risk’ or even ‘at (ultra) high risk’. As a remedy to cope with a growing
amount of complex information and options for health-related decision-making, the
concepts of health- and risk literacy are currently receiving increasing attention. The
purpose of this panel is to illuminate health risk narratives, analysing the process of
negotiating and managing uncertainty through the lens of different disciplines. We
hereby refer to the story-telling notion of ‘narrative’, aiming to unfold the potential of
narratives for epistemology, methodology, and clinical practice. The panel comprises of
four contributions, encompassing diverse perspectives and methodological approaches
to risk narratives: (1) a historical-cultural perspective on the evolution of the concept of
risk and the corresponding world views / societal contexts; (2) a linguistic approach,
examining language use in narratives on impending health risk; (3) a view from medical
anthropology on risk literacy, analysing narratives by people in four clinical fields; and
(4) a sociology of knowledge perspective on epistemological hierarchies of knowledge
production with respect to health risk. Integrating the views from literary studies,
philosophy, applied linguistics, anthropology, health sciences, and psychology, we
expect to prepare the ground for a fruitful interdisciplinary reflection on the potential of
narratives for a critical thinking and a savvy communication about health risks.
199
28-A: Complex narrations of uncertainty: a literary and cultural perspective on
conceptions of risk
Julia Hoydis
Across disciplines, questions of responsibility and decision-making cluster around risk.

The health sciences employ a concept of risk as measurable uncertainty, driven by an
action-oriented paradigm of prevention. Referring originally neutrally to the objective
estimation of possible events, the mainly negative association of risk with danger of loss
(rather than chance of gain) and the avoidance paradigm dominant in the health
sciences today is only shaped in the course of the 19th century. This has implications
for risk’s focus on agency and affective responses it comprises besides probabilities.
This contribution explores the evolution and currency of risk from the perspectives of
cultural sociological theory and literary studies, sketching a wider background for
analysing health risk narratives. Following a narratological approach, risk appears tied
to ethical criticism and storytelling as a means of constructing meaning, causal
coherence and dealing with uncertainty and randomness. It forms an integral part of
(self-)narration, as well as dialogic interactions, and sublimates accidents, actions,
hopes and fears into ‘storied’ lives. Understood as probabilistic, evaluative orientation,
risk is formulated fusing the temporal horizons of past, present and future. Such a
narrative understanding forms common ground and interdisciplinary risk research has
much to gain from the analyses of cultural practices, metaphors and plot patterns at
micro or macro levels offered by literary criticism. Any (health) risk research must be
carried out at the intersection of science, culture, and society that defines risk itself and
beyond its narrow technical-scientific definitions includes complex affective, social-
cultural processes invariably negotiated through narratives.
200
28-B: Persons at risk? Narratives in the context of health and risk literacy – an empirical
approach
Mariya Lorke and Laura Harzheim
Medical innovations in predictive diagnostics and the emergence of the new target
group of “persons at risk” in the health sector require profound anthropological research
on perceptions of risk from a bottom-up perspective. How do people, defined as
“persons at risk”, narrate their own risk experience, how do they integrate the medical
information about risk in the narrative of their everyday life and identity? Is the risk-
story-telling a way of coping with uncertainty or a mechanism for uncertainty avoidance?
Which impact do the perceptions of risk have on the health behaviour of individuals?
The purpose of this contribution is to situate the risk narratives of “persons at risk” in
four clinical fields (coronary heart disease, psychosis, Alzheimer’s disease and familial
ovarian and breast cancer) in the context of health and risk literacy and to outline
possible ways of integrating these insights in the promotion of “critical risk narrative
savviness” among citizens. Based on empirical data from narrative interviews in the
context of the project “Health Literacy of Persons at Risk – From Information to Action”
the role of risk narratives in risk-communication and their relation to health-related
behavior will be illuminated. The practical experiences made with the methodology of
narratives in the context of health and risk literacy, embedded in theoretical
considerations, emphasizes the relevance of narratives in social science and public
health research. The inductive approach can reveal diverse aspects of experiencing and
dealing with health risks and thereby contribute to the dialogue between healthcare-
providers, health policy and citizens.
201
28-C: The potential of narratives for the understanding of patients' risk perception
Carolin Schwegler
With the growing prevalence of predictive and preventive medicine, patients in everyday
clinical practice are increasingly faced with the option of risk prediction. Being a person
at (high) risk, however, does not mean that one is certainly suffering from the disease.
Hence, the physician’s disclosure of test results becomes a risk disclosure. Meanwhile,
the risk perception of patients and their close others remains unclear: What is the deep
understanding of “risk” among the persons concerned? In this examination, episodic
and narrative interviews (Flick 2000) were conducted in order to develop a better
understanding of risk perception. First, linguistic structure and function analyses reveal
knowledge about different types of statements as macrostructures of speech. Second,
frame-semantic topic analyses (Konerding 1993, 2005) and lexical analyses of risk
narratives were applied. It appears that narrative types of statements in particular can
detect a great variety of everyday (episodic) knowledge which is manifested less in
argumentative explanations. This suggests that the perception and the knowledge of
risk cannot be gathered through direct questions, but is organized in the cognitive
process of the narrative constitution of knowledge, in temporally meaningful episodes of
human experience (also see Schütze 1967, Ricoeur 1984, Polkinghorne 1988). With a
specific focus on narratives, lexical and thematic patterns of risk perception can be
identified. A linguistic analysis, which focuses on narrative structures, can thus reveal
subjectively substantiated expectations and attitudes of participants towards risk
predictions and elucidate the handling of impending health risks.
202
28-D: (Un)doing risk in health and disease – epistemological entanglement of numbers
and narratives
Saskia Jünger
The operationalisation of health- and risk literacy in scientific research is characterised

by a focus on functional aspects of individual mastery; its measurement is dominated by
the use of standardised assessment instruments, developed and applied within a
biomedical framework. In line with the methodological hierarchy of evidence-based
medicine, narratives are regarded as inferior, non-scientific, everyday format of
knowledge production. The potential of narrative approaches and interdisciplinary
perspectives on health risks to date has been masked out, as it appears to be
incommensurable with the prevailing paradigm of generating medical evidence. Drawing
on the theoretical framework of the sociology of knowledge, the purpose of this
contribution is to critically reflect on epistemological power relations and methodological
hierarchies in scientific knowledge production and public discourses about health risks.
It aims to shed light on the entanglement of a nomothetic biomedical and an idiographic
narrative framework, arguing that these are intertwined and both equally concerned with
analytic logic and emotional appraisal. Referring to treatises on health risk from the
social sciences, the methods of knowledge production and the resulting narratives will
be examined: What is their impact in terms of attribution patterns concerning health
risks; the self-conception and identity as a ‘person at (ultra) high risk’; the social
construction of a risky health; embodied convictions about health and disease;
habitualised roles and interactions in the healthcare system; and the distribution of
responsibility and guilt? This analysis will provide the foundation for the vision of a
narrative epistemology of health- and risk literacy.
203
29- Paper session: Dementia
Chair: Charlotte Berendonk
29-A: The transformative grace of liminal space: storying advanced dementia nearing
the end of life
Gloria Puurveen and Alison Phinney
The experiences of people living with advanced dementia nearing the end of life have
been predominantly shaped by a singular master narrative of loss and deterioration,
framed in biomedical and instrumental terms. This narrative not only shapes the way
individuals with dementia are represented, constructed, and perceived in society, but it
also informs personal and healthcare interactions with them. Conspicuously missing
from this master narrative is the person’s lived experience at the end of life. In this
presentation, we draw upon dialogical narrative analysis (Frank, 2012) and Gadow’s
(1994) notion of relational narratives created in dialogical spaces, as a method of
gaining access to the experiences of individuals with advanced dementia who are
nearing the end of life. We do this by presenting a ‘metissage; ’ braiding together stories
of three older women with advanced dementia, their carers, and our commentary. We
offer an interconnected oral, visual, and textual presentation that provides the
opportunity for both narrator and audience to engage with storylines of living and dying
with advanced dementia. And in so doing, we invite the audience to engage in
(re)weaving new braids; extending upon ways of knowing, being, and being-together in
the world.
204
29-B: Recalling and sharing life-stories in a digitalized world
Marije Blok
The social World of aging people is diminishing. This is even more the case when these
aging people suffer from dementia. The emotional support of those who are still there is
becoming more important. However, since it is often not clear what is in an elderly
person’s mind, it is sometimes hard to invest in these relationships. An important way to
increase a feeling of emotional connectedness is the sharing of life-stories. There are
different digital tools to improve the communication between elderly persons with
dementia and their beloved ones by sharing memories. However, not so much is known
yet about the users’ wishes and preferences with regards to such tools. In the AAL
project MI-Tale, an app is being developed to help people with dementia to recall and
share memories with the ones around them – from different generations - in a playful
way. First step, however, was to collect wishes and preferences of different kinds of
users. What do they think of talking about the past? Who are important persons in their
life to share their story with? Which triggers can be used to recall memories and what
do aimed users think of the digital side? In this presentation the results will be discussed
as well as lessons learned for future research and development.
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29-C: The online life story book: process evaluation of a digital reminiscence
intervention for persons with early dementia
Teuntje Elfrink, Christina Ullrich and Gerben Westerhof
Life stories can contribute to the quality of life of persons with dementia. Memories are
stored in the autobiographical memory, a part of the brain that remains relatively long
intact in persons with dementia. Life story books (LSB) which are created with the
patients themselves can be used to support this reminiscence process. The Online Life
Story Book (OLSB) is a person-oriented narrative intervention which is attuned to the
changes in health care for persons with dementia. A process evaluation provides insight
in the creation process and the values of and the experiences with the OLSB. A content
analysis with 10 books is performed and interviews with stakeholders – participant,
informal caregiver, volunteer and professional caregiver – of 10 different cases are
conducted. This process evaluation, consisting out of 10 case studies, gives us a better
understanding of the everyday use and the possibilities of the OLSB in dementia care.
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30- Workshop: Understanding university rape culture through narrative and complexity
Diane Crocker
This workshop will explore how narrative research methods shed light on complex,
apparently intractable, social problems. Sexual violence and “rape culture” on university
campuses constitutes such a problem. Interventions and research to address these
problems have tended to assume a linear relationship between causes (e.g., students’
adherence to rape myths) and effects (e.g., sexist comments and sexual harassment).
From a complexity perspective, these approaches fail to recognize rape culture’s fluid
and unpredictable nature. Narrative methods are better suited to understanding this
context than traditional research methods. In this workshop, I will describe narrative
data collected from Canadian students about their experiences of “rape culture” and
sexual violence. Using a hands-on exercise for workshop participants, I will show how
the data shed new light on university “rape culture” and sexual violence by providing a
route into culture and the students’ “tacit knowledge” about the problem. Our in-depth
analysis of narrative patterns, and relationships between patterns, will lead to a
discussion of how narrative research opens doors to novel responses to sexual violence
on campuses.
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31- Panel: The ABC of Narratives in Transition - The role of narratives in analyzing and
shaping urban sustainability transitions
Chairs: Karoline Augenstein and Julia Wittmayer
An awakening interest in narratives across various academic disciplines can also be

observed in research aimed at understanding societal transformation processes
towards sustainable development (Luederitz et al. 2017). Sustainability transitions deal
with complexity, uncertainty and long-term change, and, particularly, the role of agency
and power structures shaping transitions at different societal levels (Markard et al. 2012;
Loorbach et al. 2017). As such, sustainability transition scholars are interested in the
roles that narratives can play in processes of societal change such as triggering
imagination through counter narratives, being tools for empowerment, or guiding action
(Davies 2002). To gain insight into (discursive) power struggles, incl. issues of framing,
the formation of discourse coalitions, competing counter narratives as well as dominant
policy narratives, they are interested in questions such as: How do actors make sense
of and deal with uncertainty and complexity, and eventually translate ideas into action?
How do they envision the future vis-à-vis dominant institutional framings? How can
insights on the role of narratives be used in transdisciplinary research settings, such as
transition experiments or real-world labs (Augenstein et al. 2016; Wittmayer et al.
2014)? The aim of the panel is to start a more structured dialogue between the two
research communities and to structure and systematize the various roles of “narratives”
in the field of transition research, with a specific focus on urban sustainability transitions.
208
31-A: Narratives of change: how social innovation initiatives construct alternative futures
Julia Wittmayer, Julia Backhaus, Flor Avelino, Bonno Pel, Tim Strasser, Iris Kunze and
Linda Zuijderwijk
Numerous initiatives worldwide aspire to contribute to social change towards more

sustainable, resilient and just societies. In this paper, we approach their ideas about
how such transformative change comes about as ‘narratives of change’, defined as sets
of ideas, concepts, metaphors, discourses or story-lines about change and innovation.
Such narratives of change reveal, amongst other, why the world has to change, who
has the power to do so and how this can be done. A literature review supports this
notion and a method to reconstruct and analyse narratives of change concerning their
content, production and their perceived role in social change processes. Following this
method and based on interviews, participant observation and relevant documents, the
narratives of change of four social innovation initiatives are constructed, namely
Ashoka, the Global Ecovillage Network, Shareable and RIPESS. A comparison of
these four narratives of change reveals a great variety in terms of framing the world, the
driving actors and the actual change process. Our analysis also highlights the great
importance that social innovation initiatives accord to narratives and stories as
strategies for shaping societal discourses. Lastly, narratives of change are performative
in recounting and outlining the theories of change, which are practiced and acted upon.
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31-B: Walk ‘n talk: finding alternative data narratives
Linda Zuijderwijk and Liesbet van Zoonen
Walk ‘n talk: finding alternative data narratives The ‘Smart city’, with its negative and
positive connotations is a dominant narrative explaining and guiding urban
developments, including the production and use of urban big data as produced by the
current digital revolution. This paper reports about ‘datawalkshops’ as a participatory
action-research method through which participants observe and critically reflect upon
the production and use of such big data. The approach is aimed at expanding the
dominant narratives about smart cities with alternative, everyday stories about living
among data and technologies It is paramount that citizens as well as policymakers
become ‘data-empowered’. This entails learning about questions, such as if and how
data is gathered, exploring and discussing how such data influences their (every-day)
experiences in the urban context, and developing alternative narratives, possible
actions and strategies for change. This results from so called ‘datawalkshops’, in which
participants observe and reflect upon various instruments and purposes of urban data.
During and after these walkshops the participants will engage in co-creating a narrative,
in which they reflect upon their observations and experiences and urban context within
which this walkshop took place. It is hypothesized that this enables the participants to
become active producers of their own narrative alternative to (or redefining) the
dominant ‘smart city’-narrative. This paper show the first ethnographic data of the
datawalkshops and engage into a discussion on whether and how this contributes to
data-empowerment of citizens and policymakers.
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31-C: The role of narratives in upscaling urban transition initiatives
Karoline Augenstein and Alexandra Palzkill
A central approach in transition research is to focus not only on the specific content of
narratives, but rather on the function they fulfill with regard to social interaction,
cooperation between actors etc.: How are new networks created for upscaling niche
initiatives through joint problem framing or shared visions of the future? How can
“narrative networks” facilitate change in practice? These questions are central in the
research project “UrbanUp”: To conceptualize and study upscaling strategies towards
an Urban Sharing Society, a narrative approach is combined with a focus on actor
networks and innovative business models emerging from these (as a resulting concrete
practice). What kind of sharing business models are successful and, in an urban
context, what forms of cooperation between business, civil society initiatives and local
government can be observed? How do sharing narratives of different groups of actors
create links with broader urban narratives and how does this foster upscaling processes
in a specific urban context? This combined perspective allows us to study sharing
business models as important drivers for upscaling processes and to understand the
basic motivation and underlying values expressed in narratives by different actors
involved in urban sharing initiatives. The aim is to create a deeper understanding of
change in culture and practice, and how these are interrelated, through the study of
emerging “sharing city” narratives.
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31-D: The role of narratives in understanding specific urban contexts for transitions to
sustainability
Boris Bachmann and Karoline Augenstein
Recent German research on political agenda setting in the urban context hints at
systematic differences between cities with regard to how problems are framed in
respective urban contexts. Cities can be understood as specific discursive horizons of
meaning („Sinnhorizonte“) for their respective urban societies. These horizons are
characterized by specific meta-narratives governing the extent to which framings of
challenges, solutions and responsibilities create resonance in a specific city, and
ultimately, how political action can be legitimized. In the context of the research project
“UrbanUp” we argue that understanding these horizons of meaning provides valuable
insights on the discursive context restraining and at the same time enabling
transformative change. We also investigate how actors can actively engage with the
city’s pool of shared narratives and, by creatively combining narrative strands, weaving
together their own narratives with collective memories and interpretations, create new
compelling narratives with the potential to act as guiding visions and rally support for
potentially path-breaking innovations.
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32- Paper session: Social identities
Chair: Nuran Erol Isik
32-A: Periodical and intersectional understandings of coloured identity
Errolyn Long
This paper highlights the problematic nature of coloured identity which often emanates
from the uncritical acceptance of identity as a concept free of ideology or political
constructions. As a result coloured identity remains a vague category in South Africa.
The concept of identity has been periodically used as a mechanisms for creating a
shared frame of experiences. Examples of these mechanisms are: creating a
community from individuals with disparate interests; in nation-building projects; and as
mechanisms for control and oppression. Identity provides a meaning-making lens of
how we experience the self. There has been much debate around whether or not
identity derives from the tensions between the different and similar aspects of identity.
In this paper, the self is considered to be a social self whereby it is formed through the
absorption of an already existing and finely regulated system of shared meanings. In
this paper, I look at the storylines that informed coloured identity and how it was
constructed within the broader history of South Africa. I focus on thematic attributes and
discursive shifts of identity by drawing on certain historical events and processes as well
as the intersectionality of gender. This entails a focus on four periods namely, the pre-
colonial, colonial, apartheid, and post-apartheid periods located within the context of
Cape Town, South Africa. The aim of this paper is to provide a critical examination of
these four periods assists in understanding the historical and current ideological
discourses that shape the construction of coloured identity.
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32-B: Edgework: the narrative landscapes of Palestinian citizens of Israel
Brian Schiff
Narrative is as much about “where” as it is about “when.” In large measure, the temporal
aspects of narrative have been privileged over the spatial. Narrative theory and
research deals much more with how narratives account for temporal disjuncture in order
to provide persons with a sense of continuity through time and a coherent identity. But,
narratives are equally modes of constructing, navigating, and experiencing a linguistic
and narrativized space. In terms of spatiality, one can speak about the conversation
where stories are told but also the constitution and reconstitution of narrative
landscapes. Although I am conscious of, and address, the importance of positions taken
in the interview setting, I am more interested in how persons make-present and locate
themselves in a narrative landscape. In particular, I am interested in cases where such
positions are complex or problematic—where persons have a sense of straddling the
edges of a boundary line and identity requires additional work, what I call edgework. Of
course, everyone does edgework but through examining clear-cut cases of edgework, I
argue, we can arrive at some common insights about narrative self-localization. Drawing
upon rich life story interviews that I conducted between 2012-2015 with twenty-four
Palestinian students with Israeli citizenship studying at the Hebrew University of
Jerusalem, I analyze the contours and dynamics of edgework in Palestinian citizens of
Israel and how they negotiate, and position themselves within, Israeli and Palestinian
worlds in order to make sense of their political identity.
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32-C: Story-telling in the construction of Mapuche ethnic identity in context of
displacement to urban context
Maria Eugenia Merino
This presentation examines the ways in which story-telling contributes to the

construction of Mapuche ethnic identities within a context of displacement, how such
identities are negotiated in interactional contexts, and identifies traditional narrative
practices within the Mapuche families migrated to Santiago, the capital of Chile. The
sample is made up of 12 family focus groups of four Santiago districts with largest
Mapuche population, being conducted by a Mapuche interviewer. From a social
constructivist framework we focus on small narratives (Bamberg, 2011) and narrative
genres and topics based on their emergence within the family interactions. Our
approach is ‘Social Interactional’ (De Fina and Georgakopoulou, 2008) which
recognizes the discursive sedimented processes that produce recognizable genres and
themes typical of a group or community. We demonstrate that storytelling, and
particularly the chronotope of the ‘south’, play a central role in the connections of
Mapuche to their community southern roots through narrative references to family
centered on traditional practices which are recreated in urban context. Such narratives
challenge the narrative Chilean-making of urban Mapuche as ‘ahuincados’ (who have
mingled with Chilean culture and have therefore lost their ethnic identity).
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33- Paper session: Crisis and uncertainty
Chair: Mike de Kreek
33-A: The grammar of narrative: Invertibility as means of bridging time and space
Kawthar El-Qasem
Researching Palestinian Oral Tradition and Oral History among Palestinian refugees in
Jordan, the Westbank and Israel, oral transmission turned out to be less about
conveying particular contents but more about structuring, implementing and
representing what the protagonists consider to be the normative order of their particular.
Seeking to implement and uphold this order in spite of its destruction through massive
loss and ongoing deculturalization, field members reconstruct and reproduce main parts
of their particular through narrative means. This modification draws upon features that
are already immanent to the narrative itself: Inversion as Modus Operandi of oral
transmission is extended to the grammar of the particular itself with its two strands ard
(earth) and `ard (honour/performance). Their invertibility is enabled by human- and
experience-centred time and space conceptions within their oral accounts. Thus, oral
transmission can be understood as constitutive occupation within which voice and body
function as media of (re-)connection. With it, protagonists maintain the coherence of
their identity and experience, produce and preserve knowledge, testify to their own
resistance and resilience and reinforce their hope and belief in justice against all odds.
This paper presents the results of a Reflexive Grounded Theory Study (RGTM)
conducted between February and September 2011 in Jordan, the Westbank and Israel,
using participatory observation and guided interviews to collect data. Data analysis
according to the RGTM combined with the Systematic Metaphor Analysis allowed the
reconstruction of the practice of Palestinian Orality and of inversion as a strategy of
dealing with deculturalization.
216
33-B: Navigating into the future in the face of uncertainty vis-à-vis greek identity:
narratives from the future written prior to the referendum vote of 2015
Sofia Triliva, Theofilos Gkinopoulos, Anneke Sools, Eva Fragkiadaki and Manolis
Tzanakis
The aim of this presentation is to look at the ways that futurity is used in narratives as a
mechanism for navigating into the future in the face of uncertainty. Six ‘Letters from the
Future’ written prior to the Greek Referendum of 2015 were analysed from a broader
pool. Letters were selected on the basis of to whom they were addressed (i.e. Greek
citizens); a salutation that rendered Greek identity a salient component within the body
of the letter. The writers coped with uncertainty by deploying six strategies associated
with an ambiguous referendum query and national identity dilemmas (Grexit), these
included narratives of: 1) an imagined social change within the foundations of the Greek
state; 2) revitalizing a nationalized past for the sake of a bright future; 3) comparison, of
past and present experiences; 4) determining ‘cause and effects’ in order to overcome
current uncertainty; 5) the management of uncertainty through an emotional evaluation
of the future tied to references of collective awareness; and 6) referring to conditions of
collective action and intergroup encounters in the service of re-establishing the
foundations of Greek identity within the European Union. Discussion focuses on how
the ‘Letters from the Future’ have the potential to contribute to voters’ ability to orientate
their decisions (e.g. what they would vote for) and actions in an uncertain context.
217
34- Panel: Narrative and Metrics on Social Media
Chair: Stefan Iversen
34-A: Narrating presidents: points and political identities on reddit’s ama
Stefan Iversen
In October 2017, Reddit.com was the eighth most visited website in the world. Basically
a bulletin board system, the site consists of close to 10.000 thematically organized
subreddits where registered users post comments (stories, opinions, images, links),
which may then be up- or downvoted by other users, leading to a highly dynamic
organization of messages based on continual feedback-loops between storytelling
content and countable evaluations. Despite its massive reach and impact, research on
Reddit has been limited (exceptions are van der Nagel 2013; Robards 2017). This
paper sets out to investigate how the particularities of the dynamic, highly metrified
interface of Reddit frame and facilitate storytelling practices. Picking as its case Reddit’s
Ask Me Anything-format (AMA), which can be described as a crowdsourced, live, text-
based interview where a famous person responds in real time to questions from user on
the site, the paper zooms in on the nexus of storytelling and political rhetoric by
analyzing two AMAs by prominent American politicians: The AMA of President Obama
(2012) and the AMA of Republican candidate for president, Donald Trump (2016).
Particular attention will be given to the interplay of, on the one hand, metrics and, on the
other, tellability (Ochs and Capps 2001; Baroni 2014), narrative rhetoric (Iversen 2014)
and the intermingling of the personal and the political (Andrews 2014).
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34-B: The ambivalent metrics of narrating cancer on Instagram
Carsten Stage
The paper will address how personal cancer narratives are increasingly told on social
media platforms charaterised by performative intertwinements of 1) invisible metrics
(e.g. algorithmic measurement), 2) visible metrics (e.g. narrated bodily self-tracking and
social scores of likes/comments) and 3) experienced metrics (e.g. the affects/practices
motivated by 1) and 2)) (Stage 2017). This new narrative media ecology motivates an
array of questions and dilemmas, which have not been suffiently addressed by existing
research on illness narratives that has tended to focus on the therapeutic and self-
reconstructing potentials of illness narratives and emplotment (Mattingly 1998; Frank
1995; Charon 2006). Through an analysis of Danish cancer narratives told on
Instagram the paper argues that metrics, in relation to these cases, have multiple and
ambivalent roles (Banet-Weiser 2013; Paasonen 2016): to structure the narrative
progression of illness processes (e.g. by counting days/treatments), to make the ill body
biologically transparent (e.g. by sharing quantified ‘bodily truths’), to evaluate the
collective impact, tellability and future visibility of the narrative (Gerlitz and Helmond
2013), to stimulate affective responses through sensing the metrics (Lupton 2016), and
to motivate new secondary narratives – made by either the original narrator or followers
and broadcast media – about previous metrics. Last but not least metrics are crucial for
the algorithmic, and non-transparent, tracking of user practices continuously turned into
economic resource by the platform (Finn 2016; Dijck 2013).
219
34-C: The end of the soviet union as “family breakdown”: coping with transformations in
narratives of uncertainty
Concha Maria Höfler
In semi-structured interviews with self-identifying members of Georgia’s small Greek

community, many cope with the end of the Soviet Union in narratives of profound
uncertainty and abandonment (Höfler 2017). The recurring theme of a “family
breakdown” is used on two very different levels. Metaphorically, it is used to establish
the end of the Soviet Union as a temporal threshold across which “today” is related to a
very different “yesterday”: before the end of the Soviet Union, not only social
relationships between individuals of different nationalities but also political relationships
between Soviet Republics were perceived to have been supportive and solidary. This is
contrasted with the relations after the “family breakdown”, portrayed as being
nationalistic and much more hostile. On the second level, it is used to narrate the non-
metaphoric loss of relatives and friends by way of massive emigration from Georgia to
Greece. In an ethnographically informed conversation analysis (Deppermann 2000) of
49 interviews collected in the springs of 2013 and 2014, the proposed paper will trace
the theme of “family breakdown” and explore its potential as a way of making sense of
loss and uncertainty. Furthermore, it will shed light on how narrating upsetting
experiences as shared allows the narrator to firstly diminish their own
“shortcomings/bad luck” and to secondly thereby establish their belonging to a certain
community. Narrating (past) experiences as shared, thus, becomes an important means
for achieving belonging.
220
34-D: “The dark side of small stories”? A critical analysis of the metricisation of stories
on snapchat & instagram
Alex Georgakopoulou
Drawing on my Project ‘Life-writing of the moment: The sharing and updating self on
social media’ (www.ego-media.org) and a critical small stories perspective, which
synthesizes digital genealogy, socio-material, and social interactional analyses of online
subjectivities, in this talk, I scrutinize the role of metrics in the social media companies’
own design of Stories as communication features in their apps. What definitions and
views of stories underpin such story-features? What facilities are on offer for posting
stories and metricizing them, how are they branded, and why? Who is positioned as a
popular story-creator and why? I will address these questions with reference to the
recent story-designing spree on Snapchat (2013) and Instagram (2016). Stories on both
apps have been hugely successful and marketed primarily for teenagers and young
adults. My critical analysis of launching Stories as a feature, incl. a keyword analysis,
and the tracking of trending stories and storytellers has brought to the fore three key-
mismatches between the branding of stories and the actual affordances offered for
them: continuity vs. ephemerality; textuality vs. visuality; audience selection vs.
audience reach. These mismatches, I show, are interconnected with the role of visible
and invisible (i.e. algorithmically calculated) metrics, e.g. story-viewing figures, story-
viewing completion rates, top of feed stories, in the increasing story-commoditization.
Specifically, as evolving metrics are further integrated into the attention economy of
producing and engaging with stories, they consolidate the social media-directive for
sharing-lives-in-the-moment, on the one hand, and selling brands as stories, on the
other.
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34-E: Narratives as shared representations of history: shaping identities and historical
narratives of the restoration of greek democracy before and during the greek financial
downturn
Theofilos Gkinopoulos, Peter Hegarty and Emily Leroux-Rutledge
The present study concerns the representations of political group identities in historical
narratives. The study focuses on commemorative political speeches delivered by
political leaders on the anniversaries of the restoration of Greek democracy in 1974.
The aim is to see how the leaders of two parties – a mainstream (New Democracy) and
a marginal party (SYRIZA) elaborate narratives of history under their identity
entrepreneurship, representing in-groups and outgroups in broad or narrow terms.
Commemorative political speeches of two years are analysed: 2008 (a year before
economic crisis) and 2012 (a year of uncertainty during economic crisis). Analysis
concerns the identification of historical charters as shared narratives of history
elaborated into forms that present in-groups and outgroups in various ways. Findings
show that the leader of New Democracy develops a national, broad narrative in 2008 in
representing an in-group as ‘we all the Greeks’, while in 2012 he unfolds an institutional
narrative of ‘we in New Democracy’ making also references to historical figures.
Outgroup narratives are developed in vague terms in both years. The leader of SYRIZA
develops an institutional narrative of ‘the Coalition of the Radical Left’ and a narrative of
specific historical ancestors in both years. However, outgroup narratives shift from
broad terms in 2008 in concrete political opponents in 2012. Implications of narrative
approach on identity entrepreneurship process of politicians are discussed.
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35- Workshop: How do metaphors matter? Narrative case studies from literature studies
and medical practice
Anita Wohlmann and Susanne Michl
Expressions such as “life is a journey” or “illness is war” are both metaphors and
narrative structures. As metaphors, they do not only matter in literary narratives about
illness experiences, they are also pervasive at the bedside, for example in clinical ethics
consultations, when they structure decision-making processes. In both cases, literary-
based and practice-oriented, metaphors help medical caregivers, patients, families and
ethics consultants to grasp complex issues, find meaning in boundary experiences and
search for a good therapeutic outcome. In our workshop, we want to bring into
resonance narratological theories of metaphors and their potential normativity when
used in clinical decision-making. We will juxtapose literary texts and published ethical
case studies and draw on our experiences as a facilitator of narrative medicine courses
and as a clinical ethics consultant. We will use two approaches. For one, we will apply
theoretical concepts which merge metaphors and narratives into so-called metaphorical
stories or story metaphors. These concepts suggest that metaphors carry a form of
narrativity of their own, that the embeddedness of metaphors in narratives infuses them
with narrativity and that they can run parallel or counter to the ‘main’ narrative from
which they emerge. On the other hand, we want to raise the question how such a
narratological understanding of metaphors can be of help for caregivers to detect
potentials but also pitfalls when using metaphors. We will use several practical
exercises to explore together with the participants how “critical narrative savviness” may
be fostered through and deepened by “metaphorical savviness.”
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36- Paper session: Medical counter-narratives
Chair: Gloria Puurveen
36-A: Simulating "breaking bad news" scenario in medical education: Standardized

patients interrupting protocols and checklists
Kaisu Koski and Kirsten Ostherr
Standardized patients work with medical students to help them practice their clinical and
interpersonal skills. As a form of performative-narrative simulation, this work inherently
involves a tension between standardization and authenticity, particularly in the learning
context of “breaking bad news”. Ideally such an encounter is deeply human, authentic,
and empathic, yet the interaction is also a highly structured simulation governed by
clinical protocols and checklists. This arts-based inquiry employs film to map the
standardized patient’s performance in challenging the delivery of the bad news narrative
by a student, and to deconstruct the steps in the so-called SPIKES protocol, which is
used to help structure the disclosure of unfavorable medical information. Such protocol
helps a physician to cope with uncertainty associated with the patient’s reactions, but it
can also mechanize the encounter. Demonstrated by the film Scenes of Disclosure
(2017), this presentation discusses the distinct characters and repertoires of responses
the standardized patients portray, while medical students learn to proceed according to
a “breaking bad news” framework. Both sets of participants thus run parallel mental
narratives while the encounter emerges, and the standardized patient’s unexpected
reactions increase complexity of the student's bad news narrative. Furthermore, in this
study the filmmaker—researcher develops performative ways to explore the medical
students’ role and how to deliver the bad news narrative in first-person, unveiling
consequences of proceeding insensitively with the protocol, or blanking out and
interrupting the linear narrative. Private links to the film and trailer:
https://youtu.be/Uhz8NHUvKRU (23min) https://youtu.be/747NB74QyKU (2min)
224
36-B: Beyond the margins: Accessing difficult stories by sitting with (dis)comfort and
thinking sideways
Jessica Shaw
In narrative research and in clinical practice, we think with stories as a way of

