Narrative Dialogue Research Articles

Exploring Therapeutic Dynamics in Anne Sexton’s Confessional Poetry: Self-expression, Healing, and Narrative Dialogue

Exploring Therapeutic Dynamics in Anne Sexton’s Confessional Poetry: Self-expression, Healing, and Narrative Dialogue

Living on a Picture: Approaching Images and Life Stories in Social Media

If images were once conceived either as subordination or oppositions of words, the advent of the Internet has started new relationship dynamics between them. Within this digital scenario, vision and textuality intensely intertwine in the form of captions, posts, hyperlinks or other kind of social media content, daily handled by users. In this context, autobiographical narratives will take on a major role, shaping the way in which the subject conceives, forges and registers his or her identity in relation to the reader/viewer. This article aims to address the question, more present than ever, of how certain autobiographical narratives are disseminated through social networks, and how image and narrative dialogue within this framework. By addressing specific cases found on platforms such as Instagram, we will try to elucidate how these publications point to an ambivalent relationship with visual tropes or narratives associated with certain life experiences, either questioning it or contributing to the creation of a collective narrative. A complex interplay of image and narrative that will affect not only how we share life, but also how we understand it and construct it together with others in a changing world.

Kate: A Voice to Sexual Abuse Trauma in Helen Benedict’s Sand Queen

war trauma and its relationship to women in regions of conflict are conceptualized by the confusion of identities between male and female identity, soldiering, and even immigration issues. The majority of combat literature has been written by men, but Sand Queen distinguishes apart because it emphasizes the viewpoint of the female character and author. The story of Kate develops to depict the gruesome details and complexities of the conflict. Her experience demonstrates that women face particular challenges throughout combat as well as in civilian life. In Sand Queen, the consequences of the war trauma can be seen in the characters' reactions throughout the dialogical narrative that recounts the terrible experiences of a female soldier.

교육원리로서의 실천적 사랑: 도스토예프스키의 관점에서 본 자유의 딜레마를 중심으로

The ideological connection between Kant and Dostoevsky is confirmed by the fact that both men were interested in establishing the ideas of ‘freedom,’ ‘immortality of the soul,’ and ‘God’ as conditions of human existence and morality. In particular, both are identical in that they seek to rescue the Idee of ‘immortality of the soul’ and ‘God’ using ‘freedom’ as the foundation. However, while Kant emphasizes ‘transcendental freedom’ and ‘practical freedom’ established through philosophical demonstration, Dostoevsky emphasizes ‘freedom of the beginning’ and ‘freedom of the end’ revealed through narrative dialogue. This difference is actively embodied in his many works, especially in The Brothers Karamazov. Ivan in The Brothers Karamazov can be understood as a character who represents the dangers and limitations of Idee established through philosophical demonstration. The Brothers Karamazov, written as a refutation of Ivan’s argument, can be interpreted as a work that presents an alternative. The Brothers Karamazov can be understood as a work that exemplifies the ‘metapraxis perspective’ in that it shows that the description of the process of finding the true meaning of Idee can directly explain and convey Idee. Idee derived through philosophical demonstration denies the two semantic elements of metapraxis, ‘the principle of circularity’ and ‘the standpoint of personal participation’ and as a result, the Idee has no choice but to end up as an ideology, not an Idee. Idee can be established starting from the answerability of enduring evil and suffering here and now, and the realization of Idee is freedom.

VIOLÊNCIA E MEDO EM A ILHA DA IRA DE JOÃO DE JESUS PAES LOUREIRO

This work intends to analyze some representations of violence and fear in the dramaturgical narrative A Ilha da Ira (1975), by João de Jesus Paes Loureiro. This investigation is built on the hypothesis that the character “A Velha”, the ruler of the island where the actions of the narrative are developed, is characterized according to the elements of the Dictator and strongly associated with Sovereignty. To account for this hypothesis, we use two formulations to analyze the narrative, namely: the relationship between history and fiction; the appropriations directed to the mythical imaginary as a response to the conflicting reality, associated with the history-fiction relationship. As for the story-fiction pair, we note that the narrative dialogues with a set of references to authoritarianism in the Amazon – the uprising of Cabanagem and the 1964 Civil-Military Dictatorship. In relation to the real-imaginary, intertextual dialogues with elements of classical mythology – the Medusa myth; and mythical-legendary – the Amazonian legend of Matintaperera. In this way, we consider some theoretical questions, to understand the study about violence and fear and its ramifications in the process of understanding and analyzing the narrative. In this context, our starting point is the reflections of Walter Benjamin, Jaime Ginzburg, Elias Canetti and Tânia Sarmento-Pantoja to articulate the studies of violence and fear in the literary work.

