School Narratives Research Articles

Media Narrative of School Shooting in Russia

School shootings, defined as acts of mass armed violence perpetrated within educational institutions, elicit significant media attention. This extensive coverage, however, raises concerns regarding its potential contribution to the “copycat effect”, where subsequent crimes are inspired by media portrayals of previous incidents. Furthermore, media narratives can significantly influence public perceptions of both the victims and the perpetrators involved. This study aims to analyze the narrative of school shooting within four key categories: victim portrayal, perpetrator description, perceived motives, and the act itself. The results reveals a dominant narrative structure that closely follows the chronological sequence of the perpetrator’s actions. This mirroring effect, likely driven by the inherent demands of streaming media formats, results in a construction of victim narratives “through the lens” of the perpetrator. Consequently, information regarding the perpetrators and their actions tends to dominate the media landscape, potentially overshadowing the experiences and perspectives of the victims. These findings carry significant implications for the development of ethical guidelines within journalism and professional standards for reporting on mass gun violence in schools. Moreover, the identified patterns in media narratives could serve as valuable input for developing mathematical models that explore the potential link between media representations of school shootings and the occurrence of copycat crimes.

The Pain of Residential Schools in Canada: An Analysis of Silence and Narrative.

In operation for over a century, the Indian Residential School system is a painful part of Canadian history. Through the theoretical approaches to pain envisioned by Elaine Scarry, Javier Moscoso, and Ilit Ferber, this article examines how the pain of residential school experiences manifests as silence among residential school survivors. Through a close analysis of narratives that break free from that silence, it becomes apparent that narrative offers one path to national reconciliation. While arguing in favor of narrative as a path towards national reconciliation, this article cautions readers against reducing residential school narratives to a form of trauma spectatorship.

Implementation of Qurma Learning in Developing Speaking Skills in Fourth Grade Students at Islamic Elementary School (MI) Narrative Qur'an Lamongan

Speaking skill is a very important role in elementary school. Speaking skills are mechanistic, meaning that speaking skills are acquired through a continuous process of practice. The purpose of this research is to describe an implementation of Qur'an learning (Qur'an and meaning) in developing speaking skills in fourth-class students at Elementary school Islamic Narrative Qur'an Lamongan. This research used a qualitative approach with a qualitative descriptive research type. The data collection techniques in this research were interviews, observation, and documentation. This research used data analysis in the form of data reduction, data presentation, and conclusion. The validity of the data was tested using triangulation of sources and techniques. The results of the research indicate the implementation of Qurma learning at Elementary schools Islamic Narrative Qur'an Lamongan includes planning, implementing, and evaluating learning. The growth of speaking skills in students through learning Qurma is marking by choosing words that are easy to understand, placement of appropriate intonation, self-confidence, mastering the topic of the story being told, fluency and accuracy of speech, and courage.

New World remakes, Cold-War politics, and the legacy of the Bauhaus

This essay explores the ways in which Cold War cultural politics have shaped the legacy, reception, and discourse on the historic Bauhaus art school, focusing on American-German relations after 1945 and the role played by former Bauhäuslers, who had emigrated to the United States in the 1930s, in recording and then reinstating the historical narrative of this art school. A closer look at the narratives and omissions concerning the Bauhaus’ ideas, ideals, and practices will help to shed more light onto the question, why, up to this day, the focus remains on the Bauhaus under Walter Gropius between 1919 and 1928, neglecting the later Dessau years under Hannes Meyer and Mies van de Rohe.

For sustainable educational design for all

This contribution intends to propose some reflections on sustainable and accessible educational design, starting from the analysis of today’s educational contexts called upon to promote processes of pedagogical revisitation on the wave of both the profound discomforts and the unprecedented opportunities offered by the pandemic. In the name of the generative gaze that should accompany every process of change between past and future, between awareness achieved and the search for new territories to be explored, the school narrative of a pupil with special needs is proposed, aimed at enhancing the inclusive design interventions concerted and synergic between secondary school, family and out-of-school.

“A MINHA FAMÍLIA AINDA ME CHAMA DE ELE”: TERRITÓRIOS NARRATIVOS DE UMA JOVEM TRANSEXUAL

This article presents some results of the research by the first author entitled “School narratives: Family and school experiences of a young transsexual” which aimed to analyze how the process of the transsexual experience took place in the family and school context. It highlights a clipping of these results around the experiences lived in the family context, encompassing narratives of memories of Evelyn Sofhia's childhood and adolescence. The post-critical theoretical-methodological approach guided the research, having as a data collection instrument the narrative interview carried out with Sofhia who attended the Basic School in the Municipality of Acará/PA in 2019. We contacted the authors Scott (1995), Foucault (1988), Louro (1997), Bento (2008), Dayana Brunetto Carlin dos Santos (2017), Megg Rayara Gomes Oliveira (2018 a; 2018b), Letícia Carolina Nascimento among others. Sofhia's narratives show the forms of control and resistance built in the process of transforming the body in the family environment, including valorization and invisibilities.Keywords: Transsexuality. Narratives. Family. Resistances.

“Were It Not for the Spirit of the Boys… There Would Have Been No Story”: Memory and Childhood in Residential School Narratives

This article examines how the policies and practices of the residential school system refracted the conceptual dynamics of childhood in twentieth-century Canada and shaped the lives of Indigenous children in that system. In particular, I discuss how the racializing logic of the residential system totalized or disrupted broader conceptual shifts in the relationship of childhood to the public domain and to adulthood. In this context, I draw on three residential school narratives to argue that memory played an essential role in the lives of the Indigenous students as a crucial site of creative agency, and in the residential school system’s strategy of assimilation. These narratives make a certain twentieth-century Indigenous child knowable to history, one that relies on a set of relationships, held together by memory, among the child, the adult, and the familial and communal narratives in which they are situated.

Black African parents' narratives on apartheid schooling and school history

This paper was motivated by the anecdotal experiences of the lead author on the views of middle-class Black African parents who did their schooling under apartheid and who were parents of high school learners in contemporary post-apartheid South Africa. In this paper narrative inquiry was used to engage with ten purposively selected Black African parents. In the process their narratives of schooling under apartheid