understanding reflective memories, present observations, and visions for the future.
Thinking backwards and forwards helps us to locate stories within a temporal
framework, but what about thinking sideways? What more can we know when we shift
our focus away from the main topic of interest? How can thinking sideways help us to
access stories that might otherwise be difficult to tell? In this presentation, thinking
sideways is explained as an epistemological and methodological approach that can
deepen a narrative researcher’s ability to access and understand stories on
controversial and marginalized topics. The concept of thinking sideways will be
explained through two social work research projects where both the researchers and
participants intentionally sat with discomfort in their commitment to sharing stories. The
first project sought to understand and normalize the experiences of abortion providers,
and the second sought to understand how people who are marginalized through
poverty, homelessness, and drug addiction think about medical assistance in dying
(euthanasia). By softening our concentration and looking sideways to identities and
experiences that are beyond our initial focus, we can think with stories in a different
way. Shifting the focus away from the main topic of conversation to discuss seemingly
peripheral topics, listening to silence, and sitting with discomfort are ways that
researchers and practitioners can access stories that exist beyond the margins.
225
36-C: Welcome to Holland? But we want to go to Italy!: Using digital stories to unmute
the silence of parents who unsettle the hubris of the healthcare system
Genevieve Currie and Joanna Szabo Hart
Stories hold collective memories, bring to light shared experiences and have the
capacity to influence social change. Digital stories can illuminate voices through diverse
media modalities as a means of evoking which Sharf and colleagues (2011) refer to as
as “aligning moments.” In this presentation we aim to bring to light the experience of
parents who are routinely navigated through the healthcare system because they have
a child (or children) living with a rare genetic condition. The question that guides this
interpretive inquiry is: What are parents’ perceptions and experience of support from
health and social service communities when living with a child with a rare disease? The
themes that emerged from the data set were: 1) Rarity as complexity: “All on our own”;
2) Disconnect: “People don’t get it”; 3) Who is navigating the ship?: “You have to make
your own path”; and 4) In the ring: “Fighting for my child.” As
researchers/educators/healthcare practitioners/parents, we are moved by the charges
that reverberate between each narrative. Within these stories, a multitude of precious
and precarious moments attend to parent voices who metaphorically want to be
acknowledged and validated with their stories (their Italy) and simultaneously won’t
settle for the invitation to Holland (not the Italy they envisioned).We ask our audience to
actively engage with the digital media and offer feedback while we speak to the
construction, evolution and share our creative data dissemination strategy.
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37- Roundtable: Teaching narratives in upper secondary school: ethical, affective, and
intersectional reading
Aino Mäkikalli, Siru Kainulainen, Kaisa Ilmonen, Tintti Klapuri, Hanna Meretoja and
Elias Heikkonen
Resent theories of literary and narrative studies can provide new opportunities to
develop adolescents’ ability to read fiction and improve reading enthusiasm. “How to
Read? Forms of Reading in Teaching Literature in the Upper Secondary School” is a
project of University of Turku which studies fiction reading and its teaching practices in
the classrooms and seeks to offer new approaches and methods to teach literature. The
study particularly concerns the methods of reading, pupils’ reading experience and
relationship to reading in upper secondary schools. Our roundtable discussion deals
with three approaches to reading narratives in schools – ethical, affective and
intersectional. We discuss what are ethical, affective, and intersectional reading and
offer some examples how these approaches can be implemented in classroom
situations. The leader of the project will first give a short introduction which will be
followed by 10 min. talks by the roundtable members. Rest of the time will be used for
general discussion. The chair is prof. Hanna Meretoja and the members are adjunct
professor, senior lecturer Aino Mäkikalli (leader of the project), adjunct professor Siru
Kainulainen, adjunct professor Kaisa Ilmonen, adjunct professor Tintti Klapuri, and
secondary school teacher, MA Elias Heikkonen.
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38- Paper session: Career development
Chair: Brigitte Harris
38-A: "I´m my own creator": Could narrative identity matter to career counselling?
Soffía Valdimarsdóttir
A major developmental task of emerging adults, successful vocational identity

development, is important and difficult in a globalized world. This study explores the
influences both globalisation and local culture has had on the development of the
vocational identity of icelandic emerging adults. Narrative approaches have been
increasingly applied in career development theories and here a modified McAdams Life
story interview was applied to six randomly chosen 22 years olds. They were asked to
give account of events they consider to be high points, low points and turning points in
their career. The interviews were analyzed based on grounded theory approach using
constant comparison. The results revealed two main themes. The first theme captures
expected globalized worldview in relation to their careers. They see a world changed by
technology and transportation, a complex world where widened horizons make it hard to
localize oneself. Increased demand for education along with variety of options makes
career-choice difficult in that intimidating ever-changing world. The second theme
reflects a localized vocational identity which contrary to expectations is firmly bounded
in ideas of diligence handed down in their families and belief in kinship for success in
the labor market rather than education. Difficulty in forming a coherent vocational
identity is resolved in a “heroic” narrative of the self, based in the enduring cultural
fatalistic belief that no matter what it will all somehow turn out for the best.
228
38-B: Transitioning from study to work: Graduates’ narratives of their navigation towards
their future job
Giorgia Galeano, Cristina Zucchermaglio and Alessandra Fasulo
Transition to Work has been described as an individualized, fragmented, and reversible

phenomenon: differently structured pathways, constituted by movements back and forth
from jobs, unemployment and returns to study. It has also been considered as open-
ended, as individuals’ professional trajectories can change over time. The aim of this
study is to deepen the understanding of how individuals who have just completed
university envision their trajectory towards a job, through 50 semi-structured narrative
interviews with recent graduates from two majors, at Sapienza University of Rome,
focusing on activities, decisions, practices, and other events that have occurred from
the beginning of university to the moment of the interview (an average of 3.2 months
after graduation). We addressed graduates’ transition in terms of how they move
forward, adopting the metaphor of a Navigation (Raffe, 2003). We focused on fictions,
i.e. the narrative actualization of hypothetical events in talk (Fasulo & Zucchermaglio,
2008) and, using analytical categories from narrative theory, we evaluated the extent to
which they: exhibited degree of situatedness versus abstractness, certainty/uncertainty,
goal-orientation, characterized pathways as accomplished/to be completed, framed the
navigation as a problematic/non problematic task (Greimas & Courtés, 1989; Ochs,
1994, 1997, 2003; Morson, 1998; Bruner, 2004; Shoet, 2007). Using these dimensions,
the analysis identified two main genres: pragmatic (oriented to organizing, strategizing,
setting things in motion) and explorative (oriented to open searching, self-interrogation,
reflexivity). The analytical grid may represent a useful tool to be administered for job
guidance intervention, as it detects candidates’ orientation towards the navigation.
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38-C: ‘The struggle to be there, let alone be heard’: Doctoral researchers’ narratives
Gill Adams
A neoliberal focus on metrics in higher education distorts the value accorded to

everyday practices, constraining spaces for meaningful engagement. In many UK
universities, one measure of performance is the ‘3-week turnaround’ for providing
feedback to students on their written work. The question of what students understand by
feedback is often overlooked, as efforts are directed at improving the efficacy of
feedback processes, the quality of feedback and the way that students use it. To
address this imbalance, I explore hitherto hidden narratives of doctoral researchers’
experiences of feedback and the identity work they are engaged in through a focus on
three stories and the questions that these raise, imagining alternative beginnings,
middles and endings (temporary halts). These three stories - the conference poster,
supervision angels, and hanging by my fingernails - demonstrate both the precarious
world of doctoral research and the rich, unmeasured (and therefore possibly
endangered) support that doctoral researchers recognize as feedback. In this
presentation, I work with narratives from a study of doctoral researchers’ experiences of
feedback during a professional doctorate. Interview conversations centred on the
discussion of participant-selected artefacts to explore the way that participants
understood and experienced feedback and doctoralness. Conversations were
transcribed, re-storied and returned to participants. Drawing on stories reconstructed
from doctoral researchers’ narratives I argue that significant feedback moments are
frequently generated in hidden, in-between spaces, outside the formal boundaries of the
doctoral programme, and explore the potential and dangers of making these visible
through experience narratives.
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39- Panel: Narrative, values and valuation I
Chair: Luc Herman
39-A: Narratives and value negotiation
Liesbeth Korthals Altes
This paper critically discusses a number of literary and cultural studies perspectives on
the connection between narrative, values and valuation, arguing for the relevance of a
focus on ‘framing cues’ and ‘framing acts’, on respectively the production and the
reception side. Such framings acts, I contend, underlie interpreters’ processes of co-
constructing and valuating the narrative. Among these framing acts prominently feature
interpreters’ classification of a narrative’s discourse type, (sub-)genre, posture and
ethos of authors, narrators and characters ethos co-determine what valuation ‘regime’
would be appropriate. I ultimately aim to propose an analysis protocol or heuristics
(‘method’ is too heavy a term here), and to show this heuristics or protocol could be
made relevant for analyzing value positions attributed to narratives in a variety of
domains, and valuations processes and negotiations.
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39-B: Values, ethical evaluation and narrative hermeneutics
Hanna Meretoja
This paper proposes a model for analyzing and evaluating narratives from an ethical
perspective, including the ethical potential and dangers of various narratives and their
uses. The model draws on narrative hermeneutics and is meant to be applicable in the
analysis of different types of narratives across disciplines. First, the paper suggests that
theories of narrative should acknowledge, in their definitions of narrative and their
theoretical-methodological frameworks, that narratives are value-laden and that the
perspectival nature of narratives – that they are always told from someone’s perspective
– involves evaluation, which is therefore integral to the logic of narrative. Second, the
paper argues that it is pivotal to narratives that they shape our values, proposing ways
to conceptualize this process. It discusses, e.g., ways in which narratives shape the
"narrative in-betweens", the intersubjective moral spaces, which also involve ethically
problematic processes of dividing people into "us" and "them". Third, the paper
presents six criteria for ethical evaluation of narratives across genres: whether or not
narratives expand or diminish our “sense of the possible”; cultivate or impede individual
and cultural self-understanding; enable or block understanding others non-
subsumptively in their singularity; contribute to inclusive or exclusive narrative in-
betweens; develop or impair our perspective-awareness and capacity for perspective-
taking; and function as a form of ethical inquiry or reinforce dogmatism. The paper
proposes these not as binaries but as heuristic tools that help us place narrative
practices on the continuum, and discusses the possibility of using them in empirical
research on reading.
232
39-C: Social scientific hermeneutics of narratives and values
Peter Stegmaier
In this paper, I will refer to a generic social scientific approach to hermeneutics

(Soeffner, Reichertz, Schröer, Kurt), which is empirical, but neither dogmatic nor
evaluative. This hermeneutics primarily aims at the systematic production of multiple
readings that are adequate for the communicative action and its socio-cultural context.
Methodologically, this approach is mainly characterised by a sequential access to units
of interpretation, by the active comprehension and suspension of context knowledge, by
aiming at a hypothesis about the structure of a typical problem as end result, and by
using heterogeneous teams for interpretation sessions. In order to link these
hermeneutics to more specific and aggregate targets of analysis, such as genres of
communication, narratives, and discourses, I will outline elements of narration
hermeneutics as suggested by Fischer-Rosenthal & Rosenthal and Vonderach, and
contextualize them by reference to the hermeneutic analysis of communicative genres,
as suggested by Günther & Knoblauch and Luckmann, as well as the hermeneutically
informed analysis of discourses, as suggested by Keller. From a social theory point of
view, values are a higher-level objectivation of meaning. Values are considered as
legitimation that ascribes cognitive validity to objectivated meanings of an institutional
order (Berger/Luckmann). Values will be addressed, in methodological terms, in the
same way as every other social form, as subject to first order constructions already
interpreted by social actors in their situations, and as subject to second order
reconstructions by social scientific observers.
233
40- Paper session: Child and youth development
Chair: Joanna Wojtkowiak
40-A: High school students’ positioning in friendship narratives
Yuko Hosaka
Drawing on data collected from a larger investigation of Japanese High School students’
concepts of friendship relationships, I will focus in this presentation on eight group
interviews – four with male, the other four with female participants only; with further
emphasis on where in these interviews the participating interviewees made use of
storytelling in which they positioned others, i.e., male interviewees telling incidents in
which they are positioning females engaging in ‘friendship relationships,’ versus female
interviewees positioning males as engaging in ‘friendship relationships.’ Employing
‘Positioning Analysis,’ these narratives of others give insight into self-positioning, i.e.,
how narrators are drawing up a sense of how they themselves understand ‘friendship,’
and, at the same time, how they draw up a sense of their own identity. I further will pay
close attention in the analysis of these narratives to the contextual conditions regarding
who is talking to whom and following each others’ contextual moves, in order to reveal
aspects of background assumptions that seem to be slipping into their narratives as
‘taken-for-granted.’ I will conclude with an attempt to integrate this way of making use of
narrative analysis into a larger theoretical neo-Vygotskyan framework within which
identity is "a higher-order psychological function that organizes sentiments,
understandings, and embodied knowledge relevant to a culturally imagined, personally
valued social position" (Holland & Lachicotte, 2007).
234
40-B: Voicing the self: Autobiographical work with adolescents at risk of exclusion and
excluded from school
Shaalan Farouk and Simon Edwards
school can be helped to reflect on their lives at school and construct autobiographical
narratives, usually for the first time in their lives. The purpose of the project is to improve
adolescents’ narrative understanding and self-awareness; from never having looked
back at their lives in detail to having created a coherent backstory about themselves.
What students became aware of was the extent to which their views of themselves in
different contexts are influenced by significant others and the socio-cultural contexts of
home, community and school that they inhabit. Most importantly, students were made
aware of how their identities, held in place by significant others and schools as
institutions, are not foundational or fixed but dynamic and open to alteration. The
project described here is in two parts. The first, which focussed on the autobiographical
narratives of adolescents excluded from school, highlights the extent to which they were
influenced by the internalised voices of their peers and teachers in early adolescence
(Farouk, 2017). The second, focusses on recent autobiographical work with adolescents
at risk of exclusion from school.
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40-C: Seconding the emotion: bullying stories, communities of sentiment and the micro-
politics of civility
Richard Sparks and Marion Smith
In everyday life, we frequently voice judgements about our own and others’ conduct and
so arrive at shared views on what we admire, tolerate, resent or reject. In pooling their
moral emotions speakers, especially those in subordinate social positions, often need to
tell angry and indignant stories about injustices done to them, for example when
confronting bullying, or the overweening use of power, or the failure to use power to
help. In this paper we discuss some examples of nine-year old children’s bullying
stories in a school setting. We demonstrate both how the children generate a jointly-
produced narrative as a collective endeavour in the face of a common experience of
powerlessness and how the individual stories within the narrative may be disentangled
to reveal the acceptances and rejections of individual contributions and standpoints as
local power shifts in the immediate setting. We argue that in theorizing the social
character of moral emotions we need to consider a) how personal stories emerge from
conversations among peers and b) how speakers craft a narrative of illegitimate uses of
power through appeals to the impartial sympathy of witnesses. Methodologically, we
reflect on the relationship between narrative, stories and conversation in apprehending
the moral life of institutions. The violation of conduct norms provokes fury, but
sometimes also generates hope for avenues to repair that allow participants to
overcome their contradictions. We identify some implications of a narrative analysis of
‘communities of sentiment’ (Appadurai) for thinking about restorative processes, and
other aspects of institutional design.
236
41- Paper session: Business and marketing
Chair: Ana B. Martinez G.
41-A: Ups and downs of art commerce: narratives of “crisis” in the contemporary art
markets of Russia and India
Nataliya Komarova
The paper develops an analytical framework to study the role of narratives in markets,
and argues that there is a relationship between the structure and composition of
narratives produced by market actors and market dynamics. Theoretically, it bridges the
perspectives that study markets as cultures and as fields, and draws from the
organizational studies approach to the analysis of narratives. Two empirical cases of
crisis narratives in the emerging contemporary art markets of Russia and India illustrate
the use of the framework. The analysis is based on in-depth interviews with artists and
art dealers, as well as observations in Moscow, Saint Petersburg, New Delhi and
Mumbai, conducted between April 2012 and June 2013. The paper shows that there is
a widely shared crisis narrative with a coherent structure in the Indian art market.
Conversely, fragmented and contested stories that lack narrative structure dominate in
the Russian art market. The analysis of the first case highlights the narrative structure
and shows the productive work it does in the Indian market – it provides a moral
justification of existing market norms and produces a perspective for the future. The
analysis of the second case focuses on the context of narrative production and
connects the conflicting interpretations of the crisis in the Russian art market to
contested hierarchies and persistent uncertainty.
237
41-B: Creating brand identity and an emotional relationship with costumers by applying
story telling: A case study
Nicole Rosenberger Staub and Colette Schneider Stingelin
Brands create orientation and trust (Esch 2007) and cover brand identity as well as
brand image. Brand identity is a “unique set of brand associations that represent what
the brand stands for and imply a promise to costumers” (Aaker/Joachimsthaler 2000).
While strong brands are based on an emotional relation to their consumers (Fog 2010),
the telling of “stimulating and involving” stories may strengthen the persuasive power of
brands (Woodside 2010). In the time of social media, consumers are no longer a
passive audience, but are empowered to take a more active role in story-telling
(Singh/Sonnenburg 2012). In 2016, a new product named “Wingo” was launched in the
saturated cleaning-detergent market. The brand’s distinct cleaning competence was
visualized with an uncommon idea: the Mafia family of “Don Lavaggio” is an expert in
erasing any traces for good. Based on this principle, various story lines were developed:
pre-roll ads for YouTube, tutorials and short snippets for trace clearing. In our case
study, we will present the results of a socio-semiotic, multi-modal and transmedia
(Kress 2010) campaign analysis. According to Kress the socio-semiotic approach is
concerned with the meaning of signs, where by the meaning evolves and is defined by
the social environment and the social interaction. Therefore, the focus is on generating
signs (sign making) and not on the use thereof (sign use). Our case study analysed,
how brand identity is developed by “story”, “plot” and “narration”(Abott 2007) and by
which means an emotional relation between brand and consumers is created.
238
41-C: The impact of Wall Street narratives on business students and sales
professionals
Inge Brokerhof, Matthijs Bal, Omar Solinger and Paul Jansen
Wall Street and the financial crisis have inspired several movies about this topic. Some
portray the greed and excess lifestyle of sales professionals (The Wolf of Wall Street),
some criticize the financial sector (Inside job). This study combined narrative impact
studies with psychology and organizational behavior. It investigated the impact of Wall
Street narratives on the career identity empathy of business students and sales
professionals. Psychology of money mechanisms predict that participants, on an
automatic level, become less empathetic and use less moral frames for their career
identity after watching a movie about money and the financial world, regardless of its
message. Critical frames towards the financial world evoked by critical movies would,
however, increase empathy and the usage of moral frames for career identity. Three
experiments were conducted with business school students watching full movies (n =
104), business school students reading written narratives (n = 129) and sales
professionals watching movie fragments (n = 87). In all experiments participants
exposed to greed narratives rated the main character significantly as a more desired
self. In the first experiment, participants applied less moral frames to their career identity
in the greed conditions. After one week this effect had weakened and was marginally
significant. The second experiment implied the same trend, but this was only marginally
significant. The experiments showed mixed results for empathy. On an implicit level,
greed narratives resulted in a lower level of empathy. Explicit empathy scores, however,
were not impacted by watching Wall Street narratives.
239
42- Paper session: Mediated stories
Chair: Martha McKenna
42-A: Narratives from the pacific: contemporary art and storytelling from Aotearoa/New
Zealand
Samuel Melser
Distributed cultural identities are an important feature of the cultural landscape in

Aotearoa / New Zealand. Maori, Pacific Island and Pakeha (European) stories of
provenance and displacement form the core of New Zealand’s art – images of vast
oceans, dramatic sea voyages, paradisiac islands, noble explorers and tattooed
indigenous peoples abound. Cultural identities are by nature, configurations and artists
interweave both personal and social narratives that reflect many of the complexities of
identity constructions. Artworks exist in contemporary society as assemblages and
collages of historically inspired and mythological stories that form a semiological rupture
with other image-based narratives such as advertising. The Auckland University Art
Collection holds over 1400 pieces of modern and contemporary art that trace many of
the existential and identity problems confronting contemporary multicultural and
neoliberal nations such as New Zealand. In this presentation, I will discuss artworks of
five different artists from New Zealand: Lisa Reihana, Roger Mortimer, Fiona
Pardington, Robin White and John Reynolds all of whom look either directly or indirectly
at issues of reconfigured identities. The concept of anachronistic durations, as
employed by French critic and art historian Georges Didi-Huberman, will inform the
discussion of the works.
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42-B: Immersion: understanding drowning through narrative
Deirdre O'Toole, Rebecca Roper and Suzanne Ostersmith
Immersion is a short documentary that tells the story of Rebecca Roper's experience of
near-drowning, it is creatively visualized by a team of dancers using Löie Fuller’s dance
techniques. This paper tracks the development of the film using visual methodologies to
explain and conceptualise near-drowning without water. The aim is to show the many
stages of storying and restorying that occur when making a poetic documentary from
primary interview to the final edit. Three authors will show the variety of narrative input
that took place including original interview, choreographing a narrative and filming and
editing the story faithfully. Teaming up with narrator, choreographer and director this
paper will articulate the cross collaboration that took place while creating this short film
and the ethical, emotional and practical features of re-visualising a non-fictive dramatic
event in film form.
241
42-C: Unmasking storytelling practices in Turkish TV serials as a venue of popular
historiography
Nuran Erol Isik
The types and the forms of narratives dramatically vary according to social, political and
cultural discourses in Turkish society. The crises and strains experienced at national
level are reflected through the media genres known as TV drama and serials, which
reveal themselves as narrative forms through which different layers and symbols can be
explicated. The aim of this appears to be unmasking the formation off ‘authenticity’,
expressed through various different forms of aesthetics (masculine/feminine, pre-
modern, nostalgic, moral). Turkish TV drama practices have been re-producing
reworked legends through a gendered discourse that combines a quasi-theological
world with a myth making agenda, which derives from the ability of television aesthetics
to mediate between the past and the present. This understanding, it is assumed,
functions as a political act. These themes will be exemplified through the discussion of a
popular TV serial, “Vatanım Sensin” (You are my Homeland), which is a story of a family
of a Turkish soldier in the 1920’s, set in Greece and Turkey. The invasion of Turkish
lands by Greek forces leads to a struggle at different levels. Different protagonists in the
narrative represent interpretations of heroic virtuosities, which offer us cases for
understanding the complex array of narrativization. The major purpose is to reveal how,
by employing stories and various patterns of storytelling, certain TV serials are able to
depict the characteristics of heroism, a certain bravado, masculinism, traditionalism, and
a mythical reasoning.
242
42-D: Atmosphere as a key concept in audiovisual narratology
Steffen Hven
Audiovisual narratives have traditionally been defined in representational terms, i.e. as a

representation of events. Consequently, narratologists have taken interest in the
narrative content and the narrative form-devices audiovisual artworks have at their
disposal. In this paper, I suggest that the nonrepresentational concept of atmosphere,
as it has been developed in the framework of the New Aesthetics of Gernot Böhme and
in the New Phenomenology of Hermann Schmitz, could profitably become a key
concept for how we perceive and comprehend 'film-worlds' (Yacavone). An atmosphere
presents not in itself a narrative situation, yet it might suggest or anticipate one.
Nonetheless narrative situations always occur in atmospheres. Regardless of how
pathos-laden and symbolically suggestive, audiovisual narrative spaces are de facto
atmospheric spaces. Phenomenologically speaking, the atmosphere determines the
baseline attunement of our meaningful engagement with audiovisual narratives. The
atmospheric thus operates in the interstices; between the cinematic material and the
spectator, between reception and production, between content and form. As a
narratological concept, atmosphere 1) brings the neglected aspect of narrative
experientiality to the foreground 2) defines an intermediary space, or, an in-between the
subject and object, 3) moves beyond the structuralist impasse of form and content, and
4) allows us to examine the multisensory experience of audiovisual narrative worlds. I
will elaborate on these four claims to argue that the neglected concept of atmosphere
should become a key concept in the study of audiovisual narrative worlds.
243
43- Panel: Negotiating narrative interdisciplinarity and modality in reflections on

biomedicine
This panel explores the ways in which biomedical narratives are understood in different
disciplinary framings intersected with modality. With reference to transmissible and
chronic illnesses (rare infections and treatments, HIV, ME/CFS, drug reactions, and
pandemics) the panel papers consider narratives on experiencing biomedicine, clinical
narratives, ‘alternative’ or ‘holistic’ health narratives, politically framed anti-biomedical
narratives, news media health narratives, health education narratives, patient or
audience-generated digital media health narratives, and multimodal health narratives
focused around photo diaries and illness. The panel considers how such biomedical
narratives can contemporarily be understood by addressing their ‘interdisciplinarisation’,
in particular: dialogues between different arenas of theory, practice, and activism
articulated with biomedical narratives’ potentials for modal multiplicity and hybridity. This
approach to biomedical narratives helps to capture contemporary complexities and the
coming into being of novel biopolitical effects, including, the uses of narratives in health
media to address pandemics; negotiations with biomedical narratives within patient
stories of iatrogenic illness; personal narrative routes to ‘doing illness’ in the ambiguous
situation of chronic illness; and narrative strategies for becoming critical health citizens
within under-resourced contexts.
244
43-A: Making sense of under-recognised illness: Conflicting narratives of medicine and
the body
Corinne Squire
In this paper, I examine the highly contested and often conflicting narratives of etiology
and treatment of an under-recognised and relatively rare condition arising iatrogenically
from the use of particular antibiotic class: Fluoroquinolone Toxicity Syndrome. This
reaction to an extensively used drug class is well recognised within medical research
and is the subject of several Federal Drug Administration black box warnings, the most
recent of these relying partly on the testimony of numerous affected patients. However,
this drug reaction is often viewed by general and specialist medical practitioners as the
infrequent consequence of the medications for particular patient groups, and is said to
have been seen by them infrequently or never. In this context, the narratives of patients
self-identifying as affected may take a variety of more or less oppositional approaches
to biomedicine, as well as addressing functional, holistic and naturopathic medicine,
including supplement and nutritional approaches; rejecting psychopathologisation; and
spirituality. This paper analyses two widely read and public blogs, each of which contain
large numbers of individual accounts, sampling 10 from each. It describes the forms of
storied negotiation performed between biomedicine and alternative approaches within
this highly charged narrative context, which range from extended accounts of reaching
accommodation with biomedicine, to accounts of serial biomedical failure, biomedicine’s
wholesale rejection, and the adoption of critical or altenrative frameworks. The paper
explores the implications of these sometimes resolved, sometimes extremely polarising
narrative negotiations, for people’s understandings of other medically under-recognised
and/or uncertain conditions.
245
43-B: Critical citizens: Positionality of the ‘self’ within stories of Zambian teachers living
with human immune–deficiency virus (hiv) and on antiretroviral therapy (art)
Sanny Mulubale
Self-identity is often told through social narratives that take a biographical approach.
Biomedical studies, though, tend to portray the ‘self’ of people with chronic illnesses
from the physiological and clinical perspective of effective treatment, which does not
provide adequate models for them to theorize selfhood. Semi-structured interviews with
40 HIV positive teachers in Zambia aged between 25 – 55 were conducted in an
attempt to explore narrated sense of 'self' for individuals with HIV and on ART.
Transcripts were processed using NVivo Pro 11®, following an inductive thematic
analytic methodology. The aim of this paper is to explore ways through which HIV
positive teachers position themselves in stories of life on ART, which are important
framings of ‘critical citizenship’. A treatable illness, HIV has both latent and visible
psychological, social and economic effects on infected and affected individuals
(Lichtenstein 2015:858). The paper suggests that positionality of the self in stories of
living with this treatable though not curable virus, offers powerful tools for understanding
everyday lives on ART. The unending treatment practices around HIV can render
individuals’ self-narratives those of resistant subjects by, for instance, portraying them
as victims of ‘pharmaceutical colonialism’ in Zambia. The overall argument in this paper
is that ‘self’ narrative among HIV positive teachers in Zambia appear to be shaped by
past experiences, present events and uncertainties of their desired future. The identity
entanglements and fragmentation of selfhood in biomedicine and biopolitics seem to be
a pivot for critical citizens, such as participants of this study.
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43-C: Narrative, biopolitics and health media 
Mark Davis
Narratives on health – TV shows, patient testimonials, news on health alerts, health

advice, popular science articles, social marketing for health programmes, advertising for
health care products – travel across the media technologies of popular culture and into
lived experience, and back. These uses of narrative often exhibit self-consciousness but
are rarely self-critical. Audiences are said by some to be persuaded by these narratives
because of their ability to sway emotions, the ways they demonstrate cause and effect,
the characters and plots which narratives make possible, and through pedagogical
effects on the morality of (in)action on health matters. Audiences however are also
capable of creating and circulating their own narratives on health, particularly through
digital media. They may also appropriate, reinvent and resist narratives in unexpected
ways. This complexity is visible in media and communications on infectious diseases,
including, influenza, Ebola, Zika, and superbugs. With reference to examples of news
media, social marketing, class-room education, and digital media on infectious
diseases, I consider the biopolitical uses of narrative in health media. As we will see,
health media most often unknowingly use narrative structures and seek narrative effects
in efforts to persuade their audiences to take action. I discuss, therefore, the possible
benefits for health media of more thorough and searching engagement with narrative
scholarship, including critical approaches to narrative as the means for creative and just
responses to health threats.
247
43-D: A chronic illness that defies medical certainty in terms of label and experience:
challenging the ways for ‘doing’ illness, whilst ‘being’ ill
Sharon Gallagher
Myalgic Encephalomyelitis (ME) remains a contentious category, along with the term
Chronic Fatigue Syndrome (CFS). This chronic illness has produced medical
contestation, political uncertainty, and social skepticism. My study was based on seven
females and two males, who had been diagnosed with and had experienced severe
effects of ME/CFS. This presentation will reflect on the challenges of constructing
healthy identities for ‘doing illness’, whilst subjectively experiencing ‘being ill’, by
employing life story accounts along with Photo-Elicited Diaries (PEDs). Nine life stories
and eight subsequent PEDs were analysed by employing a critical discourse and
narrative analysis that also took account of bio-political and socio-cultural contexts. This
transdisciplinary approach was theoretically underpinned by a kaleidoscopic framework
that focused on the discursive, material and relational aspects of living with ME/CFS.
Stories detailed life experiences before illness, and the processes and practices of
becoming diagnosed and managing a life with chronic illness. The PEDs encapsulated
the nuances and emotive qualities of surviving, recovering and relapsing with ME/CFS.
Participants’ life stories and photo-narrations often deployed metaphors. For instance,
one photo-narration described ‘my Dorian Gray room’ to convey the subjective
experiences of being ill. Another participant pictured and described her ‘makeup bag’ to
symbolise the tools needed to construct her healthy ‘mask’ for doing illness. My
theoretical approach identified how the nature of chronic illness involves a complex play
of language, space and representation that construct ways for ‘doing’ illness, whilst
experiencing ‘being’ ill.
248
44- Paper session: Mental health
44-A: A meaningful life? Changes in life narratives of patients with personality disorders
during intensive psychotherapy: A mixed methods study using life stories and meaning
in life questionnaires.
Angelien Steen, Sanne Graste and Arjan Braam
Several authors claim that life narratives give meaning, purpose and direction in life.
Patients with personality disorders suffer from identity problems, limiting their ability to
establish an overarching autobiographical sense of self. Theoretically, this would lead to
a lack of meaning in life. Psychotherapy for patients with personality disorders aims to
increase self-knowledge and problem-solving behavior by means of a professional
relationship and framework. Psychotherapy fosters well-being, including
autonomy/agency, goal-setting, positive relationships and development of identity. The
main aim of the present study is to gain insight into the relationship between personality
disorders and meaning in life issues. The central questions are: (1) What kind of
meaning in life issues are present or missing in the life narratives of patients with
personality disorders and (2) how do these issues change and emerge during
treatment? We collected life-narratives of 25 patients, written pre- and post-treatment of
personality disorder in an intensive group psychotherapeutic setting. We analyzed these
stories using a narrative approach: (1) thematic analysis paying attention to the
presence of motivational, affective themes and themes of integrative meaning and (2)
storyline analysis. Personality variables, meaning in life questionnaires and routine
outcome measures were assessed simultaneously. Our hypotheses are that meaning
in life issues are more prevalent at the end of treatment, are associated with the
perceived presence of meaning in life and that changed narratives resemble therapeutic
change. The results of our study are pivotal for understanding the role of life narratives
on well-being of patients with personality disorders.
249
44-B: Narrative, identity and depression: investigating the implications of young
professional women’s sense-making activities
Nilima Chowdhury and Kerry Gibson
In recent years, the analysis of service user narratives has increasingly become
common practice within critical research on mental health. This shift towards the lived
experience of those affected by psychological distress is rooted both in ethical
concerns, such as giving a voice to the marginalised, and in the growing recognition that
an in-depth investigation of subjective experience is essential to understanding complex
phenomena like depression. This paper is based on an interview study we conducted
with young professional women in New Zealand. In the analysis of their depression
stories, we outline the types of actions (and experiences) which are enabled or
constrained by the accounts given; i.e. a bio-medically informed narrative encourages
passivity, a drug-based treatment approach and the perception of depression as ‘a
separate entity'. When individuals construct identities they make use of pre-existing
narrative resources. Within contemporary Western societies like New Zealand,
neoliberalism and therapeutic culture are two dominant modes of sense-making. We
suggest that their individualising and de-politicising effect obscures the links between
social and structural conditions such as gender inequality and depression. The above
described combination of micro- and macro-analysis allows for both cultural critique and
a discussion of the implications for the individual.
250
44-C: The theory and practice of narrative inquiry: Ideas and examples from the center
for the study of narrative
Don Redmond
Mercer University’s Center for the Study of Narrative (CSN), founded in 2013, is an
interdisciplinary initiative that grew out of the author's background in the human services
and interest in what has become known as Narrative Therapy, a post-modern
counseling approach created by Michael White and David Epson. CSN was also
inspired by the Dulwich Centre, Molly Andrews and her collaborators in East London at
the Centre for Narrative Research, Dan McAdams at the Foley Center, and particularly
William Randall at the Centre for Interdisciplinary Research in Narrative at St. Thomas
University in New Brunswick, Canada. A central aim of CSN is to promote
interdisciplinary narrative activities by appealing to doctoral students and faculty with
backgrounds in a variety of fields such as historical studies, communications, literature,
science, psychology and counseling, and communications. Also however, CSN is
attempting to create a new model for university narrative centers by focusing not just on
theory, but community outreach. This outreach involves three platforms that attempt to
put narrative theory into real-world practice: community service, service learning, and
qualitative research. These populations are proving to be almost limitless, and have
thus far included disabled veterans, retirees creating new careers as public servants
through volunteerism, individuals overcoming addictions, victims of domestic violence,
formerly homeless adults with serious mental illness, youth who have suffered the death
of a parent, cancer survivors, and immigrants and refugees, among others.
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45- Workshop: Career writing: a narrative approach to career learning
Reinekke Lengelle and Frans Meijers
Although much of career guidance is still trapped in 'matching' paradigms, narrative