Antonio Tabucchi and the Journey of Self-Discovery:

The article centers on two novels by Italian writer Antonio Tabucchi—Requiem: A hallucination and For Isabel: A mandala. It analyzes the polysemic elements that constitute the symbolic construction of both works, supported by the main tenets of Jungian psychology and in particular the notions of coniunctio oppositorum, individuation, and journey of self-discovery. The investigation explores the relationship of Tabucchi’s narrative with works by Ferdinando Pessoa and Herman Hesse. Homologies between the author’s view of the self, cognition, human reality, and the formal structure of the novels are examined through the Bakhtinian notion of dialogical narrative and through his metaliterary and self-reflexive mode of writing.

Community-led approaches to the academic development of pracademics in universities: evidence from Ghana

ABSTRACT This paper examines how pracademics who teach at different universities in Ghana contribute to shaping their academic development. In this study, a pracademic refers to an industry practitioner who is employed by a university as a part-time academic to teach academic courses and support the knowledge and skills development of learners. Using a dialogical narrative approach, data were gathered from 14 pracademics who teach academic courses at different universities in Ghana. The findings revealed that the academic development of pracademics is linked to their unique professional identity, the social networks that support their personal and professional growth, and the complex professional community in which they operate. The narratives of the participants revealed that the network of pracademics serves to promote their common interests, which include needs (social, job-related, and resources), expectations, access to opportunities, and their ability to promote academic disciplines. Additionally, pracademics are likely to be highly motivated to join informal networks within a broad context – pracademia, when they know that issues concerning their job security and professional development in the areas of teaching, research, and engaged scholarship will be prioritised by the management of universities.

Polyphonic narratives: The mixing of Alcoholics Anonymous and relapse prevention in stories about recovery and relapse.

Aim: This exploratory study analyses the interplay between the treatment philosophies of Alcoholics Anonymous (AA) and Relapse Prevention (RP) in personal stories of addiction. While the basic ideas of AA and RP are compatible in many ways, they also carry some fundamental differences. Methods: The data consisted of interviews with 12 individuals recovering from substance use problems, who had experience of both AA and RP. The analysis drew on a dialogical narrative perspective, and the concept polyphony was used to shed light on the interplay between different treatment philosophies in personal stories of relapse. Findings: Although sometimes resulting in incoherence, the treatment philosophies were combined idiosyncratically, in ways that appeared productive for the participants' self-images and recovery journeys. Conclusion: The combination of AA and RP philosophies in narratives of relapse and recovery may reflect a new treatment discourse where individualisation and responsibilisation stand in a complicated relationship with collectivism and surrendering to so-called addicting processes.

A dialogical narrative approach to transitions and change in young women’s lives after domestic abuse in childhood: considerations for counselling and psychotherapy

ABSTRACT Domestic abuse in childhood is seriously impactful, but very little literature uses a critical lens to consider implications for counsellors and psychotherapists working with young adults following domestic abuse in childhood. This article draws on research that explored 10 young women’s accounts of transitions to adulthood after domestic abuse in childhood. Interviews with young adult women in England were conducted and a feminist dialogical narrative analysis was used. Findings suggest that socio-cultural structures and ideologies that shape dominant discourses about what growing up after domestic abuse in childhood means, and what “successful” adult femininity looks like, shaped how women made sense of their experiences. This has implications for counsellors and psychotherapists working with this client group. This article concludes that storytelling could be a powerful therapeutic tool, and attention to power, ambiguity and tensions when working with this client group might facilitate and generate important meaning-making and knowledge in therapy.

