Interrogating empathy in two long form texts: a comparative textual analysis of trauma affect

Journalism ◽  
2020 ◽  
pp. 146488492094934
Author(s):  
Sue Joseph

There are three traditional categories of empathy – emotional, cognitive and compassionate or radical. For decades, empathy was seen as the antithesis of any kind of good journalism; that the journalist must at all times maintain detachment in order to do her job. But this paper interrogates, through the textual analysis of two Australian long form texts, including several epitextual artefacts, how empathy can perform as an evocative tool of narrative literary journalism creating richer and deeper meaning and depth of understanding. Both texts are hybrids of the form, mixing narrative inquiry, reportage and personal reflective practice. Here I argue that the first text conflates emotional and compassionate empathy, while the second privileges cognitive and radical empathy, ultimately and startlingly advocating compassionate empathy. Both provide for their audience an intimate glimpse into the private lives of others affected by trauma or occupying a particular place in cyberspace.

Author(s):  
Richard Lance Keeble

“Literary journalism” is a highly contested term, its essential elements being a constant source of debate. A range of alternative concepts are promoted: the “New Journalism,” “literary non-fiction,” “creative non-fiction,” “narrative non-fiction,” “the literature of fact,” “lyrics in prose,” “gonzo journalism” and, more recently, “long-form journalism,” “slow journalism,” and “multi-platform immersive journalism.” At root, the addition of “literary” to “journalism” might be seen to be dignifying the latter and giving it a modicum of cultural class. Moreover, while the media exert substantial political, ideological, and cultural power in societies, journalism occupies a precarious position within literary culture and the academy. Journalism and literature are often seen as two separate spheres: the first one “low,” the other “high.” And this attitude is reflected among men and women of letters (who often look down on their journalism) and inside the academy (where the study of the journalism has long been marginalized). The seminal moment for the launching of literary journalism as a subject in higher education was the publication in 1973 of The New Journalism, edited by Tom Wolfe and E. W. Johnson. Bringing together the work of 22 literary journalists, Wolfe pronounced the birth of a distinctly new kind of “powerful” reportage in 1960s America that drew its main techniques from the realist novels of Fielding, Smollett, Balzac, Dickens, and Gogol. By the 1980s and 1990s, the study of literary journalism was growing (mainly in the United States and United Kingdom), with some courses opening at universities. In recent years, literary journalism studies have internationalized revealing their historic roots in many societies while another emphasis has been on the work of women writers. Immersive journalism, in which the reporter is embedded with a particular individual, group, community, military unit (or similar) has long been a feature of literary journalism. In recent years it has been redefined as “slow journalism”: the “slowness” allowing for extra attention to the aesthetic, writerly, and experimental aspects of reportage for the journalist and media consumer. And perhaps paradoxically in this age of Twitter and soundbite trivia, long-form/long-read formats (in print and online) have emerged alongside the slow journalism trend. The future for literary journalism is, then, full of challenges: some critics argue that one solution to the definitional wrangles would be to consider all journalism as worthy of critical attention as literature. Most analysis of literary journalism is keen to stress the quality of the techniques deployed, yet greater stress could be placed on the political economy of the media and a consideration of ideological bias. Indeed, while most of the study of literary journalism to date has focused on the corporate media, the future could see more studies of partisan, progressive, alternative media.


2021 ◽  
Author(s):  
Jean MacDonald

This study used narrative inquiry to collect the stories of educators working in a multiage setting. Interviews with five staff from two centres in Ontario and one in British Columbia yielded six rich narratives. Some of the themes that emerged from the findings were 1) Perceived Preparedness 2) Experience in the field and 3) Development of a Professional Philosophy. The results of this study support the value of narratives as a tool for professional practice, peer collaboration and reflective practice.


2017 ◽  
Vol 2017 (84) ◽  
Author(s):  
Isabel Soares

Literary journalism, or long form reporting, intersects sociological research at the methodological level when analysing urban problems. To establish the connection between literary journalism and sociology, we focus on the influence early literary journalists had on the sociological/imagological and narrative construction of social problems and how literary journalism continues to be a tool in the unveiling of risk-related issues such as the exploitation of cheap labour and the degradation of urban environments. We examine a corpus of literary journalism texts through qualitative methods, namely content and discourse analysis, to conclude that literary journalism and sociology resort to the same data gathering methodologies, interviews, surveys and statistics, while narratively exposing life at the socioeconomic peripheries.