approaches have been developed over the last several decades, offering rich and viable
alternatives in career learning. In response to a complex, insecure and individualized
labour market – where people also increasingly speak of a desire to work meaningfully –
narrative approaches provide an opportunity for individuals to construct their identities.
Through creative means, the "warm inner compass" can be developed and individuals
become more self-directed. In this presentation/workshop, the narrative career-learning
method "Career Writing" will be presented. This method has a strong theoretical
foundation and is both inspirational and, as research shows, effective. It involves
creative, expressive and reflective writing and allows people to develop new narratives
about the self. This narrative method is done in a group setting, making it time and cost
effective for career professionals. Participants will get a chance to try the method, learn
about its theoretical underpinnings, and get a brief overview of the research that has
been done. The vitality that creativity and imagination bring us, within the strong
theoretical framework of the method, are sure to inspire and inform. Career learning
here is not focused on the “one right choice” but on becoming a choice maker where
both affective and cognitive dimensions play a part. More than 25 peer-reviewed
publications are available on the method, which was developed by Dr. Reinekke
Lengelle and Dr. Frans Meijers. Both provide numerous workshops in this area
nationally and internationally.
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Wednesday 4 July 2018, 14:00 – 15:30 Spelershome
46- Paper session: Professional identity of health professionals
Chair: Rivka Tuval-Mashiach
46-A: Professional biographies of midwives in Germany: Critical incidents and turning

points around the decision whether to stay in the profession or to leave
Christine Wehrstedt, Prof Dr Schnepp Wilfried and Prof Dr Babette Müller-Rockstroh
Background: In Germany midwives increasingly leave the out of hospital birth sector.
Current changes within professional regulations pose restrictions on midwives'
professional opportunities and consequently childbearing mothers concerning their
choice where and whom to give birth with. Aim/Research Question: Discover factors
contributing to changes within biographical careers in this field: To enter, to remain in or
to leave the out of hospital birth sector. Methods: A combination of the grounded theory
methodology and biographical research. We analyse conceptual and behavioural career
patterns of midwives ceasing or continuing respectively entering the out of hospital birth
sector. So far 23 problem centred interviews between July 2015 and April 2017 created
rich narrative material. Results: Analysis of the interviews demonstrates a multifactorial
process of disconcertion in the researched field. Multiple tension fields are
characterized by juggling between strains and resources to sustain successful career
biographies und identities. Due to profound restrictions associated with changing
regulations posed on the professional operational framework, as well idealistically as
pragmatically motivated midwives tend to leave at the same time. Those who remain in
the field develop a variety of coping strategies. Recommendations/Conclusions:
Preliminary results allow concluding that more changes and compensations than just
insecure short term financial compensations are necessary to maintain the opportunity
for mothers to give birth at home. While finances are important, freedom to frame and
construct one's working environment together with women and the opportunity to live
professional ideals are equally essential. Themes will be deepened in the further
process of the project.
253
46-B: The policy discourse(s) of patient autonomy in home care and the re-shaping of
nurses’ professional identities
Gaby Jacobs
Background: Over the last decade, new health care policies are transforming healthcare
practices towards independent living and self-care of older people and people with a
chronic disease or disability within the community. For professional caregivers, such as
nurses, this requires a shift from a caring attitude towards the promotion of patient
autonomy. Aim: To explore how nurses in home care deal with the transformation to
fostering patient autonomy. Methods: Participant observation and field notes of a
professional development course on promoting patient autonomy in home care. The
theoretical notion of ‘relational agency’ (Edwards, 2010) and the moral concept of
‘practices of responsibility’ (Walker, 2007) were used to conduct a narrative analysis on
the nurses’ stories about patient autonomy. Participants: eight nurses, two coaches,
two university lecturers and one researcher who participated in the learning circle.
Findings: Three main themes expressed the moral demands experienced and
negotiated by the nurses: adapting to the person; activating patients’ strengths; and
collaboration with patients and informal caregivers. Discussion: On a policy and
organisational level, the moral discourse on patient autonomy gets intertwined with the
instrumental discourse on health care budget savings. This is mirrored in the nurses’
‘stories of ambiguity’: the turn towards autonomy in healthcare raises moral questions
about responsibilities for care. Conclusion: Promoting patient autonomy should be a
collaborative endeavour and deliberation of patients, professional and informal
caregivers together. Nurses need to construct a more relational identity, in which
collaboration and reciprocal responsibility are key words.
254
46-C: A narrative approach to professional development in dementia-friendly
pharmacies
Petra Plunger, Katharina Heimerl and Barbara Pichler
The project “Dementia-friendly Community Pharmacy” aimed at re-orienting community

pharmacy services, thus promoting health and wellbeing for informal caregivers and
people living with dementia (Plunger et al. 2016). Staff from 40 community pharmacies
from rural and urban areas participated in the project. Based on the principles of
participatory health research (ICPHR 2013), interventions have been developed in close
cooperation with community pharmacy staff, caregivers of people living with dementia,
Alzheimer Austria (a self help group) and the Austrian Chamber of Pharmacists. At
project start, pharmacy staff was encouraged to reflect upon professional practice using
a narrative approach: “Caring narratives” were collected, shared and explored together
with members from the self help group, thus stimulating multiple perspectives on the
meaning and challenges of dementia care in community pharmacies. Furthermore,
narrative accounts describing experiences of pharmacy staff in implementing dementia
care have been collected throughout the project. To support continuous exchange and
development, a network of dementia-friendly pharmacies meeting twice a year has been
set up. Part of these meetings, facilitated by the research team, is devoted to sharing
professional experiences via narratives and peer to peer support. The presentation will
focus on the significance of using narratives for professional development in a science-
based educational environment and against the background of the community
pharmacy environment which combines professional duties and commercial
necessities. Furthermore, potential linkages between stimulating reflection on
professional practice via narratives, developing ethical mindfulness and exploring the
meaning of caring in the pharmacy setting will be discussed.
255
46-D: Narrative inquiry and nurses‘ work: (re)claiming praxis and understanding
intuition
Mara Kaiser, Vera Caine and Helen Kohlen
In 2016 I completed a narrative inquiry study that focused on the experiences of disgust
of nurses who work in palliative care. Working closely with two other nurses, who
worked in the same institutional setting as I did, we recognised that embedded in the
experience of disgust are borderlands of care. Focusing on feelings of disgust made it
possible to think about the intuitive aspects of our care we seldom talk about, yet are
aspects that are ever present in our interactions with others. In talking about our
experiences of disgust, we could see that our bodies could no longer hide the memory
of wounds that leak and call forth disgust, nor could we separate care practices from
notions of disgust that are called forth in our interactions with people. Acknowledging
this silence created a space where we were allowed to feel and talk about our
experience and to engage directly and actively with praxis. Narrative inquiry allowed us
to gain access to notions of an inexpressible and to reclaim an element of practice that
draws forth the importance of memory and intuition. Using narrative inquiry we were
able to inquire into our care practices and to unpack what happens unintentionally
and/or intuitively. In this paper we will focus on the long term implications of engaging in
a narrative inquiry study and show the importance of telling, living, (re)telling, and
(re)living our experiences, so that we can understand intuitive actions and place them in
a reflexive context.
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47- Round table: Narratives, values, and valuation
Chair: Liesbeth Korthals Altes
Marina Grishakova, Luc Herman, Hanna Meretoja, Anneke Sools, Linda Steg, and
Peter Stegmaier
Introduction to core issues and questions, by Liesbeth Korthals Altes, Hanna Meretoja,
Peter Stegmaier and Luc Herman (10-15 min)
Response by Linda Steg (re theory, method, cases; challenges; 15 min) •
Discussion of the issues that have been raised in the preceding panel on Narratives,
Values, and Valuation, by the round table participants (Marina Grishakova, Luc Herman,
Hanna Meretoja, Liesbeth Korthals Altes, Anneke Sools, Linda Steg, Peter Stegmaier)
and the audience.
257
48- Paper session: Aging
Chair: Ehud Bodner
48-A: Exploring narratives of occupational identity amongst oldest old men living in rural
Ireland
John Hastings, Jeanne Jackson and Caitriona Ni Laoire
Background: Occupational identity (OI) is an emerging construct in the discipline of

Occupational Science. Critiques of OI suggest an overemphasis on achievement based
doing and individual choice (Laliberte-Rudman and Dennhardt, 2008). This study aimed
to expand OI by exploring narratives from the storytelling of single men from the ‘oldest
old’ generation living in rural Ireland. Method: The first researcher collected data from
a sample of five single men living alone in rural Ireland. Data included semi-structured
interviews and observations as they participated in a purposeful activity. Narratives
were analysed using four distinct lenses (McCormack, 2000). Results: The opportunity
for men to engage in storytelling and story-making about their lives helped to capture
insights about themselves in the world, how they portray themselves as ageing and not
ageing, and their anticipated selves. Participants also narrated differing levels of agency
and purpose in their unfolding selves across their lives. Agency (the self) and setting
(society/culture) have empowered and disempowered their participation in various
ways, which consequently have impacted on their unique identities. Conclusion:
Current conceptualisations of OI narrowly describe the relationship between occupation
and identity. A multi-layered understanding of narrative and occupational identity
development is required to recognise the many contributions of men from this age
group. Application to Practice: Limited occupational opportunities impact negatively on
health and well-being. Supporting people to engage in storytelling and occupations in
order to experience and make sense of their occupational identities may help them to
maintain a positive sense of self and consequently wellbeing.
258
48-B: Political participation and life-course transitions: a narrative analysis of Spanish
older people’s life-stories of political commitment
Rodrigo Serrat and Feliciano Villar
Global population aging has brought a growing concern in engaging older people in
decision making processes. As a result, there has been an increasing number of studies
addressing older people’s political participation. Much of this literature, however, can be
criticized for neglecting important aspects of seniors’ political participation, such as its
dynamics across the life, its gendered nature, and the influence of the particular socio-
political contexts in which participation occurs. In this paper we bring together all these
issues to explore how life-course transitions affect Spanish men’s and women’s political
participation along the life-cycle. We conducted life-story interviews with 40 highly-
engaged older political activists using an adaptation of McAdams’ (1993) life-story
interview. We began the interviews with an open invitation to participants to talk about
their lifetime story of political commitment (‘Please, tell me your story of political
participation…’), and then we focused on specific events of their trajectory (a positive
event, a negative event, a turning point, etc.). We transcribed interviews verbatim and
applied thematic analysis. As a result, we were able to identify eight main themes
related to different normative and non-normative life transitions: partnering, retirement,
entering labor force, parenthood, widowhood, divorce, taking care of grandchildren, and
taking care of relatives. Gender influenced not only the incidence but also the impact of
life-course transitions on men’s and women’s trajectories of political involvement. We
discuss the implication of results for developing practices and policies aimed at
promoting the political participation of older people.
259
48-C: “Being active or dying young?" Narrative as a tool for the aged to challenge the
dominant discourse on aging
Makie Kawabata and Miya Narushima
Increasing expenditures for social services, particularly for health care and long-term
care for the aged, has been a critical issue for most governments in developed
countries. Too often in the view of neo-liberal policymakers, citizens are responsible for
maintaining active and independent lives, while structural influences on older people’s
life chances are neglected. Policies promoting active/successful aging have been
endorsed in developed countries under the premise that people can maintain healthy
lives and ultimately experience a natural death without suffering. Within this construct,
people who do not measure up are devalued and become targets for criticism. In fact, in
Japan, researchers have been less attracted to the aged with disabilities than their
family caregivers. The political and academic climate, accordingly, has silenced older
people and homogenized them as long-term care recipients. A narrative approach
provides the aged with an opportunity to break their silence allowing them to reconstruct
their identities as they age. We conducted over 30 interviews with older women in
Japan and Canada and analyzed their stories to delineate how they deconstruct their
experiences of being frail or disabled and how body, self, and society are intertwined in
their stories. Here we will discuss how the narrative approach can be used as a way to
challenge the dominant perspectives on the elderly under the current policies, and
possibly lead to community empowerment for older people.
260
49- Paper session: Organizations, institutions and power
Chair: Karoline Augenstein
49-A: Co-creating positive institutional narratives through dialogic processes
Brigitte Harris
“As individuals construct stories of experience, so too do identity groups, communities,

nations, governments, and organizations construct preferred narratives about
themselves” (Riessman & Speedy, 20, p. 427). Such narratives are socially constructed
through dialogue between key organizational members, which fosters meaning making,
and the construction and the dissemination of organizational narratives (Marshak, Grant
& Floris, 2015). A deliberate and inclusive dialogic change process (Bushe & Marshak,
2015) can support the development of a co-constructed, positive organizational
narrative, thereby fostering a sense of ownership for proposed organizational change.
Key to the success of this process is creating opportunities for open dialogue to engage
all those impacted by a change in “developing the ideas, making the decisions, and
designing and acting on the plans,” (Zimmerman et al., 2013, p. 8). This leadership
approach can have a dramatic impact on the kinds of stories people tell about their
organization and, ultimately, on organizational effectiveness. This presentation will
describe the dialogic change process by which we engaged staff, faculty, students and
other members of the university community to identify key practices that differentiate
learning, teaching and research at Royal Roads University in Victoria, British Columbia,
Canada. The process aimed to benefit from the diverse voices, collective energy,
passion and expertise of the university community. The central research question was:
How can engaging the RRU community (faculty, staff, and students) inform the creation
of a learning, teaching and research model that reflects current best practice as well as
directions for the university’s future?
261
49-B: Organizational power-resistance dynamics: Connecting the concept of counter-
narrative to bourdieusian field theory for application in organizational research
Klarissa Lueg
Purpose. This paper explores links between Bourdieusian field theory (Bourdieu, 2005)
and the concepts of narrative and counter-narrative (Frandsen et al., 2016). This
junction of a sociological classic, Bourdieu’s theory of field struggles and position taking,
and the notions of narrative and counter-narrative, will allow for identification of
organisational power-resistance patterns. Methodology. Departing from Bourdieu’s
“constructivist structuralism” (Bourdieu, 1989: 14), narrative and counter-narrative are
shown to be valuable tools for pinpointing power struggles. These tie-ins are elaborated
by drawing on own empirical data. Implications. Connectivity of the concepts presented
might provide avenue for future research in (critical) organisation studies. Counter
narrative, in particular, does fill a void having been left in Bourdieu’s conceptualization
of a field. There, agents position themselves, by way of legitimacy struggles (Lueg and
Lueg, 2015); the character of these struggles, however, is not described in detail.
Originality. The Bourdieusian perspective has not yet been combined with a
narratological approach. A synergy might provide categories for the identification of
discoursive power struggles.
262
49-C: Stories of the conflict-affected other: Narratives, power, and organisational
strategies
Madhushala Senaratne
This paper borders on the topic of narrative and power in organisations. It focuses on
narratives of the vulnerable other in post-conflict settings produced by international
humanitarian and development organisations. It adopts an interdisciplinary approach by
drawing on and contributing to research in areas of arts and humanities and social
sciences. The paper is also placed in the context of increasing representations of the
vulnerable other amidst worsening humanitarian crisis, and draws on my own
experiences, once as a practitioner and now as a researcher, in the area of
humanitarian narrative production. The paper interprets ‘narrative’ in light of ‘human
interest stories’ produced by international organisations. Narrating the ‘before’ and
‘after’ experiences of a project ‘beneficiary’, these human interest stories often serve as
evidence of impact of a humanitarian or development intervention. This paper argues
that various forms of power intersect in producing these narratives and in their
representation of the conflict-affected other. Against this context, drawing on interviews
conducted with communications professionals and development practitioners from
across international humanitarian and development organisations in Sri Lanka, this
paper asks two research questions. Examining organisational structures and strategies,
firstly, what forms of power are at play in producing narratives of the vulnerable other?
Secondly, how do these power dynamics intersect, influencing and challenging the
production of narratives of the vulnerable other? The notion of ‘power’ is approached
broadly and in an interdisciplinary sense, drawing on debates on mediation and
representational strategies as well as humanitarian discourse and international
development theory.
263
49-D: Counter-narratives: A useful strategic resource?
Marianne Lundholt
This research aims at bridging humanities and organizational behavior in order to foster
a better understanding and interdisciplinary dialogue between the two fields. The panel
aims at stimulating the savviness of the concept of counter-narrative. The research
project `Counter-narratives and organizations´ facilitated by Center for Narratological
Studies has revealed that counter-narratives among employees in organizations mainly
emerge due to employees’ lack of understanding the strategic intent rather than
employees’ resistance to change. This calls for new management competencies and a
new perception of management communication. Perceiving communication as a one-
way discipline neglects the need for making meaning in unison. The research project
has developed frames for enabling managers to make sense in collaboration with
employees rather than on behalf of employees. Furthermore, the research project has
revealed that counter-narratives have proven to be a useful resource in the strategy
communication rather than a hindrance for change.
264
50- Paper session: Cybernarratives
Chair: Sarah Gurley-Green
50-A: Fictions of identity: Some thoughts on the influence of cybertexts on the study of
identity narratives in literature and film
Britt Svenhard
This paper looks at the role of video games in discussions of narrated identity in fiction
and film and its implications for studies in narratology. Knowledge of video game
narrative structures may elicit meaning-making processes in readers that allow for an
investigation of the relationship between the different semiotic domains of print texts,
films and video games and their different narrative potential. The paper questions the
traditional ways of reading and understanding narrated identity in literature and
adaptation studies and describes how opening up the field to the study of cybertext
structures also enables the inclusion of alternative representations of identity.
Recognizing the role of cybertexts in narratology studies may also influence and
transform our understanding of older domains, such as print literature. The discussion
takes an interdisciplinary approach and draws on, among others, Espen J. Aarseth’s
(1997) writings on ergodics and cybertext, Monika Fludernik’s (1996) concept of
‘narrativization’ and Andreea Deciu Ritivoi’s (2005) theory of how narratives are
invented.
265
50-B: A narrative pornography? Risky expressions and criminal representations in
young people’s sexual images.
Sidsel Harder
In Denmark, almost all young people use pornography and sending and receiving
sexual images is a common practice. Do young people use sexual images to create
their own narrative pornography? The pornographic narrative can be seen as a cultural
script for sexting (taking and sending sexual images digitally), but previous research
strongly suggests that young sexters do not consider their own sexual images to be
pornography. In narrating sexual images the pornographic script thus works in complex
ways as something that young people resist, negotiate and play around with. I use
qualitative data to investigate how young Danes manage the distinction between private
and industrial sexual images by keeping their sexting humorous, anonymous and
softcore, and I look at how these narratives expressing sexual identity are constructed
in contrast to pornography. I also look at how the illegal sharing and consumption of
non-consensually distributed sexual images are using the same images in different
contexts to create mocking, identifiable and explicit representations of women. Since
this sharing happens digitally side-by-side with industrial pornography, I argue, that the
images can be understood as re-framed pornographic narratives. Sexting has raised
public and political concern internationally and the emerging academic literature on
young people’s production of sexual images stresses risk-management. The issue of
non-consensual sharing of sexual images and the concept of revenge porn underscores
the importance of looking at how sexual images, that were not meant to be
pornographic, might be narratively constructed as digital pornography when shared non-
consensually.
266
50-C: Emerging narrative strategies online: Syrian auto/tweetography
Ana B. Martinez G.
This paper seeks to shed light on the narrative processes and technological affordances
that have facilitated the emergence of a new life-writing genre – ‘Auto/Tweetography’
(McNeill) in Syria. To be more specific, the case of Bana Alabed will be explored to
assess the multiple narrative strategies at play. The need to focus on personal
storytelling in the first person has been noted by many authors devoted the study of
testimonial narratives and human rights activism. Here, I analyze the interplay of
narrative, emotions and cognition. The concept of ‘narrative empathy,’ coined by
Suzanne Keen, will be used as a methodological framework setting the scene for a
narrative Twittersphere where each tweet may be read in a vacuum or, more
importantly, in context – be that in relation to its interactive readers/audience, or in
relation to the tweeting narrator’s other performances as a whole. Instances such as
that of Bana Alabed, who became famous for her tweets from besieged Aleppo when
she was just seven years old, need to be reconsidered. Her tweets both exemplify a
new form of narrative and a possibility for advocacy that transcends earlier attempts at
denouncing the ongoing war in Syria. Applying theories of narrative as well as affect,
this paper examines those online and offline venues where similar storytelling practices
are taking place, suggesting a path for other life narrators to follow.
267
51- Paper session: Trauma and emotion
Chair: Yuval Palgi
51-A: Emotions as concepts? Narrative research and the paradigm shift in the study of
emotions
Elisa Aaltola
Study of emotions is undergoing radical change. The classical view, according to which
emotions are innate, generic and universal (they take place automatically, can be easily
distinguished, and apply across cultures) has been challenged by recent research,
which claims that emotions are actively built, highly varied, and culturally learned.
According to scholars such as the neuropsychologist Lisa Feldman Barrett, emotions
are conceptualisations or predictions, which we construct on the basis of our past
experience and social influence. Thus, emotions are ways of actively conceptualizing
incoming stimuli, and here cultural variety can hold manifest importance. Such an
account matches the philosophy of Ludwig Wittgenstein, which posits that concepts
create our reality, and the language-centrality of which has influenced those
contemporary scholars of human mentation, like Daniel Dennett, who similarly to Barrett
underscore conceptuality. The paper explores the significance of this paradigm shift
from the perspective of narrative research, and suggests that it accentuates the
importance of narratives as tools for, not only making sense of, but also (and primarily)
constructing emotions. Yet, it will be argued that the new take on emotions struggles
with some unanswered questions, such as the neo-Wittgensteinian over-emphasis
placed on language, and the conclusion will be that also other than lingual narratives,
concepts and emotions need to be afforded significant space.
268
51-B: Intergenerational trauma and resilience: Narrative and medical perspectives
Carmen Schuhmann and Nicole Immler
Intergenerational trauma and resilience: Narrative and medical perspectives Resilience

research is an emerging interdisciplinary field of study concerning adaptive processes in
the context of adversity. This paper concerns an on-going interdisciplinary and
international research project on Transgenerational Trauma Transmission and
Resilience Study of the Holocaust (see http://www.treegenes.nl/), aiming to explore
trauma and resilience of Dutch Holocaust survivors, their children and grandchildren.
This project reacts to a recent, heavily discussed epigenetic study that provides
evidence for the involvement of epigenetic mechanisms in intergenerational
transmission of stress in families of Holocaust survivors. Our project has a twofold set-
up: it has a quantitative, medical (genetical) research part (which will be done by
medical institutions in 2018-2020) and a qualitative part in which narrative interviews are
conducted with members from three generations within 10 families of Holocaust
survivors (by Nicole Immler and Carmen Schuhmann of the University of Humanistic
Studies in 2017/2018). In the interviews, elements of the BNIM method (Wengraf, 2001)
are combined with the Life History Calendar method in order to collect narratives on
people's quest for meaning in life in relation to the Holocaust. Here the focus is on the
existential dimension of resilience: processes of preserving or recovering a sense of
meaning in life in the context of adversity. In this paper we discuss the potential of
combining narrative and medical research for studying intergenerational resilience: how
can the results of these different types of research be combined and what is the added
value of combining narrative and medical research?
269
51-C: Writing and processing trauma: The case of holocaust survivors and their
offspring
Adu Duchin
In recent years there has been a prominent increase in survivors' stories being written
and published as books by various publishers (e.g., Yad Vashem). By writing these
books, survivors have an opportunity to tell their story to themselves, to their family
members and to the whole world. Sometimes, these stories have never been told before
by the survivors. The objectives of this study are to examine the subjective meaning of
writing a memory book for the authors-survivors, the processing of the trauma that
accompanies it, and the meaning of the survivor's book in the context of
intergenerational transmission processes in families of Holocaust survivors. The study is
based on interviews that were conducted with the authors-survivors, who were young
children during the Holocaust (ages 2-12). In addition interviews were conducted with
one of their children and one of their grandchildren. Based on applying a narrative
methodology, I will present the 'writing stories' of the authors-survivors and the
importance of memory books for the survivor. In addition I will demonstrate the different
meanings that the memory book receives inside the families, in the stories of the
second and the third generations, and beyond. This study has implications for
understanding the adaptation processes involved, and the healing nature of expressive
writing in particular and the writing processes that are relevant for psychotherapy with
trauma survivors and their families in general.
270
52- Panel: Narratives in educational contexts
Chair: Michael Bamberg
52-A: Adult students’ employability and social positioning towards academic

entrepreneurship in Finnish higher education
Päivi Siivonen, Kati Kasanen and Katri Komulainen
The four presentations in this session take off from the value of narratives in education.
Päivi Siivonen and colleagues, in the first paper of this session, are making use of
narrative interview data in order to explore the question of employability from the
perspectives of ‘mature’ students between 31-65 years-of-age. Both Ietje Pauw and Heli
Mutanen are interested in the second and third presentation of this session, in the
themes and plotlines that are made use of in experiential learning; Pauw’s study
particularly investigates how student teachers use narratives to form their emerging
professional identities, while Mutanen focuses on how young unemployed participants
navigate the complexities and uncertainties of their emerging but threatened
professional identities. Finally, Bamberg picks up on Pauw’s theme of narrative
reflection and explores the worth of narrative reflection in the process of undergraduate
teaching and learning. While all four presentations work with slightly different models
and theories within the narrative spectrum, their joint focus on educational outcomes
promises an interesting contribution to the general field of identity development in the
context of educational challenges. We are committed to hold fifteen minutes for a final
discussion.
271
52-B: Framing the teacher: How stories reveal professional identity of the student
teacher
Ietje Pauw
Stories can be helpful in examining teachers’ lives and learning (Kelchtermans, 2002;
Pauw, et al., 2017). Examining one’s profession by way of narrative reflection,
contributes to the development of teachers’ professional identities (Bruner, 2004; Pauw,
2007). Our presentation explores how teacher identity emerges through the stories of
student teachers. Our analysis focuses on the plots, the characters, and the values
expressed and the framing of the ideal teacher. The stories of first year students
revealed that the emerging plot patterns (Booker, 2004) include plots such as
‘Overcoming the Monster’, ‘The Quest’, ‘Voyage and Return’ and the ‘Rebirth’ theme,
where ‘Overcoming the Monster’ is the most frequent occurring narrative plot.
Regarding values the study reveals that mostly politeness, economical (organizational
or classroom political) values were found in the narratives of even senior students,
whereas higher ethical, aesthetical or societal values were expected. It appeared that
these students rarely show traces of reaching the second phase of professional identity
and demonstrate only a few scripts for their acts and a rather narrow frame (image) of
their profession. We conclude our presentation with a focus on the value of reflection on
stories for students’ future professional identity development. Teacher educators can
assist their students by giving space for their stories, and thereby revealing their values.
This further helps gaining insight in the actual phase of their professional identity and
opening access to other scripts widening their frame of the profession of the teacher.
272
52-C: Narrative positioning and moral orders
Heli Mutanen
This paper investigates storylines and (counter) narratives of young unemployed adults
in the context of a youth supportive program. By applying positioning theory (Davies &
Harré1990; Harre & van Langenhove 1999) and narrative positioning analysis (Bamberg
1997; 2004), the aim is to explore how 15 young adults, academically, socially and
culturally positioned as “at risk”, constructed identities as acts of narrative positioning
within cultural, institutional, legal, interactional and personal moral orders. (van
Langenhove 2016). The findings reveal the embeddedness of moral orders within the
narrative environments (Gubrium & Holstein 2008) that surround school dropouts in
Finland; a society with observably equal opportunities for education. The findings show
how cultural narratives and cultural moral orders shape the construction of story lines
and identities of the participants of the study in a manner that constrain their agency.
However, within institutional and interactional moral fields, the story lines these young
individuals negotiate and employ, enable them to cope with complexity and uncertainty.
By gathering the perspective of young adults who are navigating through disrupted
educational pathways, the study shows that these young adults want to be seen
differently and as choosing subjects. There are subtle yet powerful factors in society
that shape the identity and agency construction of young unemployed individuals. The
use of positioning theory and fine grained positioning analysis enables a complex web
on interactions between young individuals, youth supportive practices, educational
institutes and entire society to become visible and understood.
273
52-D: “Narrative reflections”: Students’ productive use of storytelling to assess their
own learning
Michael Bamberg
The study reports on a first phase of inquiring into students becoming (self-) reflective of
their own learning by use of narrative inquiry. Students of a larger course (n=60) on
qualitative methods (that also covered ‘narrative inquiry’) were divided into three groups,
each receiving different instructions to give weekly reflective accounts. Group A
received training in fashioning their accounts in a narrative format, group B in bullets,
and group C was instructed to give their accounts in whichever way they preferred. All
students, at the end of the semester were instructed to reflect (sic) on their individual
learning over the course of the semester. An independent panel of three was to judge
students final accounts in terms of criteria to stablish the quality of self-reflection
displayed in their writings. Findings showed that group A (having received ‘narrative
instructions’) topped group C, which in turn topped group B significantly in terms of
‘being more reflective.’ In my presentation I will lay out the design of this study in more
detail, discuss the findings in terms of “Narrative Reflections,” also include some of my
own ‘reflections’ regarding the shortcomings of this study, and conclude by framing the
results as an overall index of the powers of narrative in teaching and learning.
274
53- Workshop: On climate adventure together
Kirsten Notten
Climate change and the energy transition do not only require technological but also
social innovations. It is a field of complexity with multi stakeholders and multi level
governance and a field with uncertainty about technological possibilities, distribution of
costs and behavioural changes. But, national and local government are inclined to
search for technological solutions with a rational approach. In her work as a storyteller
for policymaking Kirsten Notten has participated in the Dutch National Energy Dialogue.
She listened to the stories of ordinary people about their daily practices with
sustainability in their homes. Their stories showed the steps of the ‘hero’s journey’ as
captured by Joseph Campbell and Mieke Bouma. Residents are on an climate
adventure, entering a new world, facing monsters and going through a crisis before they
are able to change behaviour or invest in new energy systems. Policymakers could
work with the narrative understanding of changing daily life to find new practices of
governance and to support the actions of inhabitants. Besides that, the hero’s journey
gives a narrative coping with uncertainty and complexity. It offers grip by working step
by step and understanding dramatic changes. It also offers space to adapt and learn
along the way. Narrative work opens the possibility to go on climate adventure together.
How to strengthen the practice of storytelling in policymaking? What lessons can we
learn for climate policies? Kirsten Notten works in this workshop with the dilemmas
when using storytelling in the context of policy-making on climate issues.
275
54- Paper session: Narrative identity construction
Chair: Sofia Triliva
54-A: Styles of narrative selection in crafting life stories
Smadar Ben-Asher and Gabriela Spector-Mersel
Narrative literature considers life stories specific units of discourse that organize the
autobiographical past along a temporal axis, providing the teller unity, purpose and
meaning (McAdams & McLean, 2013). As the advocators of "small story research" point
out, life stories, as the principal kind of "big stories", have been the focus of narrative
theory and research for decades (Bamberg, 2006). It is not surprising, therefore, that
this narrative type has been extensively examined and theorized from various aspects:
content, form, and more recently, the contexts within which it is produced. Some
attention has been given also to the process of generating life stories (Rosenthal, 1993;
Spector-Mersel, 2011). These efforts posit general principles that organize this process,
selection being the major one, but they disregard the different fashions in which these
unfold. The present study aims at filling this gap in the understanding of life stories,
looking at different styles in carrying out the narrative selection that forms them. 38 life
stories of Israeli students of educational counseling have been holistically analyzed,
according to the model of mechanisms of narrative selection (Spector-Mersel, 2011).
This analysis identified six styles of crafting life stories: Beads threaders, Weavers,
Patches aggregators, Embroiderers, Bricolagers, and The king`s tailors. We suggest
these storying styles are indicative of the tellers` current identity state. In this sense, the
insights elicited in the present study broaden the understanding of the plurality of
narrative identities, both empirically and theoretically.
276
54-B: Uncertain narratives, fragile identities: Four German examples
Myrto Aspioti
Identity narratives, in fiction as in everyday communication, are meant to bestow a

sense of coherence, continuity and meaning to lived experience. Yet what happens
when narratives are used to cultivate confusion and uncertainty around identities both
individual and collective? How are we to read, for instance, novels in which the
protagonists recede from focus, in which their identities are shown to be elusive,
deceptive, fragile? In my proposed paper, I will argue that such ‘negative’ identity
narratives have specific political implications which become intelligible in the context of
reception. By referring to four German-language novels published after 2010, Wolfgang
Herrndorf’s Sand (2011), Eva Menasse’s Quasikristalle (2013), Jenny Erpenbeck’s Aller
Tage Abend (2012), and Saša Stanišić’s Vor dem Fest (2012), I will discuss the
different narrative techniques and plot structures used in each instance to obscure the
respective protagonists’ identities, and the effects of this on how the novels have been
read by scholars and critics. On the one hand, Herrndorf’s amnesiac protagonist is
gradually annihilated while he struggles to piece his history together; the narrative
structures of Menasse and Erpenbeck’s novels, on the other, deflect, rather than
reflecting, their respective heroines’ life stories. Stanišić’s novel, finally, renders suspect
the collective identity of an entire village, rather than of an individual protagonist. By
drawing attention to the workings of ‘negative’ identity narratives in recent fiction, I will
show how such narratives can alert us to the pitfalls of identity discourses geared
towards certainty and closure.
277
54-C: Unraveling the wonder of the ordinary: A narrative analysis of meaning
construction in familiar routines
Jacky van de Goor, Anneke Sools and Gerben Westerhof
In this study, we investigate how meaning is constructed in familiar routines of ordinary

life. Familiar routines are paradoxical: they may contribute to the experience of value
and truth, but may just as well become habitual and lose affect. They have
characteristics of both big as well as small stories. The basis for the study is a set of 13
short narratives of routines, elicited in focus groups with participants varying from
bankers, civil servants and students to homeless people and victims of domestic
violence. To elicit narratives a novel intervention was used, based on a question from a
Japanese movie. Narratives were coded along two viewpoints on the meaning of
routines derived from literature: routines as intentional action and routines as patterns.
To address the meaning paradox in familiar routines, we turned to the narrative concept
of tellability. The analysis culminates in two distinct types of meaningful familiar
routines: routines of harmony and routines of transition. While routines of transition
involve an abrupt transformation that accounts for their tellability, the study does not
give a clear answer to meaning construction in routines of harmony - stable, balanced
moments without a build-up in events. Results point to three issues that may contribute
to meaning construction in these routines: the process of reframing the routine in a
wider context, the awareness of opposing values within the routine, and the contrast
between simple, instrumental acts or objects in the routine and their powerful symbolical
function, serving as gateways to meaning.
278
55- Paper session: Politics and citizenship
Chair: Einav Segev
55-A: Cultivating political friendship in civic education: A narrative approach
Isolde de Groot
In political sciences as well as political debate and media, there are several narratives
on young people’s democratic engagement and the role of education in this regard. A
dominant narrative in several EU countries envisions adolescents’ engagement as
limited and declining. In line with this narrative, scholars and policy officials have argued
that, in order to vitalize our democracy, EU governments need to advance young
people’s political thrust, interest and engagement. Critical scholars have proposed
alternative narratives, and alternative courses of action. Rather than departing from a
deviant model, and focusing on desirable dispositions of individuals towards current
political practices and procedures, they argue that it is important to question –and
strengthen- existing opportunities for (young) people to experience democracy, and
advance agonistic relations and deliberation (e.g. Biesta, 2011; Lo, 2017; Osler &
Starkey, 2015). Moreover, they argue that it is important to spur a sense of political
friendship among (young) citizens, and strengthen related political competences (Allen
& Light 2015). This workshop aims to discuss pilot education materials as developed in
the first phase of an educational design study that builds on the work of these critical
scholars as well as a framework on narrative civic education (De Groot, 2017). Main aim
of this study is to develop and evaluate a civic education program for secondary
education that adopts a narrative approach to advance a sense of political friendship
among adolescents.
279
55-B: Participatory research on local story websites nurturing collective acts of digital
citizenship
Mike de Kreek
Theories of empowerment and citizenship both mention processes and outcomes.