Methodology for Combating Extremism in Cyberspace: Experience of the Shanghai Cooperation Organization

The studies of extremist discourse in cyberspace use set scientific methods to protect traditional spiritual values, such as state sovereignty, human rights and freedoms, historical and cultural heritage. The experience of the member States of the Shanghai Cooperation Organization (SCO) on the implementation of regional international agreements aimed at combating extremism should be applied in the organization of countering extremist crimes committed using digital technologies.Aim . To characterize approaches to combating extremism in cyberspace within the SCO and to determine the methodology for assessing the degree of public danger of manifestations of extremism.Methods. The study on extremism in SCO apply a comparative legal method when posing the problem of criminalization of extremist practices and use discourse analysis of the extremism in cyberspace problem for assessing the public danger of radical ideology.Results. Three groups of methods are used in the fight against extremism: methods of legal regulation, methods of studying and assessing the public danger of extremist materials and methods of scientific research of extremism. Prohibitive legal regulation in cyberspace is applied to media content that, according to the conclusion of linguistic expertise, contains signs of extremist materials. The doctrinal basis for the legal assessment of the linguistic expertise of extremist materials is the socio-legal research conducted in the SCO member states.Conclusions. The propaganda of extremism in cyberspace qualifies as an abuse of freedom of speech, since extremist ideology leads to terrorism. The SCO consensus on the need to combat extremism is based on a scientific methods system for radical ideology research, among which discourse analysis and narrative dialogue research will play an increasing role with the digital transformation.

Discursive designing of autobiographical memories in speech ontogeny: Longitudinal survey

Autobiographical memories have been investigated, experimentally rather than in real interactional settings. This study explores the role of language in mental processes through the linguistic explication of memories in discursive practices in early ontogenesis. It considers the ways and means of early oral memories evolvement in the interdisciplinary paradigm. The goal is to identify the mechanism of early discourse formation in recalls. The data were collected from the multimedia corpus CHILDES Transcript Browser with speech transcripts of German-speaking children from three to seven years old and were subjected to communicative, pragmatic, cognitive and discursive analyses. Adults’ verbal discursive strategies and tactics were examined to explicate the mnemonic content of children’s narratives. We identified the pragmatic orientation of stimulating statements of adults and described the linguistic features of a child’s mnemonic utterances. It has been found that the main discursive strategies of adults prompting children are: the strategy of discursive socialization, the strategy of dialogic narrative with its further transformation into a mnemonic narrative and information extraction from memory. As a result, the psycholinguistic (verbal) model of the ontogenetic generalization of childhood memories typical for German-speaking communication partners was developed. The model includes six stages according to the age of a preschooler. It displays the evolution of the surface structure of mnemonic utterances-recollections, which make up the framework of primary autobiographical narrations. This research fills in the niches in discourse studies, in ontogenesis and in the primary and secondary text models. The findings may have practical application in corpus and empirical studies.

The shy girl who became national team captain: a bioecological narrative of an Olympian’s life skills development

Bronfenbrenner’s bioecological theory scrutinized how the complex relationship between person and environment leads to human ­development. Although the concept of life skills is influenced by Bronfenbrenner’s work, exploration of the bioecological theory in sport psychology is limited. The bioecological theory was used to explore the life skills development of Júlia, a 38-year-old woman who competed nationally in track and field and internationally in rugby. Júlia completed a timeline and engaged in four interviews, and four social agents were interviewed to nuance her developmental journey. Inductive dialogic narrative analysis was conducted to present Júlia’s journey through creative nonfiction. Júlia developed life skills (e.g. communication, teamwork) from progressively more complex interactions through interpersonal relationships, experiences, and challenges in different contexts (e.g. school, work). Insights concerning the bidirectional nature of life skills development and transfer are discussed, as well as the influence sustained by the person’s biopsychosocial characteristics, culture, and time.