2021 ◽  
Vol 14 (1) ◽  
pp. 83-95
Author(s):  
Elia Gindin ◽  
Meaghan Van Steenbergen ◽  
Douglas L. Gleddie

Two teachers and a professor engaged in collaborative inquiry through narrative as a form of reflective practice, pedagogical growth, and practitioner research. Using a Deweyan lens and elements of narrative inquiry, we consider our stories of teaching through a supportive, growth-based sharing process. Viewing pedagogical experiences through this lens enabled us to enter each other’s worlds and engage in reflection—together. Our work speaks to the situations that arise when expectations conflict with reality. The process of reflecting and re-reflecting led us to the conclusion that engagement in this fashion is a valuable reflexive method for teacher professional growth.


2021 ◽  
Author(s):  
Jean MacDonald

This study used narrative inquiry to collect the stories of educators working in a multiage setting. Interviews with five staff from two centres in Ontario and one in British Columbia yielded six rich narratives. Some of the themes that emerged from the findings were 1) Perceived Preparedness 2) Experience in the field and 3) Development of a Professional Philosophy. The results of this study support the value of narratives as a tool for professional practice, peer collaboration and reflective practice.


2019 ◽  
pp. 130-146
Author(s):  
Charles Aiden Downey ◽  
D. Jean Clandinin

Author(s):  
Gina Wong-Wylie

Reflective practice is integral for developing counsellors to maintain self- awareness and to recognize influences upon one’s personal theory of counselling. In this exploratory narrative inquiry research, four doctoral level counselling psychologists participated to uncover “What are the personal stories of developing counsellors and in what ways are lived stories reflective of counsellors' personal theories of counselling?" The researcher employed a butterfly metaphor, and photographs to illustrate lived stories. Dawn, East, Crystal, Sean, and the researcher’s own lived stories elucidated personal counselling theories and approaches. The view that all theories are constructed portraits of theorists' lives is substantiated. A strong link between lived stories and preferred theories in counselling is demonstrated. Directions for future research are provided.


2021 ◽  
Vol 17 (2) ◽  
pp. 306-335
Author(s):  
Cintia Silva Da Conceição ◽  
Myrian Regina Del Vecchio-Lima

ABSTRACT – In the current scenario where long-form journalism is now an online narrative form, this work sought to understand if and how the characteristics of literary journalism (LJ), as defined by authors Kramer (1995), Wolfe (2005), Lima (2009) and Pena (2017), are integrated into the multimedia content of webjournalism. Both quantitative and qualitative approaches were used to perform this, and the content analysis methodology was applied to a final sample of four reports from the UOL TAB platform. We found that LJ in digital writing uses multimedia features to enhance readers’ experiences and, even though the written text remains a key element to the narrative, the multimedia resources attached to it make the genre original, and thus provide for a more immersive reading experience.RESUMO – Em um cenário em que o jornalismo longform já faz parte das narrativas na web, este trabalho buscou compreender se e como as características do jornalismo literário (JL), definidas pelos autores Kramer (1995), Wolfe (2005), Lima (2009) e Pena (2017), são integradas ao conteúdo multimídia do webjornalismo. Para isso, foram utilizadas as abordagens quantitativa e qualitativa e aplicou-se a metodologia análise de conteúdo em uma amostra final de quatro reportagens da plataforma UOL TAB. Verificou-se que o JL na escrita digital se apropria dos elementos multimídia com a intencionalidade de potencializar a experiência do leitor; e, embora o texto escrito continue como elemento central da narrativa, são os recursos multimídia acoplados a ele, que inovam o gênero, tornando a experiência do leitor mais imersiva.RESUMEN – En un escenario donde el periodismo de larga duración ya forma parte de las narrativas en la web, el trabajo buscó comprender si y cómo las características del periodismo literario (JL), definidas por los autores Kramer (1995), Wolfe (2005), Lima (2009) y Pena (2017), se integran en el contenido multimedia del periodismo web. Para ello, se utilizaron los enfoques cuantitativos y cualitativos y se aplicó la metodología de análisis de contenido a una muestra final de cuatro reportajes periodísticos de la plataforma UOL TAB. Se encontró que la JL en escritura digital se apropia de los elementos multimedia con la intención de mejorar la experiencia del lector; y, aunque el texto escrito sigue siendo un elemento central de la narrativa, son los recursos multimedia adjuntos que innovan el género, haciendo que la experiencia del lector sea más inmersiva.


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