Dahlgren’s ‘civic culture’ points to a set of interlocking processes that facilitate individual
people’s actual participation in the public sphere, in civil and political society.
Empowerment theory covers similar interdependent processes, but also includes
collective processes and outcomes through a mechanism by which people,
organizations, and communities gain mastery over their affairs. Following Couldry et
al.’s suggestion to look for new acts of citizenship and underlying processes in digital
environments, I have related two local story websites’ emergent empowerment
properties to collective acts of citizenship. Ultimately, the first case was described as
being better able to resist dominant local discourses and the second as being more
representative for its neighbourhoods’ residents. Moreover, I showed how these acts
are embedded in the core groups’ story collecting characteristics along five
organizational continuums. The findings show that it is important to study cultural
dynamics in an online public sphere not only to learn about individual civic agency, but
also about the relation between the interests of the core group of participants and the
common good for the community. Doing so, my warm relation with both cases and
Flyvbjerg's plea to 'make social science matter' urged me to feed back the research
results in both core groups. This helped them to acquire new literacies about the
emergent properties of their collective story collecting actions and the organizational
aspects with which they could influence this.
280
56- Panel: Interactive storytelling: Connecting narratives
Chair: Frank Tazelaar
56-A: Using narrative to shape a child-robot bond
Mike Ligthart, Koen Hindriks and Mark Neerincx
Social robots are an upcoming technology with the potential to improve the quality of life
of many children. Robots are being developed that psychosocially support children with
cancer, diabetes, autism, ADHD, etc. The role of narrative is more important than
credited. Expectations It starts with how the robot is introduced. What comes to mind
when the robot is introduced as a friend, assistant or caretaker? Attached to these
labels are a lot of affordances about the purpose and (cognitive) capabilities of the
robot. More often than not these do not match with the actual capabilities. Research
shows that when children’s expectations are not managed properly the effectiveness of
the robot to offer social support decreases. Can we use a narrative to manage
expectations? For example, would children’s expectation better match with their actual
experiences if the robot is introduced as a chit-chat robot that likes to talk to them but
still has to learn how to communicate? Long-term interaction To sustain a long-term
interaction the robot must have enough content to share with the children. A narrative
helps to create that content by for example clearly specifying the role of the robot and
by giving it a personality, a backstory and a collection of anecdotes and stories. The
stories that robots tell about themselves shape the bond between them and the
children. This will be an interactive talk about responsibly co-writing narratives for child-
robot interaction with input from children, parents, medical professionals, technicians,
the robot and writers.
281
56-B: Home of stories
Frank Tazelaar, Noortje Kessels and Marjolein Visser
Home of Stories is a platform of literary organisation De Nieuwe Oost that offers a long-
term project in which emerging professional authors mentor different kind of
marginalized groups, for example older people and refugees, writing and telling stories.
The authors are not therapists. The focus is on narrative talent development: coaching
the participants in telling stories, recalling memories and writing texts. This platform
provides a special approach towards what marginalized groups can offer instead of
what they need or are in need for. Home of Stories is focused on what there is to gain in
the changing lives of people. One of the taglines is: ‘Prose instead of Prozac’. This
platform was brought into practice over the last two years, in different layers of Dutch
society: in nursing homes, in centres for asylum seekers and in hospitals. Doing so, the
Home Stories Method has been developed in practise. With our experiences the
assumption arises that this program is not only an example of resisting the
pathologizing of negative feelings of marginalised groups, but that storytelling can go
beyond representation, towards producing affect. It might even be a critical intervention
on how creative thinking can refigure certain affects and emotions. Can storytelling,
offer an intervention towards the way we look at marginalized groups and how they
identify themselves? Does Home of Stories help to increase personal affect? These
questions form the starting point of our interactive talk.
282
57- Panel: When a narrative meets a life-crossroad
Chairs: Yuval Palgi and Ehud Bodner
57-A: Life-crossroads and narrative identity
Yaffa Hajos, Yuval Palgi and Ehud Bodner
Life narrative reminiscences may enable to interweave reminiscences into a self-

enhancing life narrative in old age. The present work presents findings from the study of
the new concept of life-crossroads, defined as past events reminiscences, that occurred
in defined time periods and included self-decisions that caused a meaningful change
(perceived as positive or negative) in one’s life trajectory. In the present study a
convenience sample of 203 participants at the age of 65+ was interviewed, and each
one of them was asked to freely describe five life-crossroads. A mixture of qualitative
and quantitative methodology examined the characteristics of the resulting 1008 life-
crossroads reminiscences, their structure, contents, etc. Findings show that there are
consistent rules by which people arrange their life-crossroads and construct their life
story in a way that assists them in adaptively consolidating their self-identity in old age.
More specifically, individuals tend to arrange their reminiscences in a chronological way,
but consider the first reminiscences as the least meaningful life-crossroads.
Furthermore, interpersonal relations are the most common life-crossroads and that
almost 60% of the life-crossroads are self-defined as positive. These results have
theoretical and practical implication, as we can now better understand the rules shaping
the trajectories of one’s life narrative.
283
57-B: Trajectories of meaning-in-life and life-crossroads as a road for aging well
Ehud Bodner, Yaffa Hajos and Yuval Palgi
In this study, instead of examining the individual's general understanding of meaning-in-

life in the present, we examined temporal evaluations of meaning-in-life trajectories.
These trajectories were comprised of an assessment of changes in the meaning people
ascribe to their lives in the past, present and future, thereby measuring their narrated
identity. Moreover, the relationships between the resulting meaning-in-life trajectories,
life-crossroads and measures of aging-well were examined. A convenience sample of
203 community-dwelling individuals aged 65+ years was interviewed, and each of them
completed measures of meaning-in-life and aging-well and described in a free manner
five life-crossroads, yielding 1008 life-crossroads reminiscences. Findings showed that
time perspective meaning evaluations yielded six meaning trajectories: a descending
trajectory, a balanced or stable trajectory, an ascending trajectory, a "V" type trajectory,
a "Λ" type trajectory, and a fluctuating trajectory. Participants with balanced or
ascending time perspective trajectories had the highest scores in aging-well measures.
Characteristic positive self-regard, predicted a balanced trajectory of meaning
compared to a descending trajectory. While the effect of life-crossroads on aging-well
measures was moderated for those who had no balanced or ascending trajectories,
their effect on health problems was moderated by those who had balanced or
ascending trajectories. To conclude, life-crossroads and meaning trajectories,
independently contribute to the experience of aging-well when they coexist together, but
when one of them is low, the other receives prominence in the prediction of aging-well.
284
57-C: Life-crossroads on stage: Integrating life-review with drama therapy for older
adults
Shoshi Keisari and Yuval Palgi
This presentation examines the contribution of a new group of therapeutic interventions

for older adults, based on a rudimentary life-review together with drama therapy. A mix
method research examines the influence of this therapeutic intervention on key
indicators of mental health and psychological well-being among older adults. The
protocol examined here focuses on working with Life-crossroads as a way of crafting
the most rudimentary life story. Therapeutic work emphasizes flexibility in the way the
person looks at his/her life, the life-crossroads they choose, and the way these life-
crossroads are linked to portray a story. The current therapeutic work providing an
opportunity for new perspectives and choices by presenting the life story as dramatic
images. The flexibility of the dramatic-reality allows individuals to explore alternative
versions of their life-crossroads, and the way they are integrated into a life story. This, in
turn, allows individuals to gain new perspectives about their life decisions and deepens
their understanding of the associations between these decisions, in a way that gives
rise to a more positive identity. Our findings confirm that therapeutic intervention, which
integrates life-review with drama therapy, increases measures of psychological well-
being and mental health. The contribution of this research lies in the development of a
unique therapeutic intervention that combines narrative therapeutic tools and drama
therapeutic tools, which can be used in a focused and short-term group treatment with
elderly people.
285
57-D: Constructing musical autobiography for elderly people: A preliminary inquiry
Nomi Levy, Avi Gilboa and Ehud Bodner
It has been found that autobiographical memories can be used in order to create self-
narrated identities and that music easily activates autobiographical memories along the
life-cycle, including in old age. However, to the best of our knowledge, no examination
of a model which constructs a narrated self-identity through music which elicits
meaningful memories has been done. The current presentation will describe an
intervention which guided four people at the age of 85-87, to construct their musical
autobiography, and was examined qualitatively using a participatory action research
study design. The clients listened to recorded music they defined as meaningful to their
life history, and used these recordings as a mean to verbally construct an organized
lifespan autobiography with the music therapist. The intervention included the following
stages: (1) An inquiry with the client of songs, musical genres, singers, or bands,
associated with meaningful life events/times; (2) Mutual listening to the chosen pieces,
followed by shared memories by the client; (3) Chronologically organizing the pieces
with the client on a CD plus narrated explanations, stories and associations added by
the client in his/her own voice; (4) Free listening by the client to the CD for several
weeks; (5) Presentation of the musical autobiography to others (e.g., family members,
close friends, neighbors). The clients reported an improvement in their well-being, and
were eager to present their musical autobiography to others.
286
58- Paper session: Narrative care
Chair: Don Redmond
58-A: Exploring the theoretical foundations of narrative care
Bodil H. Blix, Charlotte Berendonk and Vera Caine
Narrative practices have been around for some time and care is often conceptualized as
being narrative in nature. More recently narrative care is being developed both as a
practice and as a field of study (Baldwin, 2015). It is necessary to make visible the
theoretical foundations of narrative care, to avoid the risk of defining narrative care
narrowly through a focus on biographies, reminiscence, or story telling. For us, narrative
care is grounded in pragmatist philosophy (Dewey, 1918; Addams, 1902) with a focus
on experience. Pragmatism holds the possibilities to open spaces for realities that are
constantly in flux and for emergent situations that must be considered across time,
diverse places, and social context. It is important to recognise the multiple, complex,
and uncertain realties of people, which makes it necessary that caregivers and care
recipients are continuously involved in the process of telling, listening, (re)telling, and
(re)listening of their experiences. At the same time, aspects of silence and silencing and
the presence of untold stories must be recognised. Dewey in particular linked this to
aspects of morality and democracy. Building on this, Addams (1902) links democracy to
dialogue, joint experiences, and social equality. This calls for the development of ethical
frameworks grounded in care, or more specifically a focus on relational ethics
(Clandinin, Caine, and Lessard, forthcoming) Relationships in narrative care are not
only marked by a relational ethics, by also by a commitment to dialogical and relational
democracy and a prioritizing of community.
287
58-B: Developing a narrative care intervention for professional care providers situated in
long-term care
Charlotte Berendonk, Bodil H. Blix, Vera Caine, Matthias Hoben, D. Jean Clandinin,
Pamela M. Roach, Roslyn M. Compton, Marie T. Cave and Andrew J. Cave
Narrative care strongly takes account of the fact that care is a narrative practice. The
concept underscores the importance of narrative and experience and how these shape
identities. Narrative care also focuses on the embodied act of co-constructing stories in
interaction. Important to the quality of care in long-term care settings is the ability to
cope with complexities and uncertainties, which can be realized by attending to ways
that foster, elicit, and co-construct evolving and forward-looking narratives. Recognizing
these ongoing co-constructions means that both older adults and care providers live,
tell, (re)tell, and (re)live their experiences. A change in the current institutional culture of
long-term care organizations is necessary and possible if care providers recognize that
care is a narrative practice. To support such a change systematically, interventions are
necessary that foster a focus on individual experiences and relationships and make
relational ethics central. These interventions would a) recognize the importance of
curiosity in a person’s verbal and embodied narratives, b) take notice of individual
experiences in all of their complexity and uncertainty, c) respect these narratives, d)
open up the space to co-construct new narratives, and e) allow care providers to
engage in reflective practices that shape who they are and are becoming. In this
presentation, we will provide insights in the developmental steps and building blocks of
a narrative care intervention for care providers in long-term care settings.
288
58-C: Narrative methods for navigating movement between times and places in
advanced dementia
People living with advanced dementia struggle to tell their stories. These stories
typically shift fluidly between resent and past, and between locations old and new. My
dissertation research utilizes narrative methods to hear the voices and understand the
experiences of people living with advanced dementia while navigating their shifts in time
and place. Traditional interview methods are a poor fit for participants with advanced
dementia who struggle to interpret questions, and shift between times and places in
their answers. In contrast, go-along interviews (Carpiano, 2009) provide a method that
includes and engages participants while being less controlled and structured than
traditional interviews. My dissertation research utilizes a modified go-along conversation
where going-along doesn’t focus on mobility and place, but on simply going-along with
the participant’s narrative. These conversations are built around stories that move
between past and present, between old homes and care homes; thus, the movement is
in the narrative. In this presentation I will explore the implications of engaging in go-
along conversations, considering challenges and benefits. The impact of movement
between times and places on the co-creation of the narrative requires consideration.
Additionally, reflexivity regarding my expertise as a nurse-researcher is critical in
understanding the extent to which the narrative was controlled or directed. What was
my ability to simply go-along, and what was the impact on the narrative? While
reflecting on these challenges, I will also discuss the important potential that narrative
methods hold for hearing and including the voices of people living with advanced
dementia.
289
59- Panel: Narrative learning in higher education
Chair: Monique Engelbertink
59-A: Autobiographical reflection to enhance the professional identity of social work

students
Central to this presentation is the development of an autobiographical reflection course

according to the method ‘The stories we live by’. The target group is second year social
work students at the Saxion University of Applied Sciences. The primary aim of the
course is to enhance the (professional) identity of the students whilst the secondary aim
is to develop the reflection skills of students to a level of ‘critical reflection’ as stated in
the NARRA rubric. The course is designed to be a blended learning course. To prevent
motivation problems during the autobiographical writings process, we have developed
one online course with persuasive technology and one without. Subsequently, the third
aim of the course is to stimulate the learning process of students. An iterative
participatory research design is followed by three phases: an orientation phase, a co-
creative phase and an implementation phase. During the orientation phase an early
version of the course was taught to fourth year students. During the co-creative phase,
students, teachers, professionals and ICT specialists developed the blended learning
course. The concept was evaluated among students and teachers. Finally, the blended
learning course was implemented in the curriculum of second year students. During the
presentation, I will give an insight into the preliminary results of the RCT and the results
of the analysis of the reflection skills of the social work students.
290
59-B: Autobiographical writing consistency in one’s life and with the world, a genuine
exposure
Yvonne Meesters
This presentation gives an account for the impact of autobiographical writing as

discipline within a biographical or life story approach. A biographical approach spiritually
examines essential principles of one’s life story and uses biographical conversation,
writing and drawing exercises. It is intended to encourage profound self-awareness,
agency and identity formation. With the sensory and factual descriptions of memories
from within various angles, one becomes aware of the coherence in one’s life story by
using autobiographical writing exercises. In the encounter with memories, mind and
sentiments often are dividing and judging, yet the pen will write a true story. By using
biographical writing techniques, one can discover the holographic principle that every
particular element of an image contains the whole image. To put it differently, the major
life themes/topics are concealed in every memory. Two other aspects of
autobiographical writing are the possibility of reading aloud one’s story and listening to
the stories of other participants and with that, recognition, respect, empathy is fostered.
The more authentic the individual story, the more universal value this mutual narrative
sharing’s offer the existing groups dynamics. The value of this autobiographical
approach seems to be salient for many, especially since everybody can write
autobiographically. In particular for students in secondary and higher education,
experiences of writing autobiographically not only re-enact self-awareness and
confidence to exist autonomously, this approach simultaneously challenges students to
recognize consistency in life stories of others.
291
59-C: Critical narrative encounters in higher education institution, hearing the third voice
Gusta Tavecchio and Renée Rosenboom
This presentation explores the ways in which bridge programs and narrative modules in
higher education institutions use critical narrative encounters. Firstly, Bridge Programs
aim to narrow the achievement gap between the performances of college-going
students and first-generation college students. Three such programs at VU
(Amsterdam), UCLA (Los Angeles), and NSC (Las Vegas) were focus of our case
studies. Each program employed the narrative approach by asking students and
teachers to exchange their narratives as a way of: raising awareness about identity
capital, encouraging identification with others and inspiring transformation through self-
actualization. This approach allows participants to display forms of empathetic
witnessing, enabling students to explore layered identities. Secondly, Narrative Modules
as implemented in the minor Lifespan Developmental Psychology (UAS Leiden), aim to
introduce social studies students in working with and understanding narratives.
Dissemination of knowledge and narrative didactics enables these students to reflect on
critical incidents and transform them into modified and expanded storylines. With that, a
third voice that enables alternative existential language is being explored in the process
of narrative understanding. By sharing one’s narrative, students encounter the other
with biographic conversations that foster recognition, understanding and fraternity. We
will not only discuss the didactics and pedagogy that is fundamental for these
approaches, we will also present our findings and outcomes of students’ perceived
learning pathways. With this critical narrative encounter, students are supported and
empowered in the discovery of both their voice and identity capital in order to encourage
them to assert their agency.
292
59-D: Towards a narrative learning environment, narrative coaching in teacher
education
Floor Renssen and Sjoerd-Jeroen Moenandar
This presentation will focus on a case study that investigates how stories may be used
to instigate critical reflection, creative thinking, and facilitate ‘becoming’ in educating
Language Teachers. We want to know if and how turning study experiences into stories
may help students to make sense of these experience for their professional
development. In our research, we build on Gubrium and Holstein’s concept of narrative
environments and on an earlier study on the use of storytelling for student career
counselling (Moenandar & Huisman). Because fictional stories create ‘safe worlds’, they
allow students and teachers to express their personal emotions and thoughts. Thus,
fictional stories help to create meaningful dialogues among students, especially on
difficult personal and societal topics. A pilot study was set up at a language teacher
training department of Windesheim. All first-year students at these departments were
given several storytelling exercises (such as ‘Write a story about how you ended up a
teacher Training for English’) and narrative communication was made an integral part of
student-teacher contact. We held in-depth interviews with twelve students and
lecturers. It became clear that both students and teachers value the narrative
assignments as meaningful, because they (1) raise awareness of goals, motivation and
success, (2) improve contact between teachers and students, (3) provoke thinking and
reflection and (3) work even for those students with low self-esteem in writing. Our
research suggests, that narrative assignments stimulate processes of becoming.
293
60- Paper session: Professional identity development of teachers
Chair: Päivi Siivonen
60-A: Awakening to our teaching stories: Storying and restorying ourselves as teacher
educators
Emma Quiles-Fernández, Trudy Cardinal and Sumer Seiki
This paper explores the stories and experiences we have lived as school and university
teachers in diverse educational communities and countries. Attending to those stories,
and thinking narratively with them, we notice how our wakefulness around teachers'
identity-making has increased. Through the narrative conception of identity as ‘stories to
live by’ (Connelly and Clandinin, 1999) we explore identity as something embodied,
never fixed and context-dependent, which is situated amid the personal practical
knowledge and the professional knowledge landscape (Clandinin, Murphy and Huber,
2001; Connelly, 1997). From this understanding, we came to realize how awakening to
our teaching stories have helped us to explore our identity as teacher educators. Living,
telling, retelling and reliving those stories of experience allows us to not silence them, to
live in the midst, in the tension, accepting all the vulnerability. As we know we have not
fully restoried all of them, we often wonder how significant it would have been to have
learned the process as students in our teacher education programs. Because of that,
the inquiry also draws into our work in teacher education, where we invite our students
to attend, be aware, and acknowledge the learning and teaching stories they carry and
embody. Stories that are part of our ‘always becoming’ (Greene, 1987), and our ways to
build educational relationships and to live in the world (Migliavacca, 2002). Temporality,
sociality and place, as three commonplaces of narrative inquiry, have been significant in
the study.
294
60-B: Using life stories to strengthen the connections between personal and theoretical
knowledge in teacher education
Nurit Dvir and Orna Schatz Oppenhaimer
This study examines the contribution of life stories to the development of the cognitive
and emotional aspects that make up the theoretical-disciplinary and the personal-
pedagogical knowledge acquired in teacher education. While these two knowledge
types are highly different - the one unified, objective and external to the individual, and
the other emotional, subjective and derived from the individual’s experiences – both
have been acknowledged as a critical part of teacher education and practice (Lassila,
Jokikokko, Uitto & Estola, 2017). The study presents a narrative analysis of 43 final
papers written for a course I taught in a large Israeli teaching college, where veteran
teachers were studying for their Master's degree in environmental education. The
participants analyzed and interpreted the personal-professional life stories told orally by
them and their colleges, and their final papers included reflections on their life stories,
and on the theoretical-disciplinary and the personal-pedagogical knowledge which they
explored from that experience. Data analysis was conducted according to Lieblich,
Tuval-Mashiach, & Zilber (1998). It raised themes pertaining to personal-pedagogical
knoweldge (e.g., teachers’ attitude toward student diversity, learning disabilities and
behavioral problems, the impact of significant figures on the learning process). It also
raised theoretical-disciplinary knowledge-related themes (e.g., “place identity” and its
impact on people, public vs. private domain, environmental justice and activism).
Overall, the results showed that life stories contain both cognitive and emotional
elements, which can be used to simultaneously construct many aspects of the personal-
pedagogical and theoretical-disciplinary knowledge that teachers need to construct their
professional identity.
295
60-C: Narrative of conflicts: Identities of beginner's teachers
Orna Schatz Oppenheimer and Nurit Dvir
Narrative research in education uses stories as a research tool to understand the

personal and professional identities (Stolz, & Ozoliņš, 2017; Clandinin, Downey &
Huber, 2009). Identities, shaping personality throughout life, are assembled from
personal and cultural worlds, and reflect the individual's ideas and perceptions
(Mishler,2004). The stories afford exposure of differing and changing complex identities,
and enable us to study how the storyteller examines and molds his identities. The aim
of this study is to expose through stories of beginner's teachers, and to understand the
process of professional identity building, and its formation. Analyzing those stories
relies upon the methodology of narrative research: holistic and categorical examination
(Lieblich, Tuval-Mashiach, & Zilber, 1998). Stage 1: Two researchers each read 250
stories written by beginner's teachers. Stage 2: The two researchers chose 10 stories
in which they identified 'conflictual spaces' on a personal and/or professional level.
Stage 3: The texts chosen underwent deep categorical research to identify the structural
components of the identities in those 'conflictual spaces'. The findings will be displayed
as per their affinity to two 'conflictual spaces': The internal space –the storyteller's inner
conflictual discussion with himself. The exterior space – a conflictual meeting between
himself and his professional surroundings (colleagues, students). The research
importance is exposing the process of professional identities building in the unique, and
authentic time - first year of teaching. It promotes knowledge on professional identity
building and can throw light on the generic components in identities construction in
other professions.
296
61- Panel: Narrating otherness
Chair: Mark Freeman
61-A: Compassion and imagination: Constructing the other
Molly Andrews
This paper explores the process whereby individuals come to perceive the suffering of
others as something which affects them personally, and moves them to become
politically engaged. While imagination is always situated (Yuval-Davis), the boundaries
which connect the self to others are forever in flux. The paper examines the process by
which political consciousness was awakened in the lives of several political activists,
and explores the role that the adoption of an explicitly political identity plays in enduring
political activism. The paper will also explore situations in which presumed identitites of
'sameness' do not hold, and discuss the challenge for scholars to negotiate these layers
of complexity within the research.
297
61-B: In the Aftermath: Narrating the tragicomedy of dementia
Mark Freeman
For nearly a decade, I sought to tell the story of my mother, who had been stricken with
dementia. Paralleling each “chapter” of her life during this period were my own chapters.
Many of the episodes recounted were tragic: a vibrant, intelligent woman was being
taken down by a dreaded disease, and at times it seemed that the only story to be told
was one of painful demise. Others, however, were comic—or at least had comic
elements—and called for a lighter touch. Now that my mother has passed, it is time to
draw together the various chapters of her life into a larger story. The challenge is how to
tell it. It will not be a tragedy. Nor will it be a comedy. Rather, it promises to be a
tragicomedy—that is, a story in which the full range of lived realities, from the awful to
the awesome, find their way into words. This presentation marks my first attempt, in the
aftermath of her death, to sketch the contours of this story.
298
61-C: Encountering and narrating different realities
Ruthellen Josselson
Anthropologists have long struggled with the problems of narrating culture. But they
concern themselves largely with mores, traditions, social roles and practices. Others
concern themselves with art and literature as access to a culture. As a psychologist, I
am more interested in emotional reality, styles of thinking, and personal relationships. I
had the great honor and adventure of trying to design and implement a training program
in group therapy in China with Chinese psychologists. That I was teaching therapy,
including live demonstrations, gave me access to a deeper layer of psychological reality
than most Western people ever encounter. Can a Western mind understand the realities
of an Eastern one? And can a Western writer narrate the experience in a way that might
illuminate the cultural divide for other Westerners? Culture involves taken for granted
assumptions that, because they are taken for granted, are narrated from within that
reality but are difficult to observe. It is the water in which the fish swims. Narrating
otherness involves putting into words what these different assumptions entail, with the
extra responsibility to claim one’s own frame of reference and also to represent the
other. Meanings may be incommensurable. In this presentation, I will talk about some of
the cultural clashes that I experienced and tried to narrate, including the ways in which
my sense of myself differed, often radically, from their perception of who I am.
299
62- Paper session: Migration
Chair: Kawthar El-Qasem
62-A: Self-representation and identity navigation of new citizens in Singapore:

Constancy and change
Soe Marlar Lwin
Over the last few decades, there has been increasing interest in oral narratives as a
point of entry into understanding the representation of self and construction of personal
and social identities. Specifically with regard to the language-identity nexus, self-
representation has been a key notion linking language use and identity work. Drawing
on research on identity construction in self-narratives and stylistic approaches to
understanding how narratives can be presented, this interdisciplinary study examines
recorded oral interviews with three new citizens in Singapore. The study aims to explore
discursive devices and language features (such as temporality and aspectual markers)
used in their oral narratives to represent a sense of self as having undergone some
form of discontinuity from who they used to be (i.e. change) and a sense of self with
some form of continuity from who they used to be (i.e. constancy). Given that new
citizens are likely to have gone through a process of adjustment as they fit in their
adopted society, the findings from this study shed some lights on how self-
representation of each new citizen can be seen as a unique process of identity
navigation manifesting a constructive balance (or dilemma) between their adoption of
social norms and cultural practices of the host society on the one hand, and remaining
in some form as the same person making their past life experiences relevant to the host
society on the other.
300
62-B: Narrating marriage: Negotiating practices and politics of belonging of Afghan
return migrants
Marieke van Houte and Tine Davids
This article explores Afghan return migrants’ strategies and constraints to identify with
the different spaces of belonging they encountered, through their narratives and
practices of marriage. We take an in-depth approach to the autobiographical narratives
of 35 voluntary and involuntary Afghan returnees from European countries. We find that
in narrating and performing different marriage practices, some Afghan return migrants
construct fixed boundaries between different spaces of belonging, while others try to
construct these boundaries as permeable and hybrid. Gender and mobility strongly
define the way in which return migrants narrate and perform marriage as a cultural
practice that determines who belongs, who wants to belong and who is able to belong.
Therefore, these narratives are crucial in the shaping of identities. We conclude that
while openly negotiating hybrid practices within a delicate theme such as marriage
requires careful negotiation of boundaries, mobility can improve the extent to which
return migrants can apply inventive and hybrid identifications for their personal needs
and desires. Moreover, we conclude that the narrative is a powerful tool available to
migrants for such negotiation, in complex and uncertain situations, between identities
and spaces. The analysis of such narratives therefore becomes a meaningful
methodology in (migration) research. As such this article addresses two subthemes of
this conference: narrative and the shaping of identities, and narrative coping with
complexity and uncertainty.
301
62-C: Constructing sense of self-continuity in the context of discontinuities: A dynamic-
narrative study with young immigrants
Tamara Buzukashvili and Hanoch Flum
Migration and cultural transition are marked by discontinuity. Processes of meaning

making are challenged when the relational and socio-cultural ground is undermined,
and the immigrant’s sense of self-continuity and integration is disrupted (Flum &
Buzukashvili, 2017). This challenge is faced by young immigrants to Israel (N=30; 24-
34 years old) who experienced cultural transition in late childhood-early adolescence
and participated in this study. How do they link “living past with that of a promising
future” (Erikson, 1968, p. 310) in their process of identity construction? How do they
preserve self–continuity and integrate their identity? To investigate this complex and
multi-layered question a dynamic narrative approach (Flum, 1998) was applied.
Interviews focused on participants' life stories and were enriched with narratives of their
relational experiences (prior and post migration) based on Relational Space Maps
(Josselson, 1992). In addition, in order to get closer to participants' internal dynamics
two projective techniques were also employed: Early Memories and Thematic
Apperception Test (TAT)-like pictures. With the assistance of these narrative-projective
tools as part of the extensive interview participants touched lived-experiences in ways
that revealed the internal dynamics and implicit relational tensions that were embedded
in the context of cultural transition. Interpretation was conducted based on the
hermeneutic approach (Josselson, 2004; Ricoeur, 1981) that benefited from the
described triangulation of the data.
302
63- Paper session: Narrative criminology
Chair: Dalit Yassour-Borochowitz
63-A: The narrative nature of peer support among victims and survivors of crime
Pien van de Ven
Peer support is narrative in nature: it aims to find connection, recognition and

acknowledgement trough the sharing of stories, be it oral or through other forms of
expression such as creativity. In the fields of medical conditions (both physical and
mental) and victimization, peer support is available in many different forms and is
viewed as alternative or additional to the common services which are deemed
insufficient by patients, victims and survivors. Research into this support for patients is
widely available providing us a firm insight into its effects. In the field of victimization,
however, peer support is often self-organized, rather new and (therefore) under
researched. Insight in the working ingredients of such support is lacking. This research
jumps into this void by exploring the working ingredients of peer support among victims
and survivors of crime through its narrative nature. Through observations and narrative
life-line interviews the construction of stories of a narrative turning point through
victimization and its course after can be explored. Also, the narrative nature of peer
support is related to identity forming on both an individual and group level. The
individual creates a story around the victimization and its effects while together these
individuals form a group identity trough their shared stories. Following is the use of this
group narrative to generate societal movement towards the strengthening of the position
of victims and survivors of crime and to change the master narrative of society among
this issue.
303
63-B: Narrative criminology
Lois Presser
Narrative criminology is scholarly work based on the view that harmful action is a
function of stories – evaluative renderings of past experience – and especially the
stories we tell about ourselves. The foundational idea is that our stories, and not the
facts, events, and circumstances interpreted in those stories, influence offending – and
can also engender resistance to harm and desistance from offending. The perspective
has breadth built into it. Among other things, harm-relevant stories are individual and
collective, action-specific and more globally self-identifying. In studies of such diverse
phenomena as terrorism, intimate partner violence, meat-eating, drug and alcohol
abuse, tax evasion, and genocide, narrative criminologists have been sensitive to the
impacts of fully realised narratives as well as “small stories” (Bamberg and
Georgakopoulou 2008) and allusions to taken-for-granted-as-shared understandings. In
addition, the mechanisms by which narrative affects social action are considered to
include both legitimation and motivation. A narrative criminological approach can inform
a scholarly shift away from superficial accounts of (sub)cultural effects on criminal
behavior. Narrative criminology also potentially embraces the situatedness of data given
that narratives are tailored to the social settings in which they are related and to
interlocutors, real or imagined, within those settings. As such, narrative criminology
invites etiological approaches to harmful action that are more theoretically and
methodological complex than the field of criminology has tended to generate. This
presentation outlines the perspective, its conceptual forerunners, research to date, and
key questions and challenges going forward.
304
63-C: De-institutionalising the narratives of the institutionalised: Understanding the life
histories of South African female offenders from within the correctional environment
Bianca Parry
Globally there has been a rise in the population of incarcerated women over recent
decades, yet despite this increase female offenders only represent about 5% of the total
incarcerated population. South Africa is no different. Female offenders in the country
total on average only 2.2% of an incarcerated population that is one of the ten largest
correctional systems in the world. Women’s tiny representation within the correctional
system often leads to the misinterpretation of their pathways to offending and
experiences of incarceration, delegitimising their stories and voices. Born from the
need to challenge mainstream, gender-neutral perspectives of the female offender, the
Pathways Perspective was developed by Criminologists’ and utilises a narrative
approach to understanding women’s pathways to offending, placing emphasis on
capturing participants’ voices to situate their lived experiences within their social
circumstances. By employing a Feminist Pathways research approach, this
Psychological study uncovered the unique language that is used by South African
female offenders, and is influenced by their incarcerated environment, to communicate
their diverse narratives. More than simply a unique linguistic and historical account,
each of the seventeen narratives collected through Life History interviews provided
individualised meaning and a contextual understanding of the lives of female offenders
from behind the walls of the correctional centres that house them.
305
64- Panel: Narrative matters in mental health care
This panel brings together innovative studies on narratives in mental health care. It is
well known that how people tell stories about their lives is related to their mental illness
a well as their well-being. These three studies make use of this insight in developing
narratives as interventions and evaluations in mental health care. They have been
conducted in everyday clinical practice. All studies give voice to patients with mental
illness in a different way, tailored to a particular group. The first study uses a
participatory visual method to elicit and discuss the meaning of personal recovery
people with chronic mental illness. The second study assesses life stories of persons
with personality disorder before and after treatment to characterize the narrative change
during treatment. The third study evaluates a narrative intervention that was specifically
developed for people with intellectual disability and psychiatric problems. Furthermore,
the studies use a perspective on mental health that goes beyond the mere absence of
mental illness: the first study focuses on personal as opposed to clinical recovery; the
second study assesses narrative identity as opposed to symptoms of personality
disorder; the third study evaluates both psychiatric complaints and well-being as
outcomes of narrative therapy. After the presentation of the three studies there will be
room for discussion of the different approaches.
306
64-A: Photovoice: Using the power of visual narratives to explore personal recovery in
mental health
Tom Vansteenkiste, Manuel Morrens and Gerben Westerhof
Images can facilitate and empower stories that contribute to recovery. Through visual
modalities like photography, this study explores what people suffering from chronic
mental illness perceive as important in their recovery journey. The objective is to
disclose small stories and daily life experiences while at the same time empowering
their voice as a group in society. The participatory method of PhotoVoice has been
applied to include the voices of this often unheard and marginalized group. Participants
were given a camera to take photos of everyday life experiences. A participatory
analysis of the images was performed during group sessions in three stages: (1)
selection of images by each participant, (2) contextualizing and storytelling about the
images, and (3) codifying of themes that arose from the images. The obtained images
and stories reveal a visual presentation of four global categories that empower personal
recovery in mental health. They are distinguished as (1) a presence of significant
others, (2) a connection to significant places, (3) exercise of meaningful activities, and
(4) importance of inner significance and existential aspects of life. The study
demonstrates that the combination of photography and narratives is powerful in
exploring meaning in personal recovery. The directness and accessibility of a photo
offers a framework that enhances other ways of communication, which is especially
beneficial with people lacking verbal fluency. The participatory approach of PhotoVoice,
resulting in a photo exposition, advances empowerment and fosters an interaction with
oneself, the group and the surrounding environment.
307
64-B: Changing narratives: A study on life-stories of patients with personality disorder
Silvia Pol, Fabian Schug, Ernst Bohlmeijer and Gerben Westerhof
Whilst research supports the effectiveness of psychotherapeutic treatment for

personality disorders, not much is known about the patient perspective on this severe
and often invalidating condition, nor of the processes of change that take place in an
intensive treatment. Studying narratives may shed light on meaningful themes and
processes of therapeutic change. A better understanding of patients with PD and their
process of change is essential tor optimizing treatment gains. Therapeutic change in the
Big Two themes agency and communion was studied in life-stories before and after
treatment. Participants were patients with PD, who attended specialized (day) clinical
treatment after a relapse from previous outpatient treatment interventions. Qualitative
content analysis was conducted with a deductive and inductive approach to develop a
categorization matrix. Quantitative analysis concerned change patterns in the themes of
agency and communion. The change in life-stories of patients with PD was
characterized by an increase in the presence of agency and a decrease in the lack of
agency. Patients experienced in particular more internal mastery after the treatment.
Although there were no changes in the presence or lack of communion, participants
described their relations in a more emotionally attached way after treatment. The
findings suggest that studying life-stories contributes to an understanding of processes
of therapeutic change. This longitudinal study reveals clinically important directions in
which treatment can support stories of growth more explicitly.
308
64-C: Who am I? A life story intervention for people with intellectual disability and
psychiatric complaints
Janny Beernink, Anneke Sools and Gerben Westerhof
Despite the high prevalence of psychiatric problems among people with intellectual
disability (ID) there is a profound lack of effective treatments for this group in double
jeopardy. This is worrying because there is a risk of aggravation of the problems and
even of chronicity. We therefore introduce a new innovative intervention specially
designed for people with ID and depressive or trauma-related complaints. The
intervention is based on narrative and life-review therapy and pays attention to the
unique, personal perspective. A quantitative study was carried out based on a pre-,
post- and follow-up design with 55 participants. 25 participants completed the
intervention, 25 participants comprised a control group, who received care as usual and
5 participants did not finish the study. To measure changes in psychiatric complaints the
Outcome Questionnaire was used, whereas well-being was measured with the Mental
Health Continuum-Short Form, the Satisfaction With Life Scale, the Mastery Scale and
the Purpose in Life Scale. The Wilcoxon signed rank test was used to analyze the
differences between the pre- and post-treatment as well as between the pretreatment
and follow-up in both groups. Compared to the control group, the intervention group
showed a significant decrease in psychiatric complaints and a significant increase in
well-being, life satisfaction and mastery. However, participants experienced less
purpose in life after the intervention. These results demonstrate that the life story
intervention is effective for the treatment of depressive and trauma-related complaints
among people with ID.
309
65- Paper session: Illness narratives
Chair: Denisa Budnaru
65-A: ‘Physical activity, that’s a tricky subject’: Experiences of healthcare professionals

with physical activity in type 2 diabetes care
Mirjam Stuij
Based on a growing body of epidemiological and biomedical studies, physical activity

(PA) is considered a cornerstone in type 2 diabetes treatment. However, it is also an
embedded social practice and as such, may produce certain frictions as a topic in
healthcare. The aim of this article is to give insight into experiences of healthcare
professionals with the delivery of PA care to people with type 2 diabetes. This study is
based on in-depth interviews with 24 Dutch healthcare professionals. They were asked
to tell about their experiences with PA in different roles. To explore how professionals
made sense of their experiences with PA care within the wider socio-cultural context,
data analysis followed a narrative approach with not only a focus on what was told, but
also on how this was constructed in interaction with the interviewer, the cultural
resources that were drawn on and inconsistencies or alternatives that were presented.
The results indicated that while the professionals view PA as a foundation of type 2
diabetes treatment, they experience it to be a tricky subject. Two main areas of tension
were identified: (1) the understanding of patient behaviour, and (2) professional views
on responsibilities, both for behaviour change and as a professional. Healthcare
professionals providing PA care to people with type 2 diabetes have to navigate
between possibilities within the diabetes care framework, options for an embedding of
PA in the patient’s lifeworld, and the professionals’ opinions on and experiences with PA
and healthy living from their own lifeworld.
310
65-B: Steering narrative?
Hanna Pohjola
Narratives are embedded in relation to time, space and social structures. Additionally,
the narratives have both performative and communicative aspect. Thus, stories may be
presented in certain way, new narratives may arise as well as responses of denial,
neglect, modification or approval. This interactive presentation focuses on
transformative nature of narratives and emphasizes storyline where personal story
develops into publically shared, interpreted and possibly steered co-constructed story.
The presentation discusses on the turning point in a life of a spinal cord injured former
athlete. As a publically shared and journalistically modified, the story arises comments
and discussion in social media that reveal different layers of conventional expectations
of what constitutes a narrative on disability, sports and identity. The presentation gives
an example of how personal narrative is rooted, shared and interpreted within context of
intersubjective, social field and metanarratives of illness stories.
311
65-C: Healthy storytelling: Towards a persuasive game design model of interactive
storytelling among, and between patients and health experts, for obesity preventive
ehealth.
Valentijn Visch and Annemiek van Boeijen
The potential of game design to motivate users is more and more applied in non-
entertainment contexts, for example in healthy life promotion (DeSmet et al., 2014).
Persuasive game design (PGD) specifically creates a game-world experience to
facilitate the realization of real-world transfer effects, such as learning or behavioural
change (Visch et al., 2013). PGD shares major principles with narrative research. For
instance, the narrative ‘transportation’ (Green, Brock, & Kaufman, 2004) effect of
moving from a real-world experience to a fiction-world experience has been proven to
be beneficial for a range of healthcare effects (Appel, Gnambs, Richter, & Green, 2015).
Moreover, on a philosophical level, narratives can be understood as meaning-giving
tools to understand, criticize, and share experiences (Meretoja, 2014) just like
persuasive game design can create understanding, awareness, and social relatedness.
In our recent project we’ll explore how storytelling can be applied in cultural sensitive
eHealth solutions to enhance health literacy of people with low literacy skills, with regard
to obesity prevention. Our team is strongly interdisciplinary consisting of patient groups,
therapists, communication specialists, game designers, and design-, narrative-,
eHealth, and obesity-researchers. We will present our preliminary theoretical model
proposing an interactive storytellingspace in which health experts and health risk groups
continuously interact by co-constructing small-story chains (c.f. Georgakopoulou, 2017).
The storytellers will be motivated by storytelling prompts like conversational styles,
stereotypical narrative health characters, and by a careful balance between real-life
experiences, such as diaries, and fictional stereotypical characters.
312
66- Workshop: Framing the narrative professional identity of the teacher
Ietje Pauw, Wenckje Jongstra, Marieke Pillen and Pauline Harrewijn
It is hard for students to get an image of teachers' lives and learning. Teachers' stories
can be helpful in examining one's profession (Pauw, Jongstra & Van Lint). This way of
examining has been proven to contribute to the development of a teacher's professional
identity (Bruner, 2004). We will define the concept of professional identity as the whole
of opinions, knowledge, skills, and attitudes, identifying you as a competent
professional, such as a competent primary teacher (Goffman, 1959). We refer to the
concept of narrative identity as the identity that reveals itself in stories. When students
start at a Teacher Training College, they start with a certain idea of the profession of the
teacher. This idea is most often based on an admired teacher from their primary or
secondary school and is referred to as a frame (Lakoff, 2003, 2014). This is the first
step in the development of their professional identity as a teacher. Students write stories
about classroom experiences, which include narrative elements as the event,
characters, problems, a setting and a plot. In our research, we have analysed the
frames in the stories of students, to identify stages in the development of these frames
throughout their training. This can lead to adjustments in the curriculum to help students
discover other and perhaps better frames, the tool to a better developed professional
identity. The student will evolve into a teacher with his own talents, a teacher like no
other.
313
67- Paper session: Professional identity development of language teachers
Chair: Nicola Gram
67-A: Future-directed stories and the shaping of identity: Insights from the research of
ma tesol participants’ professional development
Volha Arkhipenka
It has been widely acknowledged that narrative and identity are intertwined. Some even
say that identity is constructed through narrative and speak of narrative identity (e.g.
Holstein and Gubrium, 2000; McAdams, 2011; Ricoeur, 1991). What is usually meant
by narrative here are stories that one tells about one’s past. Researching professional
development of MA TESOL participants (practicing English language teachers taking a
master’s of arts programme in Teaching English to Speakers of Other Languages), I,
however, found that there also exist future-directed stories and that they are similarly
important for one’s identity. In this presentation, I will elaborate on this insight. In
particular, I will explain in more detail how I conducted my research, what exactly I
mean by a future-directed story, how I became aware of the existence of such a story
and what my research say about the relationship between the future-directed stories
and identity. Holstein JA and Gubrium JB (2000) The self we live by: Narrative identity
in a postmodern world. Oxford: Oxford University Press. McAdams DP (2011) Narrative
identity. In: Schwartz SJ, Luyckx K, and Vignoles VL (eds), Handbook of identity theory
and research, New York: Springer, pp. 99–117. Ricoeur P (1991) Narrative identity.
Philosophy Today 35(1): 73–81.
314
67-B: On becoming critical educators: Narratives and self-reflexivity in language
teaching
Miriam L. S. Jorge and Andrea M. A. Mattos
Higher education reflects the world in which we live and, as with all educational
systems, it can play a major role in reproducing and maintaining the status quo.
However, some scholars embrace the challenges of leaving their comfort zones and
move towards self-transformation through a process of unlearning privileges. These
scholars position themselves as critical scholars, as their praxis encompass different
meanings of critical. Thus, criticality resides in making meaning of their experiences as
students and teachers in relation to their race, class, gender, physical ability, age,
among other issues. Identities shape and are shaped by professional and life
experiences of these scholars, and their common dilemmas and contradictions can be
reflected in narratives created to explain the process of becoming critical. This way, the
purpose of this presentation is to reveal and discuss the practical struggles and
strategies of scholars who use higher education to further social justice teacher
education. In this proposal, we set off from our own histories of becoming language
teacher educators to reflect and analyze such processes. We deploy self-reflexivity and
narrative inquiry to locate the origins of our academic and scientific thought, which has
led us to become teacher educators. In our view, it is important to reflect on our stories
and experiences in this journey now and to the future, since no one is forever, but we all
become each and every day.
315
67-C: Imagining English teaching in Brazil: What stories do student teachers draw?
Ana Carolina De Laurentiis Brandao
This paper makes use of visual narratives, drawings in particular, to examine the stories
of teaching English that student teachers envision, as well as the (re)construction of
their images of teaching during the very early stages of teacher preparation. The
participants are six Brazilian student teachers and I. We lived alongside each other
during the first year of a teacher initiation project in which I collaborated as a teacher
educator. The project involved pre-service and in-service teachers designing and
implementing language teaching materials at two state schools with the help of digital
resources. To explore the development of student teachers’ imagined identities, I adopt
a narrative inquiry methodology, which considers narrative as both method and way of
understanding experience, combined with arts-based research and a critical visual
approach. Storied perspectives on identity, teacher knowledge and context also inform
this study. The field texts include drawings (depicting English teachers) and their
accompanying explanations, contextualised by recorded conversations, and written
journals and language learning autobiographies. The student teachers’ drawings vividly
articulate not only their teaching conceptions and professional expectations, but also the
interplay of their biographies as language learners and reflections on teaching
resources and approaches triggered by teacher education. Furthermore, they represent
their dilemmas, struggles and the uncertainties student teachers experience in the
Brazilian language teaching landscape.
316
68- Panel: Autobiographical Development in Later Life: The Rhetoric of Resilience
Chair: William Randall
68-A: Overview of part I and part II of study
William Randall
This paper will: (a) identify research trends in psychology, gerontology, and related
fields - including the emerging field of narrative gerontology - that suggest that resilience
in later life is linked to how a person “stories” his or her life (i.e., the stronger one’s story,
the greater one’s resilience); (b) explain the main hypotheses that have guided Parts I
and II of the study; (c) sketch the rationale for and design of both parts, including the
choice of psychometric scales; (d) enumerate the criteria that have informed analyses of
data to date (e.g., the narrative complexity, narrative tone, narrative agency, master
narratives, self-characterization, autobiographical reasoning, and metaphors and
themes reflected in participants’ self-accounts); and (e) identify some of the many lines
of inquiry being pursued as analyses continue - e.g., the role of “shadow stories” in the
form and content of participants’ narratives, the role of “legacy narratives” in personal
sensemaking, the link between personal resilience and “cultural resilience” (Grandbois
& Sanders, 2009), the connection between level of resilience and type of reminiscence
(Wong 1995), and the impact of explicitly training people in strategies for writing their
lives on how they actually story their lives.
317
68-B: The interplay of symbol and story in participants’ self-accounts
Matte Robinson
In Part II participants were: (1) interviewed about their lives overall and narrative in
particular; (2) asked to write an autobiographical story; and (3) interviewed after the
workshops were over and asked about the stories they had written. The entire process
allowed the writers to become readers—performers of literary analysis—of their own
stories as written text. This paper will consider how one literary device, the symbol,
functions in three of these interviews. A symbol, as distinct from a metaphor or allegory,
is open. The symbol gathers meaning through accretion of otherwise unconnected
strands, but retains its identity as a thing in itself. In Freudian psychoanalysis, the
analyst held authority over the interpretation of symbols, which were seen as doorways
to the unconscious: for Freud, a symbol was a metaphor with a missing piece, a puzzle
to be solved. Not so with the symbols in these participants’ narratives. Appearing in
texts intended for others to read, symbols are nodes of ideas and relations that serve as
tools for introspection, with no final, fixed meaning. This paper will examine the role
played by sea glass jewelry in two sets of interviews, and by a mahogany table in a
third. The first two participants, a married couple (one a self-declared writer, the other
not), gather sea glass and fashion jewelry from it. The third uses the table, a family
heirloom, as a springboard for a meditation on family, heritage, human nature, time, the
spirit, and storytelling itself.
318
68-C: The rhetoric of resilience: Telltale differences between writers and non-writers
Dolores Furlong and William Randall
This paper will focus on Part II of a resilience study with older persons, which involved
35 women and men participating in 3 one-day workshops in 2015. Conducted by a
professional instructor in life-writing, the workshops were designed to equip participants
with progressively more in-depth strategies for writing stories about their lives. Though
participants were recruited through various networks, approximately half had learned of
the workshops through their affiliation with the New Brunswick Writers Federation. They
thus came to the workshops explicitly identifying themselves as “writers”. Of the 35
participants, 14 agreed to be interviewed at length at both the beginning and end of their
involvement in the workshops about their lives in general and about their experience of
the workshops in particular. They also agreed to complete (before and after) four
psychometric scales: The Connor Davidson Resilience Scale, The Meaning in Life
Questionnaire, the Narrative Foreclosure Scale, and Ryff’s Psychological Well-Being
Scale. Drawing on their scores on these scales, particularly in relation to specific
questions or items in them, this paper will discuss key themes and patterns that
emerged in our analyses of the overall differences between the two “classes” - writers
and nonwriters - in terms of such things as: what sorts of stories they chose to tell about
their lives and how they told them; the nature of their autobiographical reasoning or
narrative processing; the level of narrative agency they displayed; and their reasons for
and experience of attending the workshops in the first place.
319
69- Paper session: Sexuality
Chair: Evelyn Asamoah Ampofo
69-A: The business of untold stories: Exploring the role of narrative imagination in
research and policy concerning men who sell sex
Ditte Andersen and Theresa Dyrvig Henriksen
The narrative imagination of humans are fueled by the flux of collective storytelling
presenting to us characters, events and realms of the world that may be unfamiliar in
our personal lives but become recognizable when the stories emerge as meaningful.
Narrative imagination is, Martha Nussbaum argues, a key prerequisite for the exercise
of democratic citizenship because it builds our capacity to understand each other.
However, some characters seldom make their way into collective storytelling. In stories
of prostitution the character selling sex tends to be portrayed as female, and stories
about men who sell sex fit uneasily into the mainstream cultural repertoire of
contemporary Western societies. Reflecting on Danish research on prostitution we
explore the role of narrative imagination in three levels. First, in relation to research
participants; we demonstrate how unknown stories may be difficult to tell. Second, in
relation to researchers; we show difficulties in hearing unknown stories. Third, in relation
to policymakers and professionals; we show how unknown stories may make it difficult
for men selling sex to imagine themselves as participants in social welfare programs
even if in need. With this analysis we demonstrate how narrative imagination is crucial
in relation to how we – as researchers, research participants and as citizens – are able
to tell and hear stories and also how we act, interact and respond to each other’s needs.
In conclusion we clarify the importance of a broad repertoire of stories if we are to
understand the experiences of men selling sex.
320
69-B: The construction of sex workers’ identities through digital narratives
Kate Lister and Alison Torn
Within academia, narrative methods have been extensively used to explore those
subjectivities that have been traditionally marginalised by both society and academia.
As one of these groups, sex workers are stigmatised, often criminalized figures, and
historically, they have had little opportunity to speak without intermediaries. Rather, their
stories and voices have been assumed by journalists, activists, and academics.
However, with the advent of social media platforms, this is rapidly changing; social
media has allowed sex workers a public voice, a discursive space to engage with those
speaking for them and about them. Online sex worker communities have been formed,
alliances made and agendas set. This paper explores how the microblogging platform
Twitter provides a narrative space for sex workers to shape their identities, constructing
a collective narrative identity that evolves over time. Twitter offers sex workers a
platform to resist dominant academic and media narratives, but also a space to engage
with others within the sex work community in an active process of communication. The
narrative exchange facilitated is one of democratisation, as Twitter facilitates a
discussion, not a lecture, and enables an ethical shift in researching sex work. With the
sex worker rights movement mantra ‘Nothing about us without us’ Twitter provides a
platform for the sex worker voice to be heard. For academics, microblogging challenges
what constitutes narrative, the digital spaces where narrative identities are constructed,
forcing us to turn our attention to different virtual spheres.
321
69-C: The narrative construction of transgender identity: The other and self in gender
transitions
Jessica Neri, Elena Faccio and Antonio Iudici
The change of identity is crucial in gender transitions. According to an interactionist

theoretical perspective, the aspects related to gender identity are read as personal and
social constructions, historically and culturally situated. They are considered as strictly
connected to narratives, story-telling and to the dimensions of doing and performativity.
With this contribute, we underline the processes of identity construction emerging from
the life stories of people in transition, reconstructed through narrative interviews. They
allow point of views, narrative plots and genres, used to give sense to experiences and
as guide for the future, to emerge. Among the results, the told dialogue among the
representations of the Other and the Self emerges as a relevant aspect in the modelling
of identity. Protagonists host the normative point of view of the desired Other and of the
assigned identity and through which experience has been made. Relevant is also the
look of the Other and what of this look the person has interiorised. The Other is not only
complementary or generalised, but it is also imagined and full of expectations. These
representations and the repertoire of socially regulated roles, rules and meanings, are
created, used and shaped through a narrative intentionality. These aspects may be
useful also in the clinical context in giving attention to the text through which the person
declines herself, as expert, and to the ways of interpreting and constructing her own
reality. The focus on the relevant narrative contents and processes allows to promote
polyphony, new stories and narratives.
322
69-D: The homoerotic other: Queer affect in Hermann Hesse’s Peter Camenzind
Oscar von Seth
In Hermann Hesse’s debut novel, the protagonist Peter grows up in a quiet mountain
village. When he’s older, Peter leaves the village in order to experience the world.
Published in 1904, this bildungsroman became the first of several novels by Hesse
wherein a protagonist’s spiritual journey is the prominent narrative theme. In this paper,
a queer reading of Peter Camenzind is offered, highlighting the novel’s subversive
expressions of sexuality, gender and desire. The main focus of the reading is the
friendship between Peter and Boppi, a cripple who Peter meets on his journey towards
maturity. The men become close friends and roommates, and Peter, profoundly moved
by his disabled companion, cares for him until he dies. Drawing mainly on Eve Kosofsky
Sedgwick’s thoughts on touch and affect, combined with Emmanuel Levinas’ philosophy
on responsibility for the Other, this paper hypothesizes that Peter’s and Boppi’s
friendship has homoerotic implications. The paper also argues that as a narrative
structure, Peter’s spiritual journey enables a wide scope of understanding same-sex
desire, gender and sexuality, through themes of soul searching, identity and
responsibility. Within the field of literary analysis, narrative plays an essential part.
However, the queer reader’s interpretation of any literary narrative will differ from the
author’s original, as well as from common understandings of the work. With a queer-
critical core, this paper heavily emphasizes homoeroticism in Peter Camenzind and in
so doing, it boldly suggests an altogether alternative narrative to Hesse’s novel, that
challenges heteronormative assumptions about the story.
323
70- Paper session: Multivocality
Chair: Federico Pianzola
70-A: Thinking intersectionally with/through narrative methodologies
Rachelle Chadwick
This paper explores the relations and tensions between narrative methodologies and
intersectional research. The following questions are explored: how might narrative
approaches be productive tools for intersectional research? How does intersectionality
challenge and potentially extend current modes of narrative inquiry? While a substantial
(and contested) literature exists on intersectionality, particularly in feminist theory, there
is currently a lack of clarity about how to ‘do’ intersectionality at the level of research
practice and methodology. Several conceptual frameworks have been developed,
including those by Crenshaw, McCall and Prins. The methodological implications of
these conceptual grids however remain vague. Furthermore, although narrative has
previously been put forward as a method of analysis particularly well-suited to
intersectional research, the implications of this merger have not been well-developed.
This paper explores the entanglements produced by putting narrative inquiry and
intersectional approaches in conversation with one another. The paper argues that
narrative approaches potentially offer rich methodological tools for intersectional
analyses, particularly in relation to their ability to grant epistemic privilege to
marginalized voices trace the multiple and contradictory stories of research participants
and their emphasis (in some variants) on the ethics of listening (Gilligan et al, 2003).
Intersectional approaches however also challenge and extend narrative methodologies
in fruitful directions. In particular, intersectional thinking shows the limitations of focusing
only on individual experience and textual story-telling and highlights the methodological
importance of finding ways to explore and analyse the material, structural and political
realities that co-construct lives/narratives.
324
70-B: Using a narrative approach to explore intersectionality and I-positions within
poverty in the early years
Sandra Lyndon
In the United Kingdom (UK) there were 3.9 million children living in poverty in 2014-
2015 (Department for Work and Pensions, 2016). Predicted numbers suggest that
numbers of children living in poverty are likely to rise to above 30% by 2021 (Institute of
Fiscal Studies, 2017). Early years practitioners in childcare settings work closely with
children and families as part of the government policy to address child poverty. This
paper draws on research from a doctoral study about “Practitioners’ narratives and their
co-construction of poverty in the early years”. The methodological approach includes
focus groups and individual interviews with forty early years practitioners working in
nursery schools, daycare and children centres in the South of England. A narrative
approach is used to analyse how early year practitioners embody and co-construct
discourses, practices and positions about poverty. The narrative analysis draws on
concepts of intersectionality and ‘chiasma’. Buitelaar’s (2006) work on intersectionality
with particular reference to the use of I-positions and the dialogical self is used to
explore how early years practitioners may occupy, give voice to and hold in tension
multiple positions in relation to poverty. Davies’ (2005) concept of ‘chiasma’ is drawn
from the field of biology and the process that occurs during cell division. It is used as a
way of exploring how early years practitioners may occupy more than one discourse at
a time creating opportunities for ‘multiple crossings’ and possibilities for transformations
and new discourses about poverty.
325
70-C: Resisting fabrications of truth: A duo-ethnography about emotional involvement in
narrative inquiry
Rita Sørly and Bodil Hansen Blix
Narrative inquiry is a dynamic and dialogic endeavor. As researchers we are never

neutral or unaffected by political and social contexts. Rather, our inquiries often proceed
from our engagement with such contexts. Neither are we unaffected by interpersonal
encounters. We concur with Caine et al. (2013), who have emphasized relational
engagement as fundamental to narrative inquiry. In this duo-ethnography we resist the
dominant western philosophical tradition wherein emotions is “the anathema to
academic research” (cf., Dickson-Swift, James, Kippen, & Liamputtong, 2009), and “the
truth” is considered as attainable through the use of scientific methods. We claim that
emotions are inseparable from the research process. In line with Denzin (2007), we
conceptualize emotions as social experiences, rather than internal, subjective
experiences. This duo-ethnography is a dialogue about two segments from two
separate interviews, conducted by the two authors. The approach is in nature
polyphonic and acknowledges that meaning is created between researchers and
participants, among researchers, and between writers and readers. Throughout the
paper, we demonstrate how our emotional involvement, more specific feelings of
shame, shortcomings, and uncertainties, affected the interview situations. Moreover, we
stress the necessity of paying careful attention to how we ourselves are essential parts
of the inquiry in which the research participants and we are in the process of becoming
(cf., Caine et al., 2013). Duo-ethnography’s insistence on polyphony is an act of
resistance against fabrications of truths.
326
70-D: Navigating interactional context and story structure: Evidence from two narratives
by the same speaker
Rita Vallentin
The proposed contribution is based on narrative data from a corpus of 34 stories of

community transformation that were collected ethnographically in 2009 and 2011 in a
rural Guatemalan highland community (Vallentin forthcoming). The stories were told in
two different interactional contexts: interview settings and in history sessions for visiting
tourists. The analysis will focus on two stories told in both of these contexts by the same
narrator, who was repeatedly charged with the task of telling the community story to
visitors. I understand narrative as a linguistic practice - as being emergent, co-
constructed and tied to macro-levels of social action (De Fina/Georgakopoulou 2008).
Thus, I will shed light on the linguistic and structural means by which the speaker
narratively navigates the same story in different interactional contexts. This is achieved
through a close conversation analytical focus at the stories' unfolding, especially their
openings, and a structural look at their overall organization. Especially the ways of
asking questions by the interviewer and the interlocutors' different needs and different
familiarity with the story appears to influence how the speaker adapts his story to the
varying narrative context. A look at how speakers navigate between recipient design
and story structure for the same speakers and the same story for different audiences is
rare and still needs empirical examination. De Fina, Anna/Georgakopoulou, Alexandra
(2008) Analysing narratives as practice. Qualitative Research 8: 379–387. Vallentin,
Rita (forthcoming) Belonging and Language Use. Narrating, categorizing and
positioning in a Guatemalan highland community. Frankfurt (Main)/Bern: Peter Lang.
327
71- Paper session: Visual health narratives
Chair: Julie Walker
71-A: From remission to recurrence: Multimodal illness narratives of South African

women living with breast cancer
Anri Smit, Bronwyne Coetzee, Rizwana Roomaney and Leslie Swartz
Life-threatening illness, such as breast cancer, can bring disorder to a woman’s life. In
addition to marking her body, her sense of self-identity, daily life and quality of life are
disrupted in many ways. Riessman (1993) notes how ‘storifying’ the experience enables
the narrator to structure their lived experience. Narratives, therefore, are not only
sources of data but also serve as bridges between specific experiences of suffering and
knowledge about them. Visual and autobiographical narratives that explore women’s
lived experiences of breast cancer and the construction of multiple meanings regarding
the somatic and symbolic contours of this disease, are the subject of this study. Using
narrative interviews, participant diaries, and body mapping—an artistic method of
narrating experiences—we offer an in-depth exploration of South African women’s
experiences of recurrent breast cancer. The analysis draws on data from a research
project on the narratives of women attending a public hospital in the Western Cape
Province. As will be shown, triangulating narrative accounts can offer a remarkably rich
description of illness narratives by creating a space in which to explore issues that are
difficult to discuss or that are perhaps obscured or disguised. For these reasons,
narrative triangulation formed a central tool in capturing the stories of breast cancer
shared by the women in this study. Findings will be presented.
328
71-B: Picturing health, picturing life: Narratives of black women living with type 2
diabetes
Sarah Gurley-Green
Black American women are twice as likely to be diagnosed with type 2 diabetes (T2D)
and 2.5 times more likely to die from T2D than white American women. These stark
statistics tell us the “what” of the disparity in outcomes for women with T2D, but not their
stories and illness experiences. As interventions are devised to help reduce these
disparities in the ever-growing population of women with T2D, it is essential to consider
how these women cope with this complex quotidian illness in the context of the
intersection of discrimination due to race, gender, and poverty. This narrative illness
study provides a framework for fourteen Black women living in Boston, Massachusetts
to tell their illness narratives through participant generated photography, photo
elicitation interview (PEI) and relational map making. This study, utilizing multiple
methodologies, outlines a method for collecting in-depth participant generated
qualitative data, creating narratives using these data, and illuminating the complexity of
these women's experience. The insights contained within this narrative study can help
medical professionals and academics, who often come from places of privilege,
communicate with their patients more effectively by validating and recording the lived
experience of these women. The narrative methods in this study facilitates participants
to powerfully express the complexity of their experience. These stories of illness shed
new light on the statistics of health inequality.
329
71-C: Using participant-produced drawing to complement spoken narratives
Lois Tonkin
In this presentation I discuss using participant-produced drawing as an innovative

practice that complements language based methods in narrative research, in a study of
womens’ experiences of ‘circumstantial childlessness’. ‘Circumstantially childless’
women are those who have always seen themselves as having children, but find
themselves at the end of their natural fertility without having done so. They are in the
paradoxical position of being neither ‘voluntarily childless’ (since they would like to have
a child), nor ‘involuntarily childless (since they were/are biologically capable of doing
so). The experience raises issues around identity, embodiment, fantasy, time,
narrativity, beliefs about and metaphors of infertility, and disenfranchised grief. Spoken
and visual expression require a different style of logic “(T)he visual is founded on the
logic of display in space, on the simultaneous presence of elements represented as
standing in specific relations to each other. The written (and the spoken much more so)
is founded on the logic of succession in time, and on the sequential unfolding of events”
(Kress 2001, p.71). When making a drawing—and then discussing it—is part of their
telling the story of their ‘ circumstantial childlessness’, participants ‘translated’ this other
dimension into words that are recorded alongside the narrative interviews. The pictures
become available for analysis as visual data, alongside the textual data. Participant-
produced drawings were shown to have the capacity to access dimensions of
participants’ experience that added a richness and complexity to their spoken
narratives. The discussion will be illustrated by examples from the study.
330
71-D: Using visual and verbal narratives to facilitate identity change: The case of
smoking cessation
Eline Meijer, Bas Van den Putte, Colette Van Laar, Niels Chavannes and Winifred
Gebhardt
This project uses narratives to facilitate identity change in the context of smoking.
People are likely to behave in line with how they perceive themselves, i.e. their identity.
Previous work showed that self-identity as a quitter or non-smoker (i.e., “quitting/non-
smoking fits with who I am”) is important for successful smoking cessation. To date,
only one study attempted to strengthen quitter identity, using a brief writing exercise
(Meijer, Gebhardt, Van Laar, Van den Putte, & Evers, 2017). In an online experimental
study, we use visual and verbal narratives to facilitate identity change among smokers
who intend to quit smoking. Participants in the intervention group imagine themselves in
the future when they have quit smoking successfully (i.e., ideal future self), as well as
when they have continued smoking (i.e., feared future self). They create virtual
narratives about these two future selves by selecting pictures (from their own photos or
the internet) that fit with the mental images, and they create verbal narratives by writing
about these mental images. Participants in the control group do not perform these
exercises. We expect that participants in the intervention group will show more positive
responses on smoking-related variables (e.g., (non)smoking-related identity, intention to
quit, quitting self-efficacy, quit attempts,). Furthermore, we expect that the effects of the
future selves task will be different for different smokers (e.g., depending on future time
perspective). If successful, narratives may be used as an instrument to facilitate change
in identity, thereby improving the effectiveness of health promotive interventions.
331
72- Workshop: Close listening to stories of health & illness
Irene Göttgens and Corine Jansen
While clinical medicine draws on science, it is not a science in itself. Rather, it is an

ethical practice: doing what is best for a patient in a particular set of circumstances. For
this, including a narrative component is essential in order to understand the lived
experience of a person in the expression of stories. The ability to listen to stories of
illness is a cornerstone for the patient-professional relationship. For this, healthcare
professionals need more than just a good ear to listen. It’s not just about paying close
attention to the spoken word. It also requires us to be receptive and capable of
recording and decoding the particular tone, form, emotion and language that a person
uses in the narration of their story. Close Listening involve using all our senses and
interpretive awareness. Close Listening refers to the type of attention that healthcare
professionals need to pay to the information that a person is transmitting. From the type
of metaphors they use, from the insistent repetition of certain words of expressions,
from the point of view and the time sequence that are adopted to silences or even
contradictions that are displayed. Cultivating this kind of interpretive awareness can
help healthcare professionals to better understand and more completely diagnose a
unique situation. Drawing from literature, philosophy and the arts, participants of this
workshop will be introduced to the concept of narrative based healthcare and will
practice with narrative skills of close listening.
332
73- Paper session: Expressing health narratives
Chair: Julia Hoydis
73-A: When narrative meets medicine: Potential and limits of telling the illness
experience
Mariarosa Loddo
Literature and medicine share a long history of mutual interest, proved for example by
the countless works created by physicians-writers. However, from the late 90s of the
20th century, following the narrative turn, this bond took the shape of a renovated
reconciliation between science and art, after a recent period of detachment. This
reconciliation can be summarized by two phenomena: the emerging of narrative
medicine and the illness memoirs increasingly becoming object of literary studies. Thus,
we have been facing a double, osmotic movement: on one hand, medical practice has
borrowed tools and insights from narratology in order to better receive and understand
patients’ stories; on the other hand, literary theory has turned toward autobiographical
works about illness to challenge its ethical assumptions and main notions. Currently
copious studies are available about this fruitful exchange, allowing us to attempt a first,
careful evaluation of it. Therefore, this paper will try to problematize the use of narrative
combined with illness experience, focusing on aspects such as pitfalls and too confident
attitudes towards the complexity of stories, normative conceptions of narrative as the
only good way to conceive human identities and prejudices concerning the literary value
of texts about illness. The aim is to question what benefits medicine and literary studies
have so far gained from their encounters and to identify possible limits of this ongoing
interdisciplinary liaison.
333
73-B: Silence, metaphor, narrative, and haiku: Containing the uncertainties of life with
Ulrich Teucher
Listening to cancer patients, or reading their narratives, reveals the difficulties of giving
voice and form to experience, from lack of words, to metaphors, and narratives.
However, as memoirs are produced according to rather normative narrative
conventions, and narrative interviews provide more direct but narrow snapshots, both
forms fail to grasp the incessant ups and downs in living with cancer. This presentation
will trace patients’ struggles to tell or (re)write experience, in revised (or added new) last
chapters or sequential memoirs (e.g., Gubar 2012, 2016; Handler 1996, 2008; Wadler,
1992, 1997a, 1997b, 2005, 2013). Writing and speaking may resign to “I must go on. I
cannot go on” (Beckett), or to accepting both attitudes in forms that could be said to
resemble haiku. Methodologically, as a nurse, I am invested in personalized care and,
as a literary scholar (and now social scientist), I am informed by literary analysis and its
characteristic weave of methods, e.g., listening and responding, and reading and
writing, with an ethics of attunement (Lipari 2014), the hermeneutics of sympathy and
self-reflective doubt (rather than suspicion, Ricoeur 1974, albeit resisting optimistic
French-school dialectics); deconstructing narratives (Derrida 1960, though with
sympathy for patients’ often realist inclinations); returning from theorizing to practice
(Thorne 2008); all in pragmatic steps (Clarke & Braun 2006) - and more.
Epistemologically, my interdisciplinary, reflective, benign skepticism assists in listening
to and reading patients’ narratives as variations on a spectrum of containing the
uncertainties of experience.
334
73-C: Illness narratives and identity (re)construction in graphic comics
Victoria Shropshire
My research explores the impact of narrative inheritances on the development of

identity, focusing specifically on the narratives of the “Other”, as (combinations of)
socially constructed, culturally assigned, self-selected and confessional narratives.
Memoir, comics, and graphic novels are uniquely suited to bringing discussions of
identity (re)construction in illness narratives to mainstream audiences (not to mention
provide outstanding talking points and images for conference presentations!). My
presentation considers how memoir, comics and graphic novels overlap, including
trauma and humor with authentic voices (sources/integrated references include
Engelberg’s Cancer Made Me a Shallower Person, Czerwiec’s Taking Turns: Stories
from HIV/AIDS Care Unit 37, Bellamy’s When the Sick Rule the World, the comic trilogy
Death, Wertz’s The Infinite Wait, Williams’s Bad Doctor and Graphic Medicine, Sulik’s
Pink Ribbon Blues, and Marchetto’s Cancer Vixen). How do trauma and stigma
translate into illness narratives, and how are these depicted with humor and authentic
voices in memoir, comics, and graphic novels? How do these texts address the
negotiation of self? The pull between an identity that is one’s own versus one that is
socially constructed and/or culturally accepted? How do illness narratives impact the
way patients negotiate different versions of themselves? I will discuss how comic and
graphic novels use authentic voices to bring a deeper understanding of patient and
caregiver roles in the sphere of medical science as well as show how the use of
rhetorical and visual analysis, auto-ethnography, psychotherapy, narratology, and queer
theory help wider audiences connect to these stories of (re)constructed, “othered”
identities.
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74- Panel: Narrative pedagogy
The present panel relies on a broad definition of "narrative pedagogy", as referring to

any practice that draws on the ontology and epistemology of the narrative paradigm,
and employs the narrative – as a specific kind of discourse – to attain educational aims.
Following Goodson and Gill (2011), we believe that narrative pedagogy can lead to
meaningful change and development for individuals and groups within a learning
environment. The panel will demonstrate four different forms of narrative pedagogy,
exercised with different learners. Amia Lieblich will present a framework for
autobiographical writing, reading, listening and responding, which contributes to the
development of narrative sensitivity. Tammar Zilber will discuss a course dealing with
organizational stories, showing how it offers narrative thinking as an approach to life,
through both its content and form. Rivka Tuval-Mashiach will relate to the inherent
tension between the conflicting pedagogical aims in psychological training, that educate
students to become both researchers and therapists, and will present a model which
uses narrative principles for enhancing transparency for both researchers and
therapists. Lastly, Gabriela Spector-Mersel will discuss the unique virtues of Life Story
Reflection in the education of human services professionals, offering a practical model
for its application. Since the four contributors are experienced narrative researchers, the
ties between narrative inquiry and narrative pedagogy will form a basic thread linking
the four presentations. References Goodson, I.F., & Gill, S.R. (2011). Narrative
Pedagogy: Life history and learning. New York, NY: Peter Lang.
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74-A: The development of narrative sensitivity through writing
Amia Lieblich
The pedagogical project for narrative scholars involves mainly the teaching and
development of interviewing and interpretation skills, namely interaction with the
participant, active listening, and analysis of narrative texts. These academic skills are
based on intellectual as well as emotional capacities of the researcher. Frequently we
judge maturity and life experience as key characteristics for doing good and meaningful
narrative research. Every teacher in the field has had the experience of finding some
students “more talented” or “less talented” for doing this kind of work. How can we
develop these capacities within a study program? Many of us have noted that writing
well is an essential aspect of narrative research. In my presentation, I will propose and
demonstrate a framework for autobiographical writing, reading, listening and
responding, which according to my experience contributes to the development of
narrative sensitivity. This framework can be introduced into academic programs in the
form of intensive workshop or a weekly class of about ten students. In the meetings (or
as homework), students write short autobiographical pieces following a title provided by
the instructor (e.g. “I have lost my key”, or “when I saw her I hardly recognized her”).
Reading, listening and discussing such narratives has, in general, according to my
experience, facilitated the development of skills needed for narrative inquiry.
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74-B: Narrative pedagogy: Between content and form
Tammar B. Zilber
How to translate the principles of a narrative paradigm into classroom practice? In this
lecture I will use the distinction between content and form in narrative analysis, in order
to conceptualize narrative pedagogy. In this context, content relates to what is taught,
whereas form relates to how it is taught. I will illustrate these two dimensions of
narrative pedagogy by describing a course dealing with organizational stories. Re
content, I will demonstrate how I try to arouse students' awareness of the many stories
that surround us all; Develop their ability to conceptualize and analyze stories as a
social action taken in a particular context; And to be critical of the political interests
behind each story. In terms of form, I will demonstrate how I try to ensure that learning
is generated through a creative and respectful exchange, in an attempt to break down
hierarchies as much as possible, and to allow discovery and surprise from the direct
encounter with raw materials. Narrative is not just an approach to research and
teaching, but an approach to life. A narrative approach carries an ethical dimension - it
allows us to learn of other people's points of view, and it embodies a command to
respect them. In this spirit, the goal of narrative pedagogy is to create - in both content
and form - a learning process that celebrates the multiplicity of stories, and sensitivity to
the way stories create reality and operate politically in the world outside and inside the
classroom.
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74-C: Narrative principles for psychological training
Rivka Tuval-Mashiach
Training within Psychology departments, which prepare students to become both

clinicians and researchers, is characterized by a notable schism. On one hand, training
students to develop as rigorous researchers is characterized by a focus on scientific,
evidence based and objective approach. Within such pedagogy the learner is required
to adopt an objective, neutral approach to the research process and the subjects. The
research subject is viewed narrowly only through the lens of the variable which is the
focus of the research. On the other hand, training the same students to become
psychotherapists, promotes a totally different, and at time opposite stance: One which
calls for a subjective approach, which views the therapeutic interaction as an
interrelated encounter between the therapist and the client. In this pedagogy, the
learner should reflect on and acknowledge the ways in which he is affecting and being
affected by the client and the therapeutic encounter. In my talk I will describe the
inherent tension between the dual trainings in psychology departments, and the
resulting challenges, and will suggest several concepts from the narrative research
literature, which may serve to bridge the gap between the two worlds of therapy and
research. Specifically, I will focus on a model I developed for enhancing transparency,
which offers tools for reflective use of the student’s personal story, demonstrating how it
can be used by clinicians, as well as researchers, and enrich the dialogue between
them.
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74-D: Life story reflection in forming human services professionals
Gabriela Spector-Mersel
The importance of reflection in the education of human services practitioners is common

knowledge, since Schön `s (1983) influential work . Following Schön's
conceptualization, reflection as a vehicle to professionalization is usually conceived of
as a process closely tied to daily practice. Although its value in forming professionals is
undisputed, Practice-oriented reflection has two major limitations: specificity and
proximity. Aware of these limitations, I suggest complementing it with Life Story
Reflection (LSR). As a kind of “big story reflection” (Freeman, 2010), LSR is holistic,
thus encouraging a “big” self-understanding. Furthermore, it embraces a temporal
distance from the occurrences, thus providing students with the space required to form
meaning. Aiming at these advantages, I propose a LSR application in which students
become acquainted with their life stories, situating them in various “narrative
environments” (Gubrium & Holstein, 2009). The three phases of the model—recounting,
analyzing and explaining—combine looking “in” and “out”, thus implementing both
reflection and reflexivity. Alongside LSR`s virtues as a reflective vehicle in its own right,
it potentially deepens the insights emerging through the customary modes of practice-
oriented reflection. Combining reflection on the parts, which is closed to practice, with
reflection on the whole, which is distanced from practice only to better understand it,
forms a comprehensive means for educating “reflective practitioners” (Schön,1983)
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75- Paper session: Adult learning
Chair: Gill Adams
75-A: Narratives and metaphors of work life learning
Satu Hakanurmi, Mari Murtonen and Tuire Palonen
This research is a case study about narrative types and learning metaphors of work life.
Research data was digital stories produced by seven employees in a business
organization. Storytellers produced their stories individually with the support of two
facilitators and a 1,5 hour story-circle of 12 people. Stories represent meaningful
learning experiences during a two year staff development project. Narrative analysis of
the stories focused on the theme of the story, its protagonist and antagonist,
complicating actions, midpoint and resolution. Multimodal transcription and text analysis
concentrated both to the script and visuals. Digital stories typically integrate words,
images, sound, and music and linguistic forms of signification are only part of these kind
of digital artifacts. Multimodality affords ways to include different kind of meanings in the
same artifact. (Kress 1997, 1998, 2003). Stories represent three different kind of
narratives which are 1) career stories as part of storytellers’ autobiographical life story,
2) stories of inner gouvernementalité where employees in the spirit of lifelong learning
observe and modify themselves to be better people and employees, and 3) identity
narratives when own position and reference group is compared to others. In each
narrative there appears both verbal and visual learning metaphors which describe
learning as stepping into an unknown, opening of the eyes, getting back to basics, a
mental transfer from details to a larger picture, wakening up to listen other people,
controlling of own emotions and positive thinking, a fight against change resistance and
finding a new kind of agency.
341
75-B: Stories of adulthood and learning
Jörg Dinkelaker, Farina Wagner and Franziska Wyßuwa
In our paper, we focus on the situated dynamics of story-telling within adult classroom
interaction. Classes of adult education are social situations in which the lives of the
adult participants shall be affected while the participants attend the event. Learning shall
occur (Cazden 2001) and this is to lead into changes of the life course
(Cuconato/Walther 2015, Field 2013). Using audio- and video-footage of natural
occurring events of adult education we scrutinize how the “participants build in concert
with each other” (Goodwin/Goodwin 2004: 241f) the story-lines in which such changes
in the life course are indicated, reported, prepared and negotiated. We observe adult
classrooms as stressed situations of telling stories of change, as places „where
identities are continuously practiced and tested out“ (Bamberg 2010: 13). Behind the
institutional pattern of I(nitiative)-R(esponse)-F(eedback) structures (Mehan 1979,
Waring 2009) we find a subjacent pattern of telling stories of lives at change. Adult
classrooms bear a specific self-contradictory pattern of telling lives. The participants
have to position themselves as adults and in the same time as people who change. We
are reporting stories in which these contradictions are worked out. Based on selected
empirical material we will hence show the relevance of educational settings as stages
for biography-centered identity-constructions in narrations. Our research method takes
on elements of microethnography (Erickson1996) and conversation analysis
(Richards/Seedhouse 2005), its further development into narratological analysis
(Ochs/Capps 2002) and elements of discursive psychology (Davies/Harré 1990).
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75-C: Stories of sameness and otherness
Anke Piekut
In Denmark, the Adult Education Centres have a “sweeper” function for young adults
who need to recommence education or complete a high school degree. This study
explores two L2 (Danish as Second Language) students and how their educational
narratives confirm or counter the master narratives of adult education. In the study,
there is a specific interest in how the students construct identity and social positioning in
their educational narratives. In my presentation, I want to focus on how students narrate
sameness and ‘otherness’ (Fludernik, 2007; Ahmed, 2000) regarding ethnicity and
education in Denmark. Exploring two students’, educational narratives of ‘otherness’,
identification and recognition in the context of adult educational institutions, their
narratives show ambivalence in affiliation with master narratives of adult education and
the subject ‘Danish as second language’. The ambivalence of positioning themselves of
being and feeling ‘Danish’ and the lack of being acknowledged as fully-fledged
members of the ‘Danish culture’ give rise to counter narratives of both in- and exclusion
(Somers, 1994; Hopkins, 2007; Syed & Azmitia, 2008). My theoretical approach are the
overarching terms: master narratives, counter-narratives and positioning. Both master
and counter-narratives seem to be umbrella terms for stories that either reproduce or
oppose normative and culturally accepted stories about e.g. ethnicity or education.
(Bamberg & Andrews, 2004; Stanley, 2007). This paper analyses how the two student’s
narratives constitute both educational and social identities through counter and master
narratives of ‘otherness’ and how these relate to their perceptions of ethnicity and adult
education
343
Abstracts
Demonstrations
344
D01
Writing Narrative Identity and Journey: How Drag Queens Saved My Life
Victoria Shropshire
The memoir novel I am writing as a part of my practice-based PhD, lives in the spaces
where humor overlaps with healing, and revolves around the idea of inherited
narratives. In this workshop, we will discuss: What are inherited narratives and how do
they help us negotiate our world? How do inherited narratives of the past help us
negotiate our present? How do/can we identify and nurture personal narratives in our
research journeys and professional realms, as well as our personal life stories? I use
auto-ethnography as my core research methodology- combining theories of sociology,
psychoanalysis, queer theory, and narratology- to create a cohesive story about a
young cancer patient who seeks to reclaim her identity from a disease and a society
that have taken it from her, finding the ultimate support group in a gaggle of drag
queens. I will review this critical research briefly, and read an excerpt from the creative
product. Then I break out crayons(!), and it’s the audience’s turn to think and draw and
write! In this workshop, we will examine ways in which these narratives (re)structure and
(re)define our lives AND I dare you not to laugh. During this interactive workshop,
attendees will: •Laugh (and draw!) •Learn about inherited narratives (“IN”) •Recognize
genres of “IN” in their own identity development •Discuss the limitations and potential of
using “IN” in their own work •Better reflect on the role “IN” may play in their projects
•Consider integration strategies for “IN” into their projects
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D02
Transmedia storytelling as a means of knowledge mobilization
Clive Baldwin and Brandi Estey-Burtt
Transmedia storytelling is the process of telling a story across multiple media, with the
emergent story being shaped by the reader's interaction with the characters, places,
and events of the story. This, we believe, offers new ways of mobilizing knowledge from
narrative research. Drawing on interviews with approx 50 transabled people (people
who seek to acquire - or at least desire - a physical impairment such as amputation or
blindness - we have constructed a transmedia story of Dave Shaw, a 30-something man
who is seeking an amputation of his healthy leg. Through engaging with Dave via
Facebook, email, blogs, and other materials, and with the issues of transableism via
video, sound, text, graphic art and so on, readers are invited to be part of Dave's
journey. Dependent upon how they interact with Dave, readers have access to different
narrative paths, and thus will come to different understandings of Dave's experience.
In this presentation we will discuss the purposes, challenges, and opportunities offered
by transmedia storytelling, its possibilities for educational and social purposes, and its
location in narrative studies, particularly with regard to authorship and readership. As
part of this we will present part of Dave's story, demonstrating reader engagement,
multiple narrative paths, and some of the technical aspects of transmedia storytelling.
Engaging the reader in the story is intended to enhance understanding, identification,
and empathy with the
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Wednesday 4 July 2018, 13:30 – 14:00 Hatrans Plaza ||
D03
ABCs of Narrative Medicine: Remembering the Patient-Physician Narrative
Martin Kreiswirth
The narrativist turn in medicine has taken various forms and shapes since the early
1970s when a number of medical schools introduced instruction in the humanities. It
has been argued that the analysis and appreciation of fictional representations of illness
can enhance a medical practitioner’s treatment of patients by improving her capacity for
empathy; consequently, this has been incorporated into physician training. In the 1980s
and 90s there was, however, a shift from the analysis of medical fiction to that of stories
of actual illnesses. But both these additions to the curriculum are narrative in form;
hence, "narrative medicine." Surprisingly, however, much work in narrative medicine
has ignored exactly that core element: narrative. It has not examined narrative’s
particular formal, structural, or even generic features, focusing instead on its effects –
either for the training of physicians or for the curing of patients. What needs to be
undertaken now is a truly narrativist examination of the basis of doctor-patient
interaction, the clinical interview, and how this may be made part of physician training.
While significant attention has been paid to the interaction between patient and doctor,
scant notice has been taken of the narrative form of their dialogue, its components, its
cognitive and rhetorical claims, and, perhaps most significantly, the uniquely dual-mode
of its construction. I want to examine the specifically narrative elements of the clinical
interchange; I will provide an example of the patient-physician interchange and interact
with the audience in examining the specifically narrative elements of the dialogue.
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Thursday 5 July 2018, 13:30 – 14:00 Hatrans Plaza ||
D04
Fabricating a Plot: Online Videos and Collective Story-telling
Joshua Parker
The ubiquity of hand-held video recorders makes it increasingly possible for those
witnessing dramatic events to make brief, often uncontextualized visual recordings, then
to upload these to the internet, where they can reach thousands of viewers across the
world. Perhaps unsurprisingly, some of the first issues commenters take up often
involve lively debates and arguments about the “plots” of these videos: who is the
protagonist, what story is being “told,” and into what other over-arching cultural
mythologies or social narratives can it be linked? The proposed presentation examines
how such narrativizations are formed, and indeed negotiated, online by viewers seeking
to affix a “truth” to depictions of uncontextualized “real” events. Collective storytelling,
particularly through interactive technologies like the internet, has been studied by
theorists including Ruth Page, Olinor Ochs and Lisa Capps, but most work in this area
has been attuned to how groups or individuals narrativize their own experiences. The
presentation focuses specifically on videos of climatic disasters involving automobiles,
examining how viewers of these images assign intentionality to cars which are often
interpreted as protagonists in such video clips. It examines micro-narratives and “plot
beacons” in internet posts, suggesting how, through “intersubjective entwining” or
“thought contagion,” such micro-narratives become recognizable stories posters tell and
circulate, as they recast them in mythological terms or in terms of more daily narratives.
Making sense of natural events is perhaps one of culture’s earliest reasons for
developing narrative. The presentation suggests that collectively-created online
narratives are a contemporary laboratory for such narrations-in-progress.
348
D05 (Performance)
Ventriloquists
Philipppine Hoegen
As an artist engaging with issues of display, objecthood and personhood, with a practice
consisting primarily of performance, collaborative and performative events and
interventions, I would like to propose a performance for Narrative Matters. The
performance is part of a research entitled 'The Self as a Relational Infrastructure in
Process', commissioned by the Expertise Centre for Art and Design at Avans University.
It is a practice-based enquiry into the strategies and technologies we use to create other
versions of ourselves, and what the existence of those versions means for our
understanding of the self. The performance is called Ventriloquists. The act of
ventriloquizing is commonly called the ability to ‘throw’ one's voice. Throwing the voice
can mean to give voice to an object, to another person, another version of that person,
or of the self. But it can also be understood as forcing one’s voice upon another, or
throwing it away as in rejecting one’s own voice. Or more simply: giving it away. There
are 3 chapters in the 25-minute performance, in each I apply a different strategy of
‘throwing the voice’ or ‘re-voicing’. In the course of the performance it becomes clear
that these simple strategies are in effect transpositions of narratives, producing and
exercising other versions, (re-)interpretations, in short: plurality. The plurality of voices,
the shifting of context, of body etc., destabilises the notion of ‘author’ and ‘authority’, of
an original, singular narrative, and with that the nature of narrative itself: An instability
which is itself performed. http://www.philippinehoegen.com/research/
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Abstracts
Poster
Presentations
350
Narrative typologies and narrative methodologies
P01
Trajectories of Aristotelian and Nietzschean narratives : elements for a socio-theoretical

approach to narrativity
Antonino Sorci
I will analyze the relation between Bourdieu's critical sociology on one side and “reader-
response theory” on the other one, with the aim of deducing some elements for further
research. The starting point will be the distinction between “popular novel” and
“problematic novel” contained in Umberto Eco's book Il Superuomo di massa published
in 1978: according to the Italian author, in the first type of narrative “there will be a
struggle of good against evil that will always resolve in favor of the good”, while the
second type “on the contrary offers ambiguous purposes”. I will explore the relation
between the “literary fields” that will be defined as “popular” or “problematic” on one
side, and the compositional characteristics of the “Aristotelian” (based on the strength of
the mythos) and “Nietzschean” (pervaded by a radical negativity) narratives in the other
one. The goal will consist to show how a certain type of narrative would “choose” its
own “implied reader”, by means of eliciting some “literary effects” as melancholy or
catharsis: the presence or absence of certain compositional elements in the text would
arouse the attention of a certain category of readers rather than another.
351
P02
‘Insiderness’ in Narrative Research
Aimee Quickfall and Jonathan Wainwright
Insider research is described as becoming part of a ‘tribe’ (Ackerman, 2001), being

‘conducted by people who are already members of the community’ (Humphrey, 2013,
p.572), and as a situation in which the researcher and participant share intersecting
signifiers, such as class, gender, age and ethnicity (Malpass, Sales & Feder, 2016;
Griffith, 1998). We have both experienced ‘insider’ research relationships in our
narrative research, in this presentation we will explore how the stories participants tell
might be changed by these relationships (Berger, 2015; Couture, Zaidi and Maticka-
Tyndall, 2012). We will discuss the theorised threat to validity (Drake, 2010; Lather,
1993) and ethical issues that arise when narrative research is done from the ‘inside’
(Cooper and Rogers, 2015; Coy, 2006). We will also discuss potential benefits of
insider relationships in narrative research, such as the richness of the storytelling when
working with a perceived insider, and the tacit knowledge that the insider researcher
can bring to the process (Drake, 2010). The need for such distinctions as
insider/outsider will also be interrogated, perhaps the boundaries can be blurred
(Southgate and Shyling, 2014), or theorised as a spectrum or continuum that changes
over time (Perryman, 2011).
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P03
Narrative Ethnography
Michael Atkinson and Kristina Smith
Narrative methods and methodologies are increasingly popular in sport, exercise and
health research. As a result, there has been a mushrooming of styles and forms of
narrative research. Largely under explored is, however, narrative ethnography.
Narrative ethnography is a modality of research in which stories, discourses, symbols,
and other representational signs are studied in radically situated life worlds and
articulated through enfleshed experiences. More specially, it accounts for how stories,
bodies, and contexts meet to create meanings, possibilities, choices, and perceptions
for/by people. Through looking at people’s narrative environments (the contextual and
circumstantial social and cultural factors organizing people’s everyday lives)
researchers can better understand the meanings of people’s stories. Thus, narrative
ethnography is both a method and analysis by which researchers can illuminate the
social dimensions of narratives, their actors, and relationships within people’s stories. In
this presentation, we review the theoretical and methodological underpinnings of
narrative ethnography and discuss how such a methodology might be used to study the
vast complexity of phenomenological experience in sport, exerciseand health settings.
353
Gendered narratives and narratives of gender I
P04
Thinking with narratives of professional identity making: Insights from working with
midwives in Ghana
Evelyn Asamoah Ampofo
Professional identity making is a complex endeavor that is shaped by both the personal
and professional landscape in which people live (Connelly & Clandinin, 1999).
Understanding identity from a narrative vantage point takes into consideration that
identities are composed over time, in particular places, and that they are continuously
changing. People always live in the midst, composing and co-composing their ongoing
identities across time, place, and social contexts. For some, understanding identity
making narratively has been linked to life composition (Clandinin, Cave, & Cave, 2011)
and has been explored in relation to teachers and medical students. During my doctoral
dissertation I engaged in a narrative inquiry study to inquire into the experiences of
identity making alongside four midwifes in Ghana in private practice. It became evident
how knowledge, understood narratively, is closely linked to identity making. In other
words what midwives know shapes their professional identity and practice. It is
important to recognize that their knowledge continuously evolves and changes and that
knowledge is also understood as being embodied. For some of the midwives taking a
reflective turn towards their own childhoods brought forward how their professional
identities are shaped during childhood and situated in early family stories. At the same
time the anticipation and imagination of what could be shaped who they are and are
becoming. While professional identity making happens across time, it is also strongly
situated in place. Place is understood as linked to geography and the particularities of
how places, people and contexts interact.
354
P05
The psycho-social crisis and coping strategies of informal female traders at Tshakhuma
village, South Africa
Nthambeleni Dahlia Seshebedi and Errolyn Long
I am intending to do the study in 2018 on psycho-social crisis of informal female traders

at Tshakhuma village, South Africa. The purpose of the study is to explore through
stories the psycho-social crisis as a result of conflict between the social demands and
internal development plan of female traders at Tshakhuma market. I will also want to
find out what coping strategies these female traders have used in addressing the crisis.
The study came as a result of limited work done on psycho-social crisis in which
informal female traders have to make a choice between the two conflicting forces and
coping strategies they apply in dealing with the crisis. This leave psychological and
social elements affecting business less emphasized and without plans for interventions.
The literature indicate that psycho-social elements have a negative effect on women
entrepreneurs. The study will be grounded on interpretivist assumption as it wishes to
explore the unique personal experiences of psycho-social crisis and coping strategies.
A qualitative narrative design will be used and data will be collected through
unstructured narrative interview. The Labov structural analysis will be used in analysing
the data.
355
P06
"How come one star alone dares?" – two narratives of women workers' leaders
Dalit Yassour-Borochowitz
This study is part of a larger project that aims to investigate the experience of Israeli
women who are workers' leaders and trade unions' leaders in the 21st century. In order
to understand the different ways in which women paved their way to be workers'
leaders, as well as to understand their unique styles of negotiations and struggles within
the patriarchal, male-dominated world of industrial relations, the present study aims to
examine the narratives of two young Israeli women – one Arab and one Jewish - who
became workers' leaders in their place of occupation. The narratives I want to present in
the current paper are those of Amal (pseudonym), an Arab woman, who organized Arab
agricultural women workers to fight for their working legal rights and became their
leader; and of Hodaya, a Jewish woman, who organized the cafeteria and maintenance
workers in the Kenesset (the Israeli parliament). The common characteristics of these
leaders are that they are young (under 40) women and had no public or political
experience prior to the struggles to organize ("unionize") their co-workers. They
represent fairly powerless workers, mostly women, who were not allowed to organize
and who were employed as temporary (albeit for many years!) employees with very few
(if any) social rights. They are women who had to pave their organizational struggles in
a very male-dominated working environment, and they had developed tactics to bypass
gender-based suspicions (and sometimes suppression) both from their colleagues and
from their superiors.
356
Narrative and narrative analysis across media I
P07
Narratology as a relevant tool for music analysis
Julie Walker
In the last 50 years, narratology became an important analytical tool for music analysis
(Grabocz, 2009). Belonging to the field of music semiotics, several theories were
developed to investigate the musical work through new possibilities (Tarasti, Monelle,
Agawu, Hatten, Grabocz, etc.), offering other perspectives for the analytical approach of
the music, so important in musicology in general. Indeed, the “expressive” level of the
music, which correspond to the character of the themes, their power and their relations,
is most of the time ignored in traditional analysis, which rather focuses on the score and
its technical language (keys, themes, form, cadences, etc.). However, the musical
discourse has a non-negligible cultural print and can be considered, once it is
discretized in a relevant way, as a “concatenation” of several expressive unities. These
unities, referring to the genres and styles emanating from our cultural and historical
occidental legacy (chase, dances, lyrical style, Empfinsamkeit, pastoral style, church
music, court, virtuoso style, etc.), are called “topics” (see Ratner, 1980; but other
terminologies exist). The study of their sequencing in the musical work (through the two
dimensions of the narrative, syntagmatic and paradigmatic, see Hénault, 1979) will be
very useful to make new hypothesis, allowing often to explain and also understand the
novelties of the musical works, and even to detect some recurring models. After some
theoretical introduction, we will present multiple examples to show how narratology can
be such a relevant tool for music analysis independently from repertoires or time period.
357
P08
"Postmodern Narrative theory: "Young characters in Game of Thrones as metaphorical

depictions of current children traumatized by war and injustice covering the concept of
the collective unconscious."
Bahire Efe Özad and Narjes Azimi
George R. R. Martin’s Fantasy A Song of Ice and Fire picturized the brutal world that
seven kingdoms struggling for the power, and among all these House Stark young
characters are more victimized by cruelty and injustice, and started their own journey
when they had to leave their homeland, this study will consider narrative theory in each
of these survivor’s quest regarding their situation with the real situation in the world
regarding Barthes narrative codes. The study will shade on Barthes narrative theory and
narrative analysis and textual analysis of the each character individually and memories
of war children who identified themselves with the characters. "I each part of the world
war children share the same memories with other children who are the victim of the war
without knowing them, and all these sharing memories cover the concept of collective
unconscious by Carl Gustav Jung. I have survived in wartime and traumatized by war,
'A Song of Ice and Fire' and 'Game of Thrones' have special meaning and even bring
some kind of comfort to me. Despite all cruelty in the scenes, I read the text from my
own point of view as the concept of the death of the author by Roland Barthes cover it.
According to Roland Barthes, we should look at the inside of ourselves the ultimate
author. We are an author of the world, movie, art, photography throughout our own
interpretations and belief systems. This will be like education for life, cross-cultural
education, counseling, and psychotherapy.
358
P09
Faith Ringgold’s The French Collection: A Narrative of an American in Paris
Martha McKenna
There is a landscape of action on which events unfold…But there is a second

landscape, a landscape of consciousness, the inner worlds of the protagonists involved
in the action. (Bruner, 1987) Paris has long been a haven for African American and
women artists who have found their voice and developed their craft in a society
supportive of their talents. Faith Ringgold made just such a journey to Paris in 1990 to
create The French Collection, a series of twelve quilts that tell the story of a fictional
African-American woman who travels to Paris in the 1920s to develop as an artist and
finds herself among the great artists and literary figures of Europe and America. The
French Collection story is a remaking of history, placing women and African American
artists and leaders at the salon of Gertrude Stein, the studios of Picasso, and the cafes
of Paris. The bright colors and playful themes draw our attention to the quilts, yet a
more careful analysis of the images and their descriptive text discloses a deeper
message of social injustice. I will focus on both the narrative painted on the quilts and
the narrative of the artist’s life. I will examine Faith Ringgold’s use of images and text to
tell the unfolding story of a young African American woman artist in Paris of the 1920’s. I
will explore Ringgold’s own narrative, sectioning out from her life episodes for further
examination, about her experiences as an African American artist in the 20th Century.
359
Mental health, drug use and alcohol prevention
P10
Narratives of Deaf/hard of hearing individuals who identify them-selves as current or

past drug users. Methodological issues.
Theodora Aligizaki
Aim of this qualitative study is to investigate in depth the experiences and the notions of
individuals who are deaf, identify themselves as “drug users” and use the Greek Sign
Language as their main means of communication. The concept of "double stigma"
introduced by Erving Goffman (Goffman, 1963) and the social construction of “disability
and drug use” will be the main theoretical backgrounds of this study. According to this
social construction, the "expert” researchers are replaced by the people themselves and
emphasis is given on the narratives and the experiences which are influenced and
constructed by the socio-cultural contexts. People with physical injuries will not be
treated as a category of disabled per se -because we all are potentially incapacitated
(non-eternal bodies)- but as unique human beings within a social context.
360
P11
Narrative, meaning and stigmatization: Grief narratives of hard drug users on drug
related death
Joanna Wojtkowiak, Noëmie Vanherf and Carmen Schuhmann
Understanding narratives means to include the study of processes of meaning. In this

study, this relation is analyzed in more detail by drawing on the meaning reconstruction
model within the specific context of hard drug users who have experienced a drug
related death. The social context of hard drug use, as well as the death and grief
circumstances are found to be problematic and stigmatized. Four main themes were
identified from 10 grief narratives: (1) the inhibition of emotion by drugs leading to
fragmented grief reactions, (2) social exclusion and notions of disenfranchised grief, (3)
neutral death acceptance and (4) the search for meaningfulness in a “biography of
losses”. The themes reveal the role of meaning making as multidimensional and layered
process within the grief narrative. Some meanings are made, while others remain
unsolved. The unresolved meanings are related to the experience of many losses and
disappointments, social exclusion, homelessness and multiple deaths. This study
emphasizes the importance of studying emotion and gives more nuance to the notion of
successful meaning in narrative dynamics.
361
P12
Narrative enquiry exploring how mental health professionals use their lived experience
of mental health service use in their work.
Claire Greason
Background: The concept of ‘lived experience’ as a source of knowledge in mental

health service provision has been dominated by the peer support model (Repper &
Carter, 2011), mainly because of a sharpening focus on recovery as the guiding
principle of mental health and social care services since early 2000 (Repper & Perkins,
2003; Roberts & Hollins, 2007). Recently however, a persuasive criticism of this
literature base has been proposed suggesting that only recognising peer support as a
model for sharing lived experience within a professional context, leads to the
falsification of representation across professions, particularly in the eyes of service
users (Paynter & River, 2015). This study aims to address this and provide space for
professional narratives to be explored. Method 30 mental health professionals with
lived experience of mental health service use in the English National Health Service
were interviewed using a semi-structured narrative approach, and the data subjected to
a narrative analysis. Currently work in progress, these narratives will function as a
critique to explore areas such as, valued, and authoritative knowledge in clinical
practice; normative ideas in relation to patient/expert relationships and the use of lived
experience; power structures within clinical settings and their effects on sharing lived
experience. Given current recommendations that lived experience of people with mental
health problems be placed at the heart of all service transformation (Taskforce, 2016);
these counter-narratives will be used to explore how services can move beyond peer
support to include professionals who share similar experiences.
362
P13
Possibilities for co-creation of narratives in adolescents’ alcohol prevention
Mari-Liisa Parder
Current study analyses adolescent alcohol consumption from the practice theory
perspective, where alcohol consumption is an independent practice shared through
various personal stories. The study was carried out in Estonia and focuses on capturing
and using narratives for alcohol prevention. Action research and co-creation methods
were used in workshop sessions with adolescents in one school in Estonia. Adolescents
aged 13-15 participated in the workshops and engaged in storytelling and the co-
creation of stories. During five meetings, participants shared their views and
experiences regarding alcohol party culture and situational abstinence. Short and
informal participatory action research meetings made it possible for adolescents to
verbalise about alcohol culture and norms. The participants did not consider alcohol
consumption to be problematic, and they found videos showing immediate
consequences were a better way to reach adolescents. Time span of different events
could be seen: two different types of parties were discussed, and insight was provided
on how planned alcohol-free party turned into alcohol party. Action research and the co-
creation method however created challenges, since the highly structured school context
leaves adolescents little unstructured time that can be used for this kind of research and
fitting these activities into their tight schedules was complicated.
363
Learning experiences and study narratives I
P14
English language learning experiences through small stories
Xavier Martin-Rubio and Irati Diert Boté
The aim of this presentation is to explore the experiences of some Catalan and Chinese
students in relation to English language learning. These experiences or memories take
the form of small stories, which, in opposition to ‘big narratives’, are “underrepresented
narrative activities” not only of past events, but also of ongoing, future or hypothetical
events (Georgakopoulou, 2006). Data were collected through focus groups and
interviews with two different groups of students from a Catalan university. The first
group were students of an ESP subject of the Audiovisual Communication and
Journalism degree in the 2013-2014 academic year. The second group were enrolled in
an ESP subject of the Business Administration degree in the 2016-2017 academic year.
The first analytical phase consisted of a thematic analysis of certain sections of the
group discussions and interviews in which themes and categories were identified. In the
second step, several small stories were identified in which students shared their
experiences as language learners during secondary-education and in the few months of
higher education they had experienced. In these stories, tellers emphasize the role
played by their teachers of English, their classmates and themselves as students. Small
stories research in this context is both interesting and necessary, as listening to the
students’ voices allows us to gain in-depth knowledge of both positive and negative
aspects that surround English teaching/learning in Catalonia and therefore provides us
with valuable information about which points need to be improved.
364
P15
Personal stories of Norwegian upper secondary students of Spanish
Berit Grønn and Ane Christiansen
In this presentation, we analyze how students of Spanish in upper secondary education

in Norway create personal stories and learner identity by sharing stories about their own
language learning experiences. In 2015 and 2016, we conducted a quantitative and
qualitative survey comprising 205 students in year 13 (age 18). The school year
2017/18 we carry out additional qualitative in-depth interviews comprising 20 students in
year 12 (age 17). The topic is the students’ opportunities for practicing Spanish outside
the classroom, both online and offline. The purpose is to examine the role Spanish
plays in the students’ life and what factors help them to improve their communicative
skills. We use small focus group interviews where the students reflect together about
their language learning process describing how they take advantage of the learning
opportunities, and how practicing Spanish in everyday life contributes to the shaping of
their own language learner identity. Our findings show three main trends: a) that the
students, in order to achieve their learning goals, are eager to practice Spanish, in
Norway and abroad, b) that they consciously make use of digital tools in various ways,
and c) that they are convinced that their competence of Spanish will help them to
establish personal and professional networks in the future. In the analysis and
discussion, we draw on theories of narrative construction of the reality (Olson 2014;
Bruner 1996), and second language learning (Lantolf & Poehner 2014; Swain, Kinnear
& Steinman 2011; Nunan & Choi 2010; Benson & Nunan 2005).
365
P16
Adult Learners and Science Anxiety: The Journey of Each One Teach One`
Sabrina Walthall
In teaching and learning adult learners are individually different but the general
characteristics of the anxiety are similar. As an educators, one of our major roles is to
lessen our learners’ fears and anxieties. The purpose of this research is to investigate
the changes in adult learners’ anxiety level after participating in a service learning
outreach project using the scientific method. The research design is based on a
narrative approach using mix methods including surveys, questionnaires and in-depth
group interviews. To investigate the challenges faced by these participants, a simple
survey and group interview were conducted before and after the service learning
project. The use of these methods were based on the premise that each person has his
or her own unique experiences in terms of science anxiety. In group sessions listening
to the stories of others led students to reflect on their own experiences with science
courses and recognize that others have also experienced similar struggles. We have
concluded through survey results and interview analysis, that this research has
demonstrated student anxiety plays a key role in their failure to embrace science. Our
analysis showed that integrating a service learning outreach into the class structure and
involving students in planning and disseminating a STEM outreach lesson established a
sense of self efficacy among the students, empowering them and improving their
science anxiety, specifically in STEM and STEM related courses.
366
P17
Narrative Theory and Study Abroad - Metaphorical and Literal Travel
Don Redmond and Sabrina Walthall
The written word, and now the world-wide-web, provide an exceptionally broad range of
opportunities for individuals to experience different cultures and stories without leaving
their home, or at least a more localized community. Considering for example various
political, technological, financial, geographic, and psychological barriers, most would
agree humans are fortunate that we can learn and grow without taking a literal journey.
However, whether the result of tangible obstacles or more abstract fears, might our
appreciation for the stories of others be inhibited if we'd never left the country of our
birth? With this question in mind, the author designed a narrative theory study abroad
program aimed at first time international travelers born in the United States. Conducted
annually each summer since 2012 to Leiden, Netherlands and Paris, France, the
program has evolved to include narrative nonfiction, narrative art, social justice,
anthropology, narrative therapy, and journaling. Students taking part in the course
complete a final project, based on travel journals, that considers how their own past,
present, and future life might connect to historical figures studied during the trip. These
individuals include Anne Frank, Vincent Van Gough, Richard Wright, James Baldwin,
Josephine Baker, M.C. Escher, Ernest Hemingway and other artists.
367
Narratives of war and violence
P18
Testimony and Storytelling in the Post-Truth Era
Colin Davis
In the so-called ‘post-truth’ age, the claim to be telling the truth might appear to be
quaintly dated or merely rhetorical. However, the ‘post-truth’ age is also an age of
testimony, in which survivors of trauma and abuse demand the right to be heard, even if
their stories are also sometimes felt to be untellable. As readers and critics we still tend
to expect and require that testimonial narratives should have a different relation to real
experience from overtly fictional works. Testimony asks for consent at a factual, literal
level. What happens when that literality is brought into question? Does it discredit
testimony or re-locate it, and enforce a revision of how we understand history,
experience, narrative, facts and lies? The paper raises these questions on the basis of
three examples: Dori Laub’s discussion of an eyewitness account of the Auschwitz
uprising, according to which four chimneys went up in flames when in fact only one
chimney was blown up; Elie Wiesel’s La Nuit/Night, which insists on the truth of its
narrator’s experience of Auschwitz and Buchenwald, even though some have claimed
that certain incidents are misrepresented or invented; and Binjamin Wilkomirski’s
Fragments, which was initially presented as a Holocaust memoir but was later
discovered to be fiction.
368
P19
Coping with wartime through the prism of the Salutogenic model: The case of narratives
of parents to young children in time of the Protective Edge Operation
Shaked Ben-Meir and Tal Litvak-Hirsch
Families who live under constant situation of war and terror experience a lot of tension,
uncertainty and complexity in their lives. The salutogenic model (Antonovsky, 1987) was
suggested as an instrument to look into the factors determining tension management at
its core is the concept of sense of coherence. SOC - global disposition, influenced by
the context in which one lives, including one's culture, social structure, historical roots
as well as personal experiences. SOC conditions how an individual perceive and reacts
to life's demands and the extent to which those demands affect him/her. SOC is
composed of three tightly interrelated dimensions:
comprehen¬sibility/manageability/meaningfulness. Little is known about how SOC is
perceived and employed during periods of wartime. The current research focused on
20 married couples, parents of young children, living near the Gaza strip, thus being
part of the population most exposed to rocket-attacks. An open-ended interview was
constructed to tap upon the ways each interviewee discussed their experiences, modes
of coping and perceptions regarding their spouse's contribution to coping with the
stressors encountered during the Operation. In the presentation results based on the
themes identified within the interviews as they pertain to the modes SOC contribute to
parents' coping during wartime will be presented. We will discuss the ways narratives as
presented through the prism of the salutogenic theory affect the way parents cope with
the complexity of living under war and terror for many years. We will suggest some
practical ideas in relation to working with parents during time-of-war.
369
P20
‘World Attending' sequences and their Small stories: struggling over pasts, presents and
futures
Leor Cohen
Located within narrative practices scholarship, this paper explores small stories of
ongoing events. These are conventionalized, locally situated and interactionally
organized articulations of the moment-to-moment, 'here and now' noticings of
perceptible events in the world. Herein, this practice is coined world attending
sequences. The data were generated by four Ethiopian Israeli males (age 16-17) in a
northern Israeli city recorded themselves for 5 hours across 9 sessions, while traversing
an urban landscape on foot or via public transportation in and around pick-up games
(soccer or basketball) at public city parks. World attending sequences are marked by a
sequence-initial disjunct/discourse marker "tir'e" ('look'), micro-pause and often a
continuation of the topic shift. These sequences are interlaced with small stories:
breaking news, past events, and hypotheticals. World attending sequences and their
small stories are found to be coextensive with competing local interactional projects
among interlocutors exploiting unrealized possibilities, such as hypothetical projections
(conditionals or futures) and commands (imperatives). Competitive projects can be
easily won/lost, doggedly pursued, or simply abandoned midway. The type of natural
data presented here, produced by participants who are outdoors and on-the-go,
provides unique opportunities to study the indexical and coterminous nature of language
and the world.
370
P21
Intersectional Feminist Narrative Approach for Studying Gendered Experiences in

Armed Conflict
Rumana Hashem
Analysing gender relations and exploring the lived gendered experiences of women and
men in armed and ethno-nationalist conflict are difficult undertakings, as the truth tends
to get lost in the political translations of stories of rival groups. I argue that an
intersectional feminist approach to narrative methodology helped me to explore the lived
experiences of people, and was necessary for the production of ‘accountable
knowledge’. Drawing on an interdisciplinary and empirical research on “gender and
armed conflict in south-east Bangladesh, completed as part of a doctoral degree in
social sciences, this paper discusses how I used narratives and understood “narrative”
for the study. In my approach, I demonstrate that narratives are co-constructed through
a dialogical relationship in an interview setting, and it was helpful for the production of
meaningful and sequential narratives. The paper shows that by applying
intersectionality with narrative methodology, I was able to learn about the story of my
participant’s lives e.g. something about the social and political conditions in the CHT, on
the one hand; and their lived experiences, their individual loss, their struggles and
resistance, their sense of belonging as well as differentiated positioning, on the other.
By way of illustrations, I provide insights of how I tackled/sensed and resisted
“unwanted effects of narrative world-making and persuasion”.
371
Gendered narratives and narratives of gender II
P22
Motherhood Narratives: true stories, storied projections or something else?
Aimee Quickfall
In my doctoral research I have been collecting the stories of mothers. When it comes to
analysing these stories, I have a dilemma - whether to treat them as true stories;
accounts of their lives, taken at ‘face value’ - or whether to treat them as storied
projections, once or twice removed from a ‘truth’. How I analyse these accounts is
dramatically different, depending on the choice I make. My poster presentation
explores the differences these two approaches make, in terms of ethical
Considerations, my relationships with participants, the level of ‘epistemically violence’
inherent in the analysis of someone else’s story. I will also explore the potential for
using two different perspectives for analysis, taking the narrative at face value for
thematic analysis, and as a storied projection for Foucauldian discourse analysis.
372
P23
Gender and personification of Death as Narrator in
Marcus Zusak’s "The Book Thief"
Kirsten Bartels
Good – Evil. Light – Dark. Life – Death. Male – Female. From an early age, children are
taught the importance of opposites and classifications. They are taught that things are
one thing or the other. Yet, as communities and cultures challenge an array of these
norms, what once was seemingly standardized and accepted becomes questionable
and fluid. Narratives are critical in explorations and discussions of these dynamics.
Marcus Zusak’s narrator in his best-selling work "The Book Thief" allows for
multifaceted explorations into the culture and counter-culture of binaries ranging from
good and evil to gender. Zusak’s Death is not what many would expect, and that
provides rich ground for this type of dialogue. As readers opt-in to the work and
develop a relationship with the narrative and narrator, they may unknowing insert their
own cultural norms on the personification of Death. It can be argued that any gender
identity of Death in the work is one that has been assigned to them. This can be seen in
an array of forms – in the text, in the cover art, and in the way readers discuss the
narrator. It is never something that Death themselves have identified with or as. This
paper therefore explores the personification of supernatural narrator, Death, in "The
Book Thief" with a particular focus on the gender of Death and the gender of death as
assigned and assumed by readers of this work.
373
P24
“A double whammy”: Experiences of hurt and loss amongst Bedouin-Arab adolescent

girls in polygamous families
Nuzha Allassad Alhuzail and Alven Lander
Background The term Bedouin-Arab typically denotes those desert inhabiting Moslem
tribes found in middle eastern countries, including Israel. Israeli Bedouin-Arab society
stands out for the recent Accelerated and dramatic process of modernization it has
undergone. Prominent here has been the State backed relocation to semi-urban
settlements. Despite such changes however, it is the voice of Tradition that still
dominates. A rigid and authoritarian hierarchical order is severely enforced in all
Aspects of life characterized by the dominance of male over female and older over
younger. Polygamous family structure is common and receives its legitimization from
Islamic doctrine. The rate of polygamous marriage amongst the Bedouin-Arabs in
Israel is one of the highest in the Moslem world.This family structure has been
associated with significant functional difficulties and adverse mental health and well
being outcomes for women and children. The research was qualitative and in
accordance with the phenomenological tradition. Twenty Bedouin-Arab girls, between
the ages of 15-21, participated in the research. Recruitment was done through local
social workers Findings Participants experienced significant hurt and loss associated
with father’s additional marriage .The additional marriage is experienced, first and
foremost by participants, as an extremely severe loss and emotional injury to their
mothers. Prominent here is the girls’ taking on of their mothers’ unexpressed negative
emotions and their frequently violent response, on mothers’ behalf, towards their
fathers and second wives. Participants highlighted an intense wish to succeed in school
and careers in order to make their mothers proud of them.
374
P25
Practising ‘outside of the box’ whilst within ‘the system’. A feminist narrative inquiry of
NHS midwives facilitating and supporting women’s unconventional birth choices in the
UK.
Claire Feeley
Women’s choices during pregnancy and childbirth is a common rhetoric that is

embedded within governmental policies, cultural norms, and women’s expectations.
Beyond consumerism, choice is now associated with feminist issues of women’s
autonomy, agency, consent and the human rights agenda. However, evidence suggests
that women can face opposition, conflict, and reprisals when attempting to exert their
agency. This can be more apparent for women who make ‘unconventional birth choices’
which are characterised as birth choices that go outside of national guidelines or when
women decline recommended treatment or care. Whilst some studies have explored
women’s decision-making and experiences, less is known about the midwives’
experiences of caring for them. My Ph.D. study has collected data in the form of written
narratives and interviews of 45 NHS midwives who self-define as facilitative of women’s
unconventional birth choices. Adopting the perspective ‘narrative can be described as a
time inflected phenomenology which places creating and maintaining meaning at the
centre of human activity’ I also recognise that temporal ordering may not always be
obvious or may be fragmented. As such, by collecting professional stories of practice
complex, multi-layered and nuanced data has been generated that revealed stories of
sense-making in relation to their multiple identities personal and professional, whilst
capturing the sociocultural context of what, how and why they did what they did. This
presentation will focus on the multi-methods of data collection (written narratives and
interviews) to reflexively explore my rationale, experience, and insights of using these
methods.
375
Narrative and narrative analysis across media II
P26
Autonararration and Fictional Identity in Literary Memoirs of Russian First Wave

Emigrants
Larissa E. Muravieva
The narrative emergence of identity is one of the most discussed problems. Although
oriented towards interactional and contextualized aspects of narration (Bamberg 2012),
the studies of identity remain committed to their autobiographical representation. This
focus suggests a close correlation between the shaping of identities and the practice of
«autonarration», a relatively new term introduced by A. Schmitt to broaden the
polemical notion of «autofiction». The report would attempt to analyze this problem on
the material of literary memoirs by Russian poets of emigration. In Russian literary
studies, the memoirs of poets of Silver Age remain a complex phenomenon. Accused
by contemporaries for having consciously mixed historical truth and fiction, the poet’s
autobiographies are now reconsidered as a special type of writing. Providing specific
modes of metanarrative structure, their memoirs have come under increasing scrutiny
from the point of view of representation of Self. The more controversial are memoirs of
emigrants which are considered now as an experimental space devoted to narrate
about the loss of the homeland. Under the threat of losing of identity, the poets used to
build a quasi-mythological image of abandoned Russia and of their own past before
emigration. Distorted proportions of fictional and factual in memoirs by Ivanoff,
Odoevtseva, Don-Aminado, Adamovich, Gippius, Makovsky become a predecessor of
the latest experiments with auto-fictional biography in European literature, as well as the
mode of their self-representation realizes a specific narrative practice of building a new
fictional identity within a context marked by historical catastrophes.
376
P27
Switching On: Exploring the Need of Acoustic Narrative in Rough for Radio I
Tzu-Ching Yeh
The disembodied voice is a central theme in Samuel Beckett’s work, and its sonority
can only be properly justified and fully realised in the radio drama, as opposed to in his
fiction or stage plays. One of the most resonant moments in all of Beckett’s radio drama
occurs in the conversation between He and She in Rough for Radio I. This fragment
tells the story of a woman, She, who visits the male protagonist, He, and listens to Voice
and Music, which are controlled by two knobs. Switching Voice and Music on and off in
this way implies turning radio on and off and tuning into a program being broadcast, and
the movements become a need. This paper, therefore, seeks to investigate the
conceptual “need” that implies elements of compulsion, addiction and dependency, by
theorizing the narrative involving the acoustic perception of silence, sound, voice, and
music. Beckett’s particular penchant for mechanical terms such as switch “on” and “off”
shall be discussed. Furthermore, this paper also considers the wider cultural “need” that
radio engenders leading positively to an expansion of quality culture, as well as an
exploitative realm of commercial broadcasting and advertising.
377
P28
Game narratives among adolescents of different game-play and socio-demographic

backgrounds
Ayla Schwarz, Lieze Mertens, Monique Simons, Jorinde Spook, Deborah Thompson,
Greet Cardon, Ilse De Bourdeaudhuij, Sebastien Chastin and Ann Desmet
Background: Digital games hold great potential for health interventions. Their narratives
may influence game engagement, enjoyment and players’ behavioral determinants.
Research is needed on which narratives are appealing to target groups of health
interventions that make use of a serious digital game for health. Objective: The aim of
this study was to investigate which narrative elements are important to sub groups of
the adolescent population, differentiated according to gender, education and frequency
of game-play. It is aimed to also address those who do not regularly play digital games
or who are currently not attracted to play digital games. Methods: Adolescents (n=446)
completed a survey assessing narrative preferences in digital games. Socio-
demographic factors, frequency of game-play and the creation of an appealing narrative
were assessed. Relationships between narrative elements and player characteristics
were determined using chi-square analyses. Results: Girls more often defined
characters by their age, included avatars, located the narrative in a building, developed
skills and integrated a positive atmosphere. Adolescents of non-academic education
more often defined characters by their age, or criminal actions, and integrated a positive
atmosphere. Infrequent players more often integrated human characters and defined
them by their age. Conclusion: A storytelling approach that is highly customizable to the
target group appears to be an important method for addressing different game narrative
preferences and increasing the reach of serious digital games for health. This study
informs game developers and health professionals, who increasingly work together.
378
Narrative teaching methods and educational storytelling
P29
Capturing the Moment: Developing a Reflective Narrative Methodology for Professional

Training
Nitza Roskin and Smadar Ben-Asher
The study presents a reflective methodology that enables students to observe their
personal and professional development process by formulating personal life stories;
these narratives serve to identify each student’s characteristics and modes of action.
During the process of narration, atypical events are “captured”. These are defined as “I-
moments” and they possess a different kernel of insight in relation to the narrative
succession. The utilization of an "I-moment" proposes a reflective examination of the
atypical event, followed by critical observation, re-conceptualization, and new action.
This methodology can expand current training methods based on narrative succession
of small stories that form the big story. It serves as a means for students in education
and social professions to analyze and comprehend their own self-development, and
assists practitioners in promoting processes of personal and professional development
and change.
379
P30
Kindergarten Teachers’ experiences processes in a web of relationships
Geir Aaserud
This study is about how kindergarten teachers develop professional identity.

Kindergarten Teachers’ experiences processes of professional practice and
professional development. Life story interviews illuminate the complexity of kindergarten
everyday life and how Kindergarten Teachers’ develop professional identity. The
complexity of practice is explored through emphasizing personal experiences related to
social, cultural and historical components and how politics influences their practice. I
conduct life story interviews with kindergarten teachers with extensive experience in the
profession, and kindergarten teacher students with little professional experience.
Hannah Arendt gives a good picture of the complexity of this process. The web
metaphor and the space between people are central perspectives in Arendt's
philosophy. She stresses that space between people never can be constant, because
we always move into a plurality of active people. She claims that every action is
embroiled in a plurality of active people. Arendt stresses that the web of relationships
precedes every action and speech. She compares it with threads that we will be
influenced by and which will be influenced by the threads that are already in the web.
That is in this web our identity emerges, according to Arendt. The space between
people will always impact our identity. I use this perspective from Arendt along with
narrative inquiry where experience is situated and relational practice and experience are
understood in a three-dimensional space of temporality, sociality, and place. I analyse
Kindergarten Teachers’ professional practice and professional development I this
perspective.
380
P31
Narrative for science education in school in France : from comics to fictional narratives
Séverine Derolez, Philippe Lautesse and Lionel Chaussard
For some years, several forms of narratives have been proposed for science education
in school in France. These may be early childhood albums for primary education,
comics or fictional narratives for secondary education and / or for higher education level.
For example, we can quoted excerpts from "M. Tompkins in Wonderland" (by G.
Gamow) in the physics textbooks in upper secondary school in France since 2012, for
the teaching of introduction to quantum physics (see Lautesse et al., in Science &
Education, 2015). However, all narratives are not necessarily relevant for learning
purposes. What could be selection criteria, and for which representational content?
Selection Criteria: we used Lewis' theory of possible worlds, mainly based on the
principles of counterfactuality, comparative similarity, and reconstruction, to select
narratives that could be used in school. Representational content: we proposed an
analysis grid including four ontological registers: the socio-political register, the socio-
technical register, the socio-scientific register and the socio-aesthetic register. The
corpus we have selected includes comics (scientific or not) and narratives of realistic
fiction (scientific or not). For each of them, we will analyse contents included. Hence, we
will draw conclusion about representation of science accessed by these different
supports. Last, these narratives could also be proposed in a non-formal situation, for
example in museum mediation (see the thesis of Severine Derolez in 2016).
381
P32
Thinking with Nel Noddings’ Ethics of Care in Narrative Inquiry.
Vera Caine, Jean Clandinin, Pamela Steeves and Simmee Chung
Amidst a winter snow storm we drove slowly and carefully to our research site. Leaving
much earlier than usual we wanted to be there to greet the indigenous youth who we
had come to know in the process of inquiring into their ongoing identity making. We
came to know them over several months in a junior high school arts club and had
developed relationships with them that were marked by care. In attending to care,
Noddings (1984) offered us a way to think about ethics. Her central idea is that we enter
into a relationship with others when we engage in care; it matters with whom we situate
ourselves. This includes attending to the person cared for, rather than the carer, or the
task at hand - for her the experience of care is significant. This involves an ethical ideal,
which reflects “our best picture of ourselves caring and being cared for” (p. 80). This
ethical ideal entails reciprocity, ways in which care is returned and both carer and cared
take part in the relationship. Noddings did not explicitly turn her attention to an ethics for
research, rather her focus was on an ethics of care in moral education with four major
components: modeling, dialogue, practice, and confirmation. Drawing on our work
alongside indigenous youth we show how these four components of an ethics of care
shaped our narrative inquiry and show how a relational ethics builds on, and extends,
an ethics of care in narrative inquiry.
382
P33
Senses in English Language Teaching: the power of narratives
Andrea M. A. Mattos and Erika A. Caetano
Narrative research is being used in language teaching and language teacher education
to better understand the experiences of learners and teachers. This type of research
stems from the well-known work of Clandinin and Connely (2000) on narrative inquiry.
This paper reports on a study of narratives of lived experiences related to English
learning and/or teaching of teachers enrolled in a Diploma Course in TESOL, in Brazil.
Data was generated through a narrative task required as a final activity in the course,
which was designed as a space for participants to reflect on their past and present
practices in teaching English as a foreign language (EFL) and to reimagine their future
in terms of the changes they wanted to see in their lives, profession and community.
The content of the course required participants to rethink their beliefs and their
knowledge in the area, as well as their attitudes and pedagogical practices as learners
and teachers of EFL. Our aim was to understand our participants’ experiences of
learning and teaching EFL in order to relate them to their desire or decision to become
teachers of English. We asked participants to reflect on their past language learning and
teaching experiences and to tell their stories in relation to the human senses: hearing,
sight, taste, smell, touch. We argue that narratives and stories of learning and teaching,
however partial, may provide a glimpse into the participants’ experiences of
empowerment, agency, participation and belonging, as well as into their desires to
become language teachers themselves.
383
Religion and belief systems
P34
From Criticism of Pathological Religiosity to Unreliable Narration
Anne Riippa
In this présentation I discuss the ambiguity of religious emotions in André Gide’s novel
La Porte étroite (1909). The fictional work of André Gide as well as his autobiographical
work, the famous Journal of Gide, contain both a large number of passages that could
be qualified as a spiritual writing. We know that Gide’s writing is nourished by multiple
biblical quotations. However, the feeling of doubt is never far away. From one story to
another, the religious questions and a passionate faith animate, disturb or even
traumatize the characters of André Gide. Classical heir of the symbolic mouvement,
André Gide manipulates the religious life of his characters in order to show the
vulnerability of the modern man lost in his quest for authenticity. As for me, I wonder
whether the ambiguity of Gide’s religious emotion is also used for narrative purposes.
While it is undeniable that La Porte étroite criticizes a pathological religiosity, religion
does not suffice to explain the pathology of desire suffered by the character-narrator of
the novel. The aim of my presentation is to show that this character-narrator of Gide is a
characteristic figure of unreliable narrator. Bibliographie Genette Gérard, Discours du
récit. Paris, Seuil, 1972. Gide André, Journal, 1889-1939. Paris, Gallimard,
Bibliothèque de la Pléiade, 1951. La Porte étroite (1909). Paris, Mercure de France,
2005. Moutote Daniel, Le Journal d’André Gide et les problèmes du moi (1889-19259).
Montpellier, Imprimerie Universitaire, 1969. Ngai Sianne, Ugly Feelings, Harvard
University Press, 2007.
384
P35
Dynamics of Religious and Nonreligious Positions in Self-Narratives of Well-Educated

Young Adults in the Netherlands
Ulrike Popp-Baier
Self-narratives are well-known resources from which to analyze the subtleties of

people's orientations toward "religion". They provide the necessary biographical context
for addressing individual religiousness or nonreligiousness in the context of personal
concerns, experiences and orientations, thus stressing the diversity and varieties of
people's "religious" orientations and experiences which are embedded in processes of
interpretation and reflection related to activties and events in daily life, and evolving and
changing in the course of a life time. "Religious" or "nonreligious" people are often not
only addressing, adopting, or contesting various contents of belief in plural religious
contexts, but also demonstrating various "modes of belief or unbelief" such as being
convinced, trusting, hoping, assuming, preferring, doubting,pondering, denying etc.
When w consider these varieties, clear-cut distinctions between "religious" and
"nonreligious" will often disappear. In this paper I will present some case studies from
my project on types of religiousness and nonreligiousness among well-educated young
adults in the Netherlands. The theoretical reflections on my preliminary results so far will
combine dual- processing accounts from the cognitive science of religion and narrative
identity approaches.
385
P36
Non-human identities: Otherkin and therianthropic experience
Clive Baldwin
In the social sciences, there is much discussion and research into the construction,
negotiation, and maintenance of identity, and it is generally accepted that identity is
multiple and fluid, with boundaries between identities being acceptably grey. One less
grey boundary, however, is that between the human and the non-human. Some
individuals – the Otherkin and therians – identify as other-than-human. For therians, this
identification is with an animal that exists in the world (wolf, dog, dolphin, bear, cat, and
so on). In the case of Otherkin, one might identify as dragon, vampire, werewolf, or
other creature that does not exist in this world – or even as a non-biological being such
as android or universal glitch. Those identifying as such are often seen as deluded,
bizarre, and the objects of ridicule. For Otherkin and therians the identification is deep,
meaningful, and constitutive. Drawing on narrative interviews with Otherkin and
therians, I will explore the journey of awakening to a non-human identity, and the
experience of transgressing the human-non-human divide. This journey involves the
rejection of current lines of articulation and the creation of lines of flight that challenge
the dominant societal ways of knowing oneself and the world.
386
P37
Narratives on ‘Witch’ in Witchcraft accusations
Draghima Basumatary
The belief in spirits and witches has been found to be prevalent among many
communities in India. Witchcraft practices range from beliefs in spirits, witches to even
manifestation of witch-hunting. There are narratives on witchcraft practices as well as
on who is a ‘witch’. The study analyses how the narratives on the construction of ‘witch’
are spread through rumours and gossips can lead to social stigma of the accused and
killed. This gives witch-hunting a social legitimacy. One of the beliefs among the Bodo
community in the northeastern region of India is that whenever any misfortune strikes
such as crop failure, illness, it is believed that the ‘witch’ has brought harm on the
community by practicing witchcraft. The witchcraft practices entail prayers, rituals to
appease the spirits for blessings and healing. It is believed that the angry spirits can be
appeased through rituals but in witchcraft practices, the belief is that the ‘witch’ cannot
be appeased through rituals. It represents darkness and ‘evil’ and there is always fear of
the power of the ‘witch’ who can harm people by practicing witchcraft. The construction
of a person accused as ‘witch’ is based on several assumptions such as personality
traits, quarrelsome, gender, reputation etc. A ‘witch’ in the community is identified by the
ojha, the diviner uses divination techniques. The person labeled as the ‘witch’ has to be
removed by killing or exile which is commonly referred as witch-hunting. Witchcraft
practices and witch-hunting cases must have existed historically.
387
Collective and global narratives
P38
"Coconuts": Narrative identities of Black English-speaking monolinguals
Bonolo Letshufi
This paper is specifically interested in the narratives of identity of Black monolinguals

proficient in English only and explores the different ways that identities are negotiated
and renegotiated in different spaces. The inability to communicate in an African
language complicates and adds a layer of complexity to the lived experiences of these
young people and also critically informs their personal sense of self. The paper reveals
the strong linkage between language, accent and the formation of a ‘coconut’ identity
but also unearths the contradictions, tensions and complexities of racialised
subjectivities. Existing dominant discourses speak of “Coconuts” as inauthentic Black
people who have lost touch with their heritage but this study challenges this view and
explores what it means to be Black today in South Africa as contested, entailing
resistance towards binary and rigid understandings and conceptualizations of
blackness. Being a “Coconut” is experienced in conflicted and precarious ways with
participants feeling caught in two paradoxical worlds but never completely belonging to
either. Findings from this study indicate the subtle ways that blackness is policed and
how this kind of policing affects identity formation. In the intersectionality of race and
class, class is often the silent signifier of distinction and difference and proves to be
significant in understanding the different nuanced lived experiences of Black subjects.
Although being a Black English-speaking monolingual is experienced with some
alienation and rejection, in other contexts it holds significant value and serves as social
and cultural capital necessary for maneuvering social, political and economic spaces.
388
P39
Mapping the lives of humanitarian workers
Cameron Tero
This paper describes research that ‘maps’ the lives of a number of Australian
humanitarian workers through narrative inquiry, and the way in which the metaphor of
the map, and the actual practice of mapping, continue to shape the project. Participants
have been drawn from a variety of fields, including disaster relief, international
development, and activism work. Humanitarian work is such that very often, pragmatic
concerns are the enemy of reflection; this project provides a significant opportunity for
practitioners to reflect on their life pathways toward and in their professional work. The
language used in narrative work can evoke strong connections to mapping: pathways,
landscapes, routes, orientation, and more. Mapping can therefore be a resonant
metaphor for narrative work, and this inquiry has been enriched in this way, including by
fostering an emphasis on the ‘underneath’ of what seems readily apparent, by
emphasising how a representation of a life gives a glimpse into a larger more nuanced
reality, and the understanding of maps (and narratives) as collections not of static
records, but rather of living stories which are 'practiced'. Mapping and narrative work
can be something we continue to ‘do’: to mobilise, to inspire, to grieve, to reflect, and to
build alternative futures. While the study has initially gathered stories through
interviews, mapping also provides a vehicle for collective narrative practice, whereby
participants come together to create ‘maps’ of their life pathways, providing opportunity
for resonance, adding depth to the existing narratives, and bringing forth new collective
stories.
389
P40
Communicating Narratives: News media as a product and a process in narrating NATO

in the Asia-Pacific
Natalia Chaban, Alister Miskimmon and Ben O'Loughlin
Informed by the Strategic Narrative Theory (Miskimmon, O’Loughlin and Roselle, 2013),
our paper traces the projection and reception of NATO’s narratives in NATO’s five
strategic partners in the Asia Pacific: Japan, South Korea, Mongolia, Australia and New
Zealand. Our analysis explores NATO narratives on the system, identity and policy-
issue levels. It problematizes the alignment of narratives – between those formulated
and communicated through influential news media (leading popular and military presses
in the respective locations in our case) and those revealed by the newsmakers in the
five Asia-Pacific societies (news writers and information gatekeepers). Our focus on the
most visible, locally resonant and emotively charged narratives helps to understand
mechanisms of narratives’ reception, the most undertheorized concept in the
scholarship of strategic narratives in IR. Data come 16 media outlets observed in five
countries on a daily basis between February–July 2015 and 50 semi-structured
interviews with Asia-Pacific newsmakers specializing in the coverage of international
relations and security affairs. The significance of the study is to show how longstanding
narratives in international affairs are mediated by local gatekeepers (as a process) but
that those media gatekeepers then become a resource (a product) for NATO for
building understandings of how international affairs should function.
390
Digital storytelling
P41
The Power of a Scenario - Case study "Sanitation of Tanzania"
Pedro Arias, Nynke Tilkema and Xavier Boekhoudt
Modern problems demand an interdisciplinary approach. This is particularly true when

pursuing the implementation of technologies that are meant to change societies for the
better. In this presentation we explore the opportunities that the narrative format of a
SocioTechnical Scenario offers us in understanding, and exploring the potential
management of a SocioTechnical solution to a large scale problem. To this end we
explore a scenario for the sanitation of slums in Tanzania as a case study in order to
discuss the versatility, robustness and ultimate products a SocioTechnical Scenario has
to offer. In addition we discuss the effective presentation and visualization of such a
scenario, in order to facilitate the diffusion of the information present within our case
study. The ultimate goal of the presentation is to introduce the SocioTechnical
Scenario format as a practical tool that can be used to implement positive change, and
not only a theoretical framework to work on within a macro-scale. This may be perhaps
a more technical approach to the construction and diffusion of a narrative that is meant
to effect change. However, it does touch upon fundamentals required to develop “critical
narrative savviness” such as identifying the appropriate structure, development of the
story line and identifying the conclusions that can be drawn from such a piece.
391
P42
Arthurian narrative research - a PhD project exploring interactive narrative in new media
Erika Wunderli-Vallai
The aim of my research is to create a game adaptation of Sir Thomas Malory’s