Absolution: Divine and Human

This article is a contribution to an ecumenical theology of the Word, examining how divine absolution is realized in concrete human experience. It addresses both the scriptural and sacramental mediation of divine absolution, emphasizing the commonality of both resting on the power of God's word spoken in human concrete actuality. The philosophical literature concludes that human beings, in order for forgiveness to be real to them, need to hear and know that they are forgiven. In other words, for forgiveness to be complete, the wrongdoer requires an act of “absolution” (even in a secular sense), which may be verbal or gestural. This observation then drives our theological inquiry. How does divine Providence condescend in the economy of Revelation to make divine absolution available in the concrete details of human life, since it must be available to us, if it is to be received and accepted and be real to us? This investigation assumes that understanding forgiveness in human experience better serves to enrich theological reflection on divine forgiveness. The fact that forgiveness in human experience is primarily a dialogical affair, worked out in a “dialogical narrative” (Griswold) that parallels the dialogical nature of salvation, is evidenced in Scripture. In scriptural mediation, divine absolution becomes a living reality through a “hermeneutic of identity” by which the hearer of the Word appropriates the indexical language of a text, and, for example, self-inserts into a ready-made dialogue. In this way, God's absolution is effectively made a present reality. Finally, the article argues that Christ's words should be considered among his salvific acts, including his absolutions of individual sinners. The immanent expression of divine absolution, therefore, comes through the hypostatic union of the divine and human natures in historical concreteness, providing one avenue of response to the timeless theological question Cur Deus homo?

Exploration of the Self in a Religious-Ethical Context from Late Antiquity through the Early Renaissance: St. Augustine, Boethius, and Petrarch - Past Ideas for our Future

There are many efforts to defend the Humanities against countless attacks by university administrators, the public, and, implicitly, even by students. In light of those problems, this article returns to three of the most important intellectuals in the history of western culture, St. Augustine, Boethius, and Francesco Petrarch, examining their respective fundamental dialogic narratives in which they probed their own self and discovered answers to the most critical questions in life. This paper suggests that we can profoundly promote the Humanities by returning to the bedrock of our discipline established by these three authors whose concepts about the self and its relationship with the transcendental being (the divine, Summum bonum, etc.) continue to offer central perspective also for the twenty-first century.

Can Dialogic Narratives and Discourse Engage Online Learners?

This research gathered data from eight online courses to assess if dialogic narratives improved student interactions and retention in those courses. The framework was based on Bakhtin’s theory of dialogism grounded in the semiotic concepts of dialogic narratives (Bakhtin, 1931, 1985, 1986). Dialogic narratives were encouraged in all eight of the online courses to encourage and enlist discussions and nurture students individually and as communities of learners. The research question posed was: Can dialogic narratives be included in course discussion links of online courses, and if so, could they promote deeper engagement of online learners? The study reviewed eight undergraduate online classes of 113 students at a large university that implemented dialogic narratives over course of two years, through spring of 2019, to see if students could engage, actively participate, and complete these courses. The theoretical context or the study utilized a semiotic theoretical framework to demonstrate if and how dialogic narratives conveyed contextual information, elements of semiotic online course design, and focused on socio-cultural practices, to study how these factors could affect student learning. Using a Bakhtinian analysis, the semiotic enhancements of dialogic narratives were reviewed in each of the eight online courses and learner interactions observed and documented. The results were surprising: in all eight courses the semiotic enhancements were found to be interactive and effective. Dialogic narratives helped students to participate more actively in their online courses than simply responding to assigned discussions. The findings also revealed high completion rates for students enrolled in those online courses.

Комунікативна культура і філософія моралі

Abstract. The scientific analysis of state-first processes regarding the functioning of the principles of tolerant cooperative interaction in social life gives grounds for drawing attention to the methodological foundations of the legal consciousness of civil society. Verbal/non-verbal aggression during the war for nine years destroys his spiritual values. The deepening of the signs of decline in the normativity of the foundations of tolerant communication leads to the leveling of the principles of freedom of speech, justice and responsibility. These processes are intensifying with the intensification of the information war against Ukraine, the methods of which are becoming new and unpredictable. Language processes are the basis of this phenomenon. Manifestations of a low level of verbal and legal culture deform state and legal reality. Freedom of speech has led to a drop in the level of use of language and etiquette norms and their transformation (to a certain extent) into hate speech. The issues of the ethics of discourse, "dialogical anthropology" are recorded not only as scientific textual universal actions, but primarily as such, which foresee the need for increased legal responsibility for violation of norms of communicative freedom. The article is devoted to newly emerging trends in social communication, which significantly worsen the general cultural level of subjects of law. This is explained by insufficient research attention to the problems of verbal deficiencies in the interaction of communicators. We are talking about changes in the national way of thinking and speaking and their modern deformations caused by the terrorist aggression of a neighboring state and a number of other objective reasons. Unethical intentions signal a wide range of unexplored consequences of the Russian-Ukrainian war and the undeveloped methods of overcoming psycho-sociolinguistic problems related to existence, logic and ethics. The need for responsible communicators to cultivate public discourse and dialogue narrative with caveats regarding communicative irresponsibility was noted. At the household level, the latter can sometimes acquire the characteristics of a verbal/non-verbal crime.

