scholarly journals An Application of Ricoeur's Narrative Identity Theory to Bible Study in a Small Group

2011 ◽  
Vol 29 (null) ◽  
pp. 311-340
Author(s):  
Kang, Mi Rang
Keyword(s):  
Small Group ◽  
Narrative Identity ◽  
Identity Theory ◽  
Bible Study

Exploring a Social Identity Theory of Shared Narrative: Insights from Resident Stories of Police Contact in Newark, New Jersey, and Cleveland, Ohio

2020 ◽  
pp. 009385482096975
Author(s):  
Kwan-Lamar Blount-Hill
Keyword(s):  
New Jersey ◽  
Social Identity ◽  
Social Identity Theory ◽  
Narrative Identity ◽  
Identity Theory ◽  
Significant Proportion ◽  
Master Narrative ◽  
Future Selves ◽  
Police Encounters ◽  
Cleveland Ohio

Narrative identity theorists have long held that individuals construct identities as a coherent tale of their past, present, and future selves. These life stories are structured along predictable scripts borrowed from cultural master narratives. Heretofore, legitimacy theorists have relied on social identity theory to explain legitimation processes. I propose integrating elements of narrative identity theory with social identity for a more complete legitimation theory. I analyze 92 in-depth interviews with individuals who encountered the police departments of Newark, New Jersey, and Cleveland, Ohio. Respondents’ narratives followed common narrative scripts, suggesting a shared master narrative guiding interpretations of police encounters. A significant proportion of the sample interpreted their views of the police from a group-based lens, while an equally significant proportion used alternative narratives. An integration of social identity, narrative identity, and current legitimacy theory holds promise for a more comprehensive model of legitimation and a more complete theory of self.

Halfsight

Metagnosis ◽  
2020 ◽  
pp. 95-126
Author(s):  
Danielle Spencer
Keyword(s):  
Visual Field ◽  
Medical Error ◽  
Visual Field Defect ◽  
Narrative Identity ◽  
Identity Theory ◽  
Illness Narratives ◽  
Key Concepts ◽  
The Relationship ◽  
Field Defect

Here the author continues her ophthalmic narrative, describing the surprising revelation of a long-standing, yet undetected, condition—a visual field “defect.” Discussing the narrative frames of diagnosis, questions of medical error and uncertainty are addressed. The particular challenges of accounting for a retrospective revelation are explored in detail, invoking themes of narratology, communicability, intelligibility, metaphor, and semiotics. In addition, the ways in which metagnosis invokes various stances toward the relationship between narrative and identity are investigated. This chapter offers an introduction to key concepts in illness narratives, narratology, semiotics, and narrative identity theory, discussed in relation to the author’s experience.

scholarly journals Listening to their Lives: Learning through Narrative in an Undergraduate Practicum Course

2017 ◽  
Vol 8 (3) ◽  
Author(s):  
Kristen Cairney ◽  
Andrea V. Breen
Keyword(s):  
Civic Education ◽  
Teaching And Learning ◽  
Narrative Identity ◽  
Meaning Making ◽  
Identity Theory ◽  
Structured Interview ◽  
Community Based ◽  
Premier Cycle ◽  
Community Based Learning ◽  
Practicum Experience

Experiential community-based learning is used for academic purposes, as well as to promote students’ civic education, moral development, and the development of identity. Recent advancements in narrative identity theory may have important implications for enriching our understanding of how learning occurs in the context of community-based learning. In this study we examine students’ learning in a third year undergraduate practicum course in the human services through the lens of narrative identity theory. Nine students (ages 20-26) who had recently completed the practicum course completed a semi-structured interview focusing on the story of their practicum experience and their changing conceptions of self and others. Results of thematic analyses suggest that students experienced important shifts in their understanding of self and others and their learning occurred through engagement with others’ stories. Students who worked with vulnerable populations reflected on the biases and stereotypes they held prior to their practicum experience and described developing new insights into the experiences and social realities of marginalized others. Experiences of discomfort/disorientation and active-engagement in reflective meaning-making were critical to students’ learning. We discuss implications for incorporating narrative in teaching and learning. On a recours à l’apprentissage par l’expérience en milieu communautaire à des fins académiques, ainsi que pour encourager l’éducation civique, le développement moral et le développement de l’identité des étudiants. Les récents développements dans la théorie de l’identité narrative pourraient avoir des implications importantes pour enrichir notre compréhension de la manière dont l’apprentissage se réalise dans le contexte de l’apprentissage en milieu communautaire. Dans cette étude, nous examinons l’apprentissage des étudiants dans un stage pratique de troisième année au premier cycle dans le domaine des ressources humaines à travers la lorgnette de la théorie de l’identité narrative. Neuf étudiants (âgés de 20 à 26 ans) qui avaient récemment terminé le stage ont complété une entrevue semi-structurée concentrée sur leur expérience au cours du stage et sur les changements survenus dans leurs conceptions de soi et d’autrui. Les résultats des analyses thématiques suggèrent que les étudiants ont fait l’expérience de changements importants dans leur compréhension de soi et d’autrui et que leur apprentissage s’est réalisé grâce à leur engagement dans les histoires d’autrui. Les étudiants qui ont travaillé avec des populations vulnérables ont réfléchi à propos des préjugés et des stéréotypes auxquels ils adhéraient avant le stage et ils ont décrit comment ils avaient développé de nouvelles perspectives sur les expériences et les réalités sociales des personnes marginalisées. Les expériences d’inconfort et de désorientation ainsi que l’engagement actif dans la recherche de la signification ont constitué des éléments essentiels dans l’apprentissage des étudiants. Nous discutons les implications qu’il y aurait à incorporer les récits descriptifs dans l’enseignement et l’apprentissage.

Why, How, and When to Integrate Narrative Identity Within Dimensional Approaches to Personality Disorders

2022 ◽  
pp. 1-22
Author(s):  
Majse Lind ◽  
Carla Sharp ◽  
William L. Dunlop
Keyword(s):  
Personality Disorders ◽  
Narrative Identity ◽  
Life Stories ◽  
Identity Theory ◽  
The Self ◽  
Personality Pathology ◽  
Future Research ◽  
Dsm 5 ◽  
Considerable Benefit

Researchers and clinicians are beginning to adopt dimensional approaches in the study and treatment of personality disorders (PD). Although dimensional approaches in the DSM-5 and ICD-11 hold considerable benefit, they need to better incorporate an appreciation of individuals’ life stories, or narrative identities. Doing so will be necessary to flesh out the emphasis that both frameworks place on the role of identity in personality pathology. In this article, the authors review why, how, and when narrative identity theory and research can be integrated within dimensional approaches to PD. The authors describe established ways to assess narrative identity, review extant research on this construct in relation to PD, and signal areas crucial for future research. Stories lie at the heart of what it means to be human. The authors conclude that a greater consideration of the ways in which the self is storied can help further understanding and treatment of PD.

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