Arthurian legends, by placing the late Medieval narrative into the new, digital media.
The interactivity of games enables creating a (partly) new narrative, which also makes it
possible to create a detailed and engaging open world, in which players can discover a
classic story, its heroes and their quests. At first glance, it may seem like an
uncommon idea to use games as a medium for culture. However, we can observe them
as complex cultural objects, which combine different forms of art in a highly innovative
way, giving new and exciting forms to our cultural legacy. Also, the unquestionable
success of Historia and Minecraft Edu clearly demonstrates how interactivity can
enhance learning for students, and how new media has the ability to offer knowledge in
an entertaining way. The game adaptation will be created in collaboration with Georgia
Tech University’s Digital Media Lab group. In the process of the narratives’s adaptation,
my work will be assisted and supervised by dramaturgs. For the creation of the project I
intend to use softwares like Unity, Construct 2 and Neverwinter Nights Diamond edition.
392
P43
The mechanics of situations: understanding stories in the light of computer-based

interactive drama
Nicolas Szilas
This contribution presents a model developed within the field of Interactive Storytelling
and shows how it can shed a new light on classical story models. Our starting point is
the concept of situation encountered in drama, which is a static description of the
relationship of characters at a given moment in a story (Pavis, 1998). The value of this
concept is that it strongly defines a story though it contains neither action, nor
movement, but only potential actions. A situation is the "fuel" that enables action, which
may consume very slowly. In serialized drama for example, a situation would last
dozens of hours. A given situation relates to narrative movement via three
mechanisms: − Building: an event in a story brings an essential piece in the situation
(John falls in love with Mary). − Working: an event or action expresses the situation,
possibly making the situation more tense or unstable yet maintaining it (John declares
his love) − Exhausting: an event or action makes the situation obsolete (Mary dies). In
addition, situations evolve during the unfolding of a story. Not only new situations arise,
such as building of new "subplots", but also the same situation transforms itself, either
by Building up when new characters and relationships complicate the situation; or
Shifting when an event radically changes the situation. Understanding stories as such a
complex situational dynamic constitutes a more precise and less abstract description of
narrative structures explored 50 years ago by the structuralists.
393
P44
Narrative Digital Expression - Using Technology to Celebrate Resilience
Don Redmond and Toni Monroe
Why do engaging personal narratives so often create a vivid emotional reaction for
listeners in addition to readers and how might technology enhance this response? This
presentation/paper will consider how the act of listening to another's story, while
conducting audio recording and then editing, can add to the initial positive experience of
the interviewer and interviewee through third persons: individuals not involved in the
original conversation but who, through the use of technology, experience the
interviewee story. That is, how can one individual's narrative help others understand
and perhaps benefit from a story while researchers might examine the interplay
between the interpersonal and intrapersonal/societal? This paper/presentation will be
based on concepts associated with Narrative Therapy, a postmodern approach to
counseling formulated by Michael White and David Epson maintain a focus on
subjective truth and whereby the counselor facilitates the "re-authoring" of stories by the
client. Narrative techniques are particularly useful when working with individuals who
might have been knowingly or not, disempowered by a mainstream society that can
reinforce values and images that can discourage, if not oppress. Through utilizing
attending skills, counselors provide a framework and environment that counteracts a
client’s subjective disempowering story to uncover one that is about positive traits such
as resilience. The creation of digital narratives, while not considered formal therapy,
might broaden the impact of therapeutic interventions to benefit more than just one
individual.
394
P45
Collaborative Visual Storytelling
Lorenzo Amabili, Jos Roerdink, Jiri Kosinka, Lingyun Yu, Peter van Ooijen, Frans van
Hoesel, Pjotr Svetachov, Adriënne Mendrik, Maarten van Meersbergen and Tom Klaver
Data produced by imaging systems is ever growing in size and complexity. Extracting,
presenting, and communicating information from large, complex and heterogeneous
imaging data is a fundamental problem, which is relevant in many areas, ranging from
medical care to high-tech information systems. The aim of our recently started
eScience project is to create an IT support for diagnostic and decision-making
processes based on large imaging data and the use of storytelling to communicate
effectively the information provided by data visualizations is a key point of the project.
Storytelling may include several kinds of information and ties these into a visual story,
creating a connection between the components and the conclusions to be drawn from
the data. The focus is on visual storytelling not only because it is a good way to present
data, but also because it is an effective way for another person to pick up the findings
and information, which is crucial in collaborative and decision-making settings such as
healthcare. In this way, the story-creation process loses the linearity due to the
chronological order constraint in favor of a more flexible approach. Thus, developing
novel graphics and interaction methods, and integrating the storytelling framework into
them has the potential to facilitate more accurate analyses and enhance collaborative
work.
395
Health, the body and aging
P46
Through a Narrative window: A glance of the socio-cultural determinants of wellbeing of

older women with physical limitations
Miya Narushima and Makie Kawabata
In this presentation, we will discuss how personal narratives can be a window through
which we can view the social and cultural worlds of older women living with physical
functional limitations, and help us uncover the complex socio-cultural determinants of
their subjective wellbeing, functional status, and independence in two societies, Canada
and Japan. Many developed countries embrace the idea of “healthy aging” which is
largely based on biomedical and behavioural models. This framework, however,
overlooks structural influences on older people’s health and functional status. The
subjective experiences of older women with physical limitations, who are more likely to
be financially challenged, tend to be neglected in these public policies. Nor are cultural
aspects fully appreciated in policies surrounding community care for disabled older
adults, although immigrants often spend their later years in a different culture in today’s
globalized world. We conducted over 30 interviews with older women in Canada and
Japan, asking how they experience functional decline in their everyday life, and
compared their narratives. Analyzing how older women construct their identities in their
stories provides us with an opportunity to understand how closely social and cultural
contexts are intertwined with their subjective experience of physical functional decline.
We hope that our findings can be used to inform public health policies and practices to
enhance the quality of older women’s lives, promoting the creation of caring and age-
friendly communities.
396
P47
Slow data and slow data gathering narrate journeys through advanced dementia
Temporality is central to the experience of living with dementia, and to the experience of
researching that experience. People living with advanced symptoms of dementia
typically experience a fluid temporality as they shift between historic and present times.
Their experience of dementia can be narrated verbally where pacing is rushed or
halting, words are limited and confused, and the volume is faint or fading. Their
narratives are also communicated through embodiment, where movements, gestures,
and expressions both large and small, frequent and infrequent help to tell their story.
Narratives of dementia cross timelines, and take time to be communicated and
understood – it is slow data. My dissertation research draws on ethnographic
methodology with the aim of hearing and then sharing the narratives of persons living
with advanced dementia. These dementia narratives are found in slow data which in
turn, requires slow data gathering methods. For example, go-along conversations follow
the lead of the participant and may involve both switching between verbal and non-
verbal communication, and crossing time-lines. Thus, the narrative emerges slowly as
conversations go-along, at times pausing or halting before going-along again. There is
an unpredictability in the narrative that slows data gathering in response to participant
abilities and disabilities, and the unexpected changes and challenges inherent in the
setting. This poster explores these issues of slow data where time and timing influence
and impact both data generation and data gathering methods.
397
P48
(Re)storying informed consent for persons with dementia: The role of narrative and
visual thinking
Gloria Puurveen, Susan Cox and Carol Ann Courneya
Over the past decade, there have been important developments in terms of how
research consent is understood by individuals who may have impaired decisional
capacity. For example, Dewing (2007), a dementia scholar, argues that consent must
be considered as an ongoing process that is revisted throughout the research process.
Building on this we explore the question of how informed consent can be understood
through the lens of narrative ethics (Frank, 1995) and literary theory (Bakhtin, 1981,
1984), and enhanced through use of visual thinking strategies (VTS) (Housen, 2002).
Situated in the principle of respect for persons and the notion of social citizenship, we
present on our ongoing work to create inclusive research practices with individuals living
with the experience of dementia. We discuss how we co-constructed research consent
processes with individuals living with dementia. In particular, we share the ways in
which we explored the textual, inter-textual, and visual representations of consent. We
demonstrate how VTS and storytelling can meaningfully engage people with dementia
in consent processes; and, we present on strategies to consider the intercorporeal,
emotive, and socio-cultural aspects of the consent conversation. To conclude we argue
that consent processes are an ongoing performative, dialogical act rooted in the
narrative of the research participant’s life. This promotes sense-making for both the
researcher and the participant and reconfigures power relations.
398
P49
The Circle of Life. An experiment in narrative care for people with dementia
Thijs Tromp and André Mulder
Providing care from the perspective of the life story of clients is the core of narrative
care. Supporting the personal identity of the client, improving meaningful caring
relationships, and adapting care to what is significant for the client contribute to quality
of life in residential care. In the case of people with dementia the narrative approach is
challenged by specific difficulties: how to communicate with people about identity when
their identity is profoundly changing, while suffering from limited communicative
competences? In an action based research program we explored these three questions,
together with nurses, occupational therapists, chaplains and managers, in four
residential groups for people with dementia in two health care organizations in The
Netherlands. Working from a cogent perspective on narrative care the researchers
developed an instrument as simple, pragmatic, and effective as well, called ‘Circle of
Life’. Groups attended by caregivers and family members narrated – sometimes in
presence of the client concerned – in two or three sessions about the life story of the
client – facts – in order to determine what in the present would be meaningful for the
person with dementia – significance –, how to verify this possible significance with the
client, and how to arrange meaningful activities with them - action. This research design
and the outcome can be regarded as a good practice, showing the fusion of narrative
theory and the unruly reality of institutional care.
399
Learning experiences and study narratives II
P50
Best Possible Selves of Primary and Secondary School Students
Jochem Goldberg and Aleisha Clarke
Background: This paper will present findings from a study examining the implementation
of a positive psychology intervention with children in primary and secondary school. The
universal programme which aimed to increase the psychological well-being of the
students, was implemented with children aged 10 to 15 in 22 classrooms in the
Netherlands. The intervention consisted of 34 lessons addressing the concepts of
positive self, positive body, positive emotions, positive mindset, positive direction and
positive relationships. Methods and results: To examine the impact of the programme
on the wellbeing of the students, students were required to complete a short narrative
assignment (Best Possible Self) at pre- and post-intervention. For this assignment,
children wrote about themselves and what their life would look like in 12 months’ time. A
total of 283 pupils completed this narrative task at pre- and post-intervention. Thematic
analysis was used to analyse participants’ responses. Key themes emerging from the
participants’ responses before and after the intervention will be presented as well as a
comparison between pre and post responses. Discussion: Ascertaining the children’s
views on their future in this study gives a new insight in the way children perceive their
future, and therefore their well-being in general, but it also gives insight in the way a
positive psychology intervention changes this future perception. Furthermore this study
shows a practical application of using a narrative approach inside the classroom.
400
P51
A Narrative Inquiry into student experiences of the Junior Certificate (JCSP) Library
Project in a Post Primary School
Denise O'Flanagan
This poster would seek to describe my work as an emerging narrative inquirer from a
perspective of social justice as I enter the field to research student engagement with
library services in their school. In Ireland, very few schools have a library staffed by a
professional librarian. The Junior Certificate School Programme (JCSP) Library Project
provides both in 30 disadvantaged schools across the country. This narrative inquiry
investigates student experiences of the JCSP Library Project and whether this
engagement can help students to develop the Junior Cycle Key Skills of Being literate,
Staying well, Being creative and Communicating. It seeks to: - provide a relational
narrative space in which students can tell their stories of engagement in the Library
Project and through the storying and re-storying of their experiences to make visible
their engagement with the above Key Skills; - present and re-present young people’s
accounts of these experiences so that we can gain interesting knowledge about how
they create knowledge from their own cultural standpoints (Etherington, 2008). -
generate original research by investigating how the philosophy and actions of the JCSP
Library Project support the embedding of Junior Cycle Key Skills as lived by
participants, told though their multiple voices, while acknowledging that such knowledge
is transient, partial and provisional (ibid). The poster would present the narrative of the
rationale for the research & methodological framework, the ethical approach to the field,
gaining entry and an insight into the stories emerging.
401
P52
Using narrative to explore participants’ experiences of Finnish Master Degree Program

in Indonesia
Satia Zen, Eero Ropo and Päivi Kupila
How one might capture experiences of participants of transnational teacher education

program in Indonesia conducted by a Finnish University? The research explores how
using narrative methods in researching on Master of Education Program enable to
create a narrative that allow multiple contexts, voices and space to be included. The
data from 13 participants were collected by narrative interviews during the program
supported by additional observation data. We analyzed data narratively based on three
metaphorical dimensional narrative spaces described by Clandinin and Connely (2000)
as "personal and social (interaction); past, present, future (continuity); combined with
the notion of place (situation).” This paper argues that narrative methods captures the
processes of identity development during the program and allows the exploration of
personal and organizational narratives in transnational teacher education. Initial
analyses of the data indicate the influence of the MA program teachers’ narratives and
pedagogical thinking. Meanwhile, the existence of new space unique for the purpose of
merging various cultural contexts is identified facilitating the participants to create their
new identity apart from both sociocultural contexts. This seems to be relevant for a
transnational program where participants were always moving from one cultural space
to another. This paper contributes to the debates on teacher identity development in
transnational teacher education program by utilizing the strengths of narrative methods.
402
P53
Verbal and visual future possible selves in first year university students: an
experimental study
Winifred Gebhardt, Eleonore van Sprang, Vesela Petricheva, Milon van Vliet, Boris
Brandhorst and Paul Norman
Starting university is a time when adolescents separate from childhood social groups as
well as the social norms they grew up with. The first year of university is therefore a
prime-time to develop a new identity, a new lifestyle and related habits. Previous studies
have shown that views of the future self, e.g., in the form of Possible Selves (PS;
Markus & Nurius, 1986; Oyserman & Markus, 1990) may positively affect behavior and
academic achievement. However, studies in which PS experimentally induced are
scarce, and within the context of university life almost non-existent. In the present
study, over 200 first year students were exposed to one of three PS interventions,
asking them to deliberate on their future ideal selves and feared selves as a university
student. They generated a maximum of three PS for their ideal and for their feared PS
by: 1. Writing about the PS, 2. Uploading pictures that represent their PS, or 3. a
combination of both. After the PS elicitation, respondents were asked to indicate for
each self-generated PS the level of importance, self-efficacy, and attainability of PS. At
each of seven monthly follow-up measurements, identical measures were taken, as well
as questions referring to the vividness of all generated PS and the frequency of thinking
about them within the previous month. A content analysis of the PS that were generated
within each of the three experimental conditions will be presented. Moreover the
differences between the three conditions regarding PS-related process measures will be
discussed.
403
Index of Authors
A
Aaltola, E. 74, 268
Aaserud, G. 108, 308
Adams, G. 61, 230
Alhuzail, N.A. 106, 374
Aligizaki, T. 103, 360
Amabili, L. 111, 395
Ampofo, E.A. 101, 354
Andersen, D. 92, 320
Andrews, M. 29, 47, 84, 118, 187, 297
Antonio, M. 44, 178, 179, 180
Arias, P. 111, 391
Arkhipenka, V. 90, 314
Aroyo, L. 19, 50, 125, 198
Aspioti, M. 77, 277
Atkinson, M. 100, 353
Augenstein, K. 54, 211, 212
Avelino, F. 54, 209
Azimi, N. 102, 358
B
Bachmann, B. 54, 212
Backhaus, J. 54, 209
Baker-Olson, A. 38, 158
Bal, M. 64, 239
Baldwin, C. 36, 99, 109, 149, 346, 386
Bamberg, M. 29, 31, 75, 119, 136, 274
Bartels, K. 106, 373
404
Bartz, J. 50, 196
Bartz, T. 50, 196
Basumatary, D. 109, 387
Bateman, J. 19, 123
Beernink, J. 87, 309
Beetham, T. 48, 109
Ben-Asher, S. 77, 108, 276, 379
Ben-Meir, S. 105, 369
Berendonk, C. 81, 287, 288
Birindelli, P. 38, 156
Bisigirskaite, I. 48, 192
Blix, B.H. 81, 93, 287, 288, 326
Blok, M. 52, 205
Bodner, E. 80, 283, 284, 286
Boeijen, A. van 88, 312
Boekhoudt, X. 111, 391
Bohlmeijer, E. 87, 308
Boter, B. 42, 171
Bourdeaudhuij, I. de 107, 378
Braam, A. 67, 249
Branch, B. 38, 158
Brandao, A.C.D.L. 90, 316
Brandhorst, B. 113, 403
Brokerhof, I. 64, 239
Bruce, A. 44, 178, 179, 180
Buchheim, E. 42, 173
Burdick, M. 46, 184
Butnaru, D. 36, 150
Buzukashvili, T. 85, 302
405
C
Caetano, E.A. 108, 383
Caine, V. 41, 69, 81, 108, 169, 256, 287, 288, 382
Callaghan, J. 48, 190
Canning, S. 81, 112, 289, 397
Caracciolo, M. 22, 127
Cardinal, T. 83, 294
Cardon, G. 107, 378
Carnes, J. 41, 168
Cave, M.T. 81, 288
Cave, A.J. 81, 288
Ceolin, D. 50, 198
Chaban, N. 110, 390
Chadwick, R. 93, 324
Chastin, S. 107, 378
Chaussard, L. 108, 381
Chavannes, N. 94, 331
Chowdhury, N. 67, 250
Christiansen, A. 104, 365
Chung, S. 108, 382
Clandinin, D.J. 41, 81, 108, 169, 288, 382
Clarke, A. 113, 400
Coetzee, B. 94, 328
Cohen, L. 105, 370
Compton, R.M. 81, 288
Courneya, C.A. 112, 398
Cox, S. 112, 398
Crocker, D. 53, 207
Currie, G. 59, 226
406
D
Dahlia Seshebedi, N. 101, 355
Davids, T. 37, 85, 155, 301
Davis, C. 105, 368
Davis, M. 66, 247
Derolez, S. 108, 381
Desmet, A. 107, 378
Dewart, G. 41, 169
Diert Boté, I. 104, 364
Dinkelaker, J. 98, 342
Duchin, A. 74, 270
Duijn, M. van 50, 197
Duman, D. 48, 191
Dvir, N. 83, 295, 296
E
Edwards, S. 63, 235
Elbaz Luwisch, F. 46, 183
Elfrink, T. 52, 206
El-Qasem, K. 56, 216
Engelbertink, M. 82, 290
Erol Isik, N. 65, 242
Esin, C. 29, 30, 118, 134
Estey-Burtt, B. 99, 346
Estola, E. 46, 186
F
Faccio, E. 92, 322
Farouk, S. 63, 235
Fasulo, A. 61, 229
407
Feeley, C. 106, 375
Field, M. 34, 146
Flum, H. 85, 302
Fragkiadaki, E. 56, 217
Freeman, M. 28, 31, 84, 136, 298
Frost, N. 32, 138
Furlong, D. 91, 391
G
Galeano, G. 61, 229
Gallagher, S. 66, 248
Gebhardt, W. 94, 113, 331, 403
Georgakopoulou, A. 29, 57, 119, 221
Ghorashi, H. 27, 130
Gibson, K. 67, 250
Gilboa, A. 80, 286
Gkinopoulos, T. 56, 57, 217, 222
Goldberg, J. 113, 400
Goor, J. van de 77, 278
Gordon, K. 43, 174
Göttgens, I. 95, 332
Gram, N. 46, 185
Graste, S. 67, 249
Greason, C. 103, 362
Grishakova, M. 70, 257
Groenewald, E. 38, 157
Grønn, B. 104, 365
Groot, I. de 78, 279
Gurley-Green, S. 94, 329
408
H
Hajos, Y. 80, 283, 284
Hakanurmi, S. 98, 341
Halstein, M. 45, 182
Hänninen, V. 36, 148
Hansen, P.K. 39, 162
Harder, S. 73, 266
Harrewijn, P. 89, 313
Harris, B. 72, 261
Harzheim, L. 51, 201
Hashem, R. 105, 371
Hastings, J. 71, 258
Hegarty, P. 57, 222
Heikkonen, E. 60, 227
Heimerl, K. 69, 255
Henriksen, T.D. 92, 320
Herman, L. 70, 257
Heylen, D. 33, 141, 142
Hill, A. 34, 143
Hindriks, K. 79, 281
Hoben, M. 81, 288
Hoegen, P. 99, 349
Hoesel, F. van 111, 395
Höfler, C.M. 57, 220
Hosaka, Y. 63, 234
Houte, M. van 85, 301
Hoydis, J. 51, 200
Hutto, D. 22, 127
Hven, S. 65, 243
Hyvärinen, M. 39, 161
409
I
Ilmonen, K. 60, 227
Immler, N. 74, 269
Iudici, A. 92, 322
Iversen, S. 57, 218
J
Jackson, J. 71, 258
Jacobs, G. 69, 254
Jansen, P. 64, 239
Jansen, C. 95, 332
Jongstra, W. 89, 313
Jorge, M.L.S. 90, 315
Josselson, R. 28, 31, 84, 116, 136, 299
Jünger, S. 51, 203
K
Kainulainen, S. 60, 227
Kaiser, M. 69, 256
Kasanen, K. 75, 217
Kawabata, M. 71, 112, 260, 396
Keisari, S. 80, 285
Kessels, N. 79, 282
Kinsbursky, M. 46, 183
Klapuri, T. 60, 227
Klaver, T. 111, 395
Kohlen, H. 69, 256
Köhne-Hoegen, E. 42, 172
Kolbrener, W. 49, 193
410
Komarova, N. 64, 237
Komulainen, K. 75, 271
Korthals Altes, L. 62, 231
Kosinka, J. 111, 395
Koski, K. 59, 224
Kreek, M. de 78, 280
Kreiswirth, M. 99, 347
Kubota, H. 34, 41, 144, 169
Kunze, I. 54, 209
Kupila, P. 113, 402
L
Laakso, M. 39, 163
Laar, C. van 94, 331
Lander, A. 106, 374
Laoire, C.N. 71, 258
Lape, E. 49, 194
Lassila, E.T. 46, 186
Lautesse, P. 108, 381
Lengelle, R. 68, 252
Leroux-Rutledge, E. 57, 222
Letshufi, B. 110, 388
Levy, N. 80, 286
Lieblich, A. 28, 31, 97, 116, 136, 337
Ligthart, M. 79, 281
Lister, K. 92, 321
Litvak-Hirsch, T. 105, 369
Loddo, M. 96, 333
Long, E. 55, 101, 213, 355
Lorke, M. 51, 201
411
Lounasmaa, A. 29, 30, 118, 135
Lueg, K. 72, 262
Lundholt, M. 72, 264
Lutovac, S. 46, 186
Lwin, S.M. 85, 300
Lyndon, S. 93, 325
M
Mäkikalli, A. 60, 227
Manoogian, A. 38, 158
Martinez G., A.B. 73, 267
Martin-Rubio, X. 104, 364
Mattos, A.M.A. 90, 108, 315, 383
McKenna, M. 102, 359
Meersbergen, M. van 111, 395
Meesters, Y. 82, 291
Meijer, E. 94, 331
Meijers, F. 68, 252
Melser, S. 65, 240
Mendrik, A. 111, 395
Meretoja, H. 60, 62, 70, 227, 232, 257
Merino, M.E. 55, 215
Mertens, L. 107, 378
Michl, S. 58, 223
Mikuska, E. 43, 175
Miskimmon, A. 110, 390
Monroe, T. 111, 395
Morrens, M. 87, 307
Mulder, A. 112, 399
Müller-Rockstroh, B. 69, 253
412
Mulubale, S. 66, 246
Muravieva, L.E. 107, 376
Murtonen, M. 98, 341
Mutanen, H. 75, 273
N
Narushima, M. 71, 112, 260, 396
Nazareth, D. 33, 142
Neerincx, M. 79, 281
Neri, J. 92, 322
Noordegraaf, J. 50, 198
Norman, P. 113, 403
Notten, K. 76, 275
Nurminen, M. 47, 189
O
O'Flanagan, D. 113, 401
O'Loughlin, B. 110, 390
Ooijen, P. van 111, 395
Ordelman, R. 33, 141
Oskis, A. 32, 138
Ostersmith, S. 65, 241
Ostherr, K. 59, 224
O'Toole, D. 65, 241
Özad, B. E. 102, 358
P
Palgi, Y. 80, 283, 284, 285
Palonen, T. 98, 341
Palzkill, A. 54, 211
413
Parder, M.L. 103, 363
Parker, J. 99, 348
Parry, B. 86, 305
Pauw, I. 75, 89, 272, 313
Pel, B. 54, 209
Petricheva, V. 113, 403
Phifer, N. 35, 147
Phinney, A. 52, 81, 112, 204, 289, 397
Phoenix, A. 47, 188
Pichler, B. 69, 255
Piekut, A. 98, 343
Pillen, M. 89, 313
Plunger, P. 69, 255
Pohjola, H. 88, 311
Pol, S. 87, 308
Popp-Baier, U. 109, 385
Presser, L. 86, 304
Putte, B. van den 94, 331
Puurveen, G. 52, 112, 204, 498
Q
Quickfall, A. 100, 106, 352, 372
Quiles-Fernández, E. 83, 294
R
Randall, B. 31, 136
Randall, W. 28, 91, 115, 317, 319
Redmond, D. 27, 57, 104, 111, 251, 367, 394
Renssen, F. 82, 293
Riippa, A. 109, 384
414
Rip, A. 18, 122
Roach, P.M. 81, 288
Robinson, M. 91, 318
Rodriguez, D. 32, 138
Roerdink, J. 111, 395
Roomaney, R. 94, 328
Roper, R. 65, 241
Ropo, E. 113, 402
Rosenberger Staub, N. 64, 238
Rosenboom, R. 82, 292
Roskin, N. 108, 379
Roux, A. le 38, 157
Runs, A. 40, 166
S
Schatz Oppenhaimer, O. 83, 295, 296
Schiff, B. 55, 214
Schneider Stingelin, C. 64, 238
Schug, F. 87, 308
Schuhmann, C. 74, 103, 269, 361
Schwarz, A. 107, 378
Schwegler, C. 51, 202
Segev, E. 32, 40, 137, 165
Seiki, S. 83, 294
Senaratne, M. 72, 263
Sener, O. 50, 198
Serrat, R. 71, 259
Seth, O. von 92, 323
Shaw, J. 59, 225
Sheilds, L. 44, 178, 179, 180
415
Shibolet, Y. 34, 145
Shropshire, V. 96, 99, 335, 345
Siivonen, P. 75, 271
Simons, M. 107, 378
Slomp, M. 37, 154
Smink, W. 43, 176
Smit, A. 94, 328
Smith, B. 28, 31, 117, 135
Smith, M. 45, 63, 181, 236
Smith, K. 100, 353
Solinger, O. 64, 239
Sools, A. 43, 56, 70, 77, 87, 176, 217, 257, 278, 309
Sorci, A. 100, 351
Sørly, R. 93, 326
Sparks, R. 63, 236
Spector-Mersel, G. 77, 97, 276, 340
Spook, J. 107, 378
Sprang, E. van 113, 403
Squire, C. 29, 30, 66, 118, 133, 245
Stage, C. 57, 219
Steen, A. 67, 249
Steeves, P. 108, 382
Stegmaier, P. 62, 70, 233, 257
Stein, J. 41, 167
Straatman, B. 37, 153
Strasser, T. 54, 209
Stuij, M. 88, 310
Svenhard, B. 73, 265
Svetachov, P. 111, 395
Swartz, L. 94, 328
416
Szabo Hart, J. 59, 226
Szilas, N. 111, 393
T
Tarvainen, M. 36, 148
Tavecchio, G. 38, 82, 159, 292
Tazelaar, F. 79, 282
Tero, C. 110, 389
Teucher, U. 96, 334
Thomas, E. 38, 158
Thompson, D. 107, 378
Tilkema, N. 111, 391
Tonkin, L. 94, 330
Torn, A. 92, 321
Townsend, J. 40, 164
Triliva, S. 56, 217
Tromp, T. 112, 399
Truong, K. 33, 141, 142
Tuval-Mashiach, R. 97, 339
Tzanakis, M. 56, 217
U
Uitto, M. 46, 186
Ullrich, C. 52, 206
V
Valdimarsdóttir, S. 61, 228
Vallentin, R. 93, 327
Vanherf, N. 103, 361
Vansteenkiste, T. 87, 307
417
Veldkamp, B. 43, 176
Ven, P. van de 86, 303
Verhoef, T. 50, 197
Villar, F. 71, 259
Visch, V. 88, 312
Visser, M. 79, 282
Vliet, M. van 113, 403
W
Wagner, F. 98, 342
Wainwright, J. 100, 352
Walker, J. 102, 357
Walthall, S. 104, 366, 367
Walton, M. 38, 158
Wehrstedt, C. 69, 253
Westerhof, G. 43, 52, 77, 87, 176, 106, 278, 307, 308, 309
White, L. 44, 178, 179, 180
Wiegersma, S. 43, 176
Wilfried, S. 69, 253
Wittmayer, J. 54, 208, 209
Wohlmann, A. 58, 223
Wojtkowiak, J. 103, 361
Wunderli-Vallai, E. 111, 392
Wyßuwa, F. 98, 342
Y
Yael, H. 32, 137
Yan, H. 49, 195
Yassour-Borochowitz, D. 101, 356
Yeh, T.C. 107, 377
418
Yu, L. 111, 395
Z
Zen, S. 113, 402
Zilber, T.B. 97, 338
Zoonen, L. van 54, 210
Zucchermaglio, C. 61, 229
Zuijderwijk, L. 54, 209, 210
Zwaan, J. van der 43, 176
419
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Abstract Book Final Print PDF

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Judul Asli

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Abstract Book Final Print PDF

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9th Conference Narrative Matters

2-5 JULY 2018

Program & Abstract book

Maps of the rooms and sessions per day 8

Overview of parallel sessions 30

Overview of poster presentations 100

Abstracts plenary sessions 121

Abstracts parallel sessions 131

Abstracts demonstrations 344

Abstracts poster presentations 350

Index of authors 404

Dear conference participants,

Thursday has a focus on Narrative Practices in order to allow Dutch professionals to

Gerben Westerhof, University of Twente, the Netherlands

Local organizing committee at the University of Twente

Tineke Abma, Free University Medical Centre, the Netherlands

Day 1- Monday 2 July 2018

9.00 – 9.30 Registration Preconference workshops

9.30 – 12.30 Preconference workshops (1, 2 and 3) round I

1- Lounge 1965: Practicing Narrative Care

2- Hatrans Plaza II: Interviewing for Narrative Research

3- Hatrans Plaza IV: Publishing narrative research

12.30 – 14.00 Lunch

14.00 – 17.00 Preconference workshop round II

4- Hatrans Plaza II: Narratives, Agency and Social Change

5- Hatrans Plaza IV: Researching narrative identities with small stories

6- Lounge 1965: Storyline coding and annotation

18.00 – 19.00 Registration Conference and reception with drinks

19.00 – 21.00 Plenary session, Room: Hatrans Plaza III

Arie Rip - Narratives and social order

Samira Dainan – Samira’s blues

8.30 – 8.45 Registration Conference

8.45 – 10.30 Plenary session, Room: Hatrans Plaza III

John Bateman - Narrative from the perspective of multimodality: what makes a

Lora Aroyo – Storysourcing: Telling stories with humans & machines

10.30 – 11.00 Coffee break, Hatrans Plaza I

11.00 – 12.30 Parallel sessions

8- Hatrans Plaza IV, Panel: Meet the editors

9- Spelershome, Paper session: Relationships

11- Sky Lounge II, Paper session: Interactive narrative

12- Lounge 1965, Workshop: Abcs of meaning-filled narratives, an interactive

14- Persconferentieruimte, Panel: Ongoing stories, traversing roles between

15- Persontvangstruimte, Paper session: Student lives

12.30 – 13.30 Lunch

13.30 – 14.00 Demonstration and Poster presentations

Poster presentations- Hatrans Plaza I

P01 – P03 Narrative typologies and narrative methodologies

P04 – P06 Gendered narratives and narratives of gender I

P07 – P09 Narrative and narrative analysis across media I

P10 – P13 Mental health, drug use and alcohol prevention

P14 – P17 Learning experiences and study narratives I

14.00 – 15.30 Parallel sessions

16- Lounge 1965, Panel: Expectation, experience & master/counter narratives I

17- Persconferentieruimte, Paper session: Developing gender identities

19- Hatrans Plaza IV, Panel: Identity construction and emplotment in

20- Sky Lounge II, Paper session: Computerized methods

22- Sky Lounge III, Paper session: Pregnancy and birth

23- Persontvangstruimte, Paper session: Professional experiences of teachers

15.30 – 15.55 Tea break, Hatrans Plaza I

16.30 – 18.00 Parallel sessions

24- Hatrans Plaza II, Panel: Expectation, Experience and Master/Counter

25- Persconferentieruimte, Paper session: Gender, power and agency

27- Sky Lounge II, Paper session: Computational methods