Experiencing restraint: A dialogic narrative inquiry from a service user perspective.

In recent decades concerns about violence and programs for the minimization of physical restraint, amongst other restrictive practices, have proliferated within mental health policy and practice. Whilst nurses are often called upon when violence occurs within mental health care settings, they often find themselves having the conflicting roles of caring and controlling. Within such situations it is service users, who are experts by experience, who perhaps can offer more meaningful insight into being restrained and thus provide a more appropriate approach in dealing with mental distress. This paper presents the findings of a narrative study of individuals' experiences of physical restraint within the mental health care system. In total 11 mental health service users, who had experienced physical restraint, were interviewed. Frank's (2010, Letting stories breathe: a socio-narratology) guiding questions were used to undertake a dialogical narrative analysis of each story. For the purpose of this paper, four of the 11 stories are presented as these are representative of Frank's 'quest narrative'. However, whilst studies from the service user perspective regarding restraint are scarce, findings are discussed in relation to the grand narrative of restraint. The dialogical relationship between individual stories and the dominant grand narrative implies that the former has the capacity to shape and review the latter within mental health care. Adding to the growing body of evidence of restraint from service users' perspectives could enable nurses to provide more appropriate and meaningful mental health care in times of mental distress. [238].

Between the Long Sixties and the Short Eighties: An Analysis of Jorge Denti’s Film Malvinas, historia de traiciones

This article surveys early documentaries about the Malvinas War, through an analysis of Jorge Denti’s Malvinas, historia de traiciones (1983), the first such film about the 1982 war by an Argentine filmmaker. Forty years after this conflict, this article recuperates this frequently overlooked film in order to analyse how its narrative dialogues with different imaginaries and identities of the sixties and eighties – influenced, of course, by the experience of state terrorism in the seventies. Paying special attention to Denti’s political and cinematographic trajectory, this article focuses on the film’s use of testimony and its construction of an epic around the idea of popular organisation that underscores the tensions between different epochal perspectives.

Reflective Letters to Navigate the Pandemic: Exploring Emotions to Strengthen our Leadership Practices as Educators

<i>Two South Asian educators from the neighboring countries, Nepal and India, embarked on a collaborative autoethnographic inquiry into the emotional dimensions of teaching during the time of the pandemic using reflective letter-writing as a method of generating data. We have used a narrative dialogue method to analyze our reflective letter-writing method and draw attention to the themes that emerged throughout the process of generating data. Our research points out the significance of affective understanding through listening and sharing each other’s narratives as a way to build resilience as teacher leaders during times of crisis to improve our practices and gain insight into each other's lived experiences. </i>

Then Peter Stood Up: A Dialogical Narrative Analysis of Peter’s Preparation for Spokesperson at Pentecost

Dialogical Narrative Analysis (DNA) asks, in brief, what work a story does in the context in which it is told and on the teller of the story itself. In applying DNA to Peter, this article assumes the premise that Peter’s meaning-making, or construction of the dialogical self in dynamic relationship with Jesus, positioned him to be the spokesperson who narrated the events of Pentecost. Therefore, this article seeks to understand how Jesus’ naming and accompanying statement to Peter that “on this rock I will build my church” and the unfolding narrative of Peter’s discipleship uniquely prepare Peter for this role. This article is not about Peter’s Pentecost speech itself, rather, it is about Peter’s preparation to be the speaker. The article examines the movements of faith formation in the story Jesus told Peter about who Peter was in relationship to the Godhead, and then connects this first story with the act of Peter’s storytelling at the inauguration of the era of the church, tracing the change process that the identity narrative given by Jesus works in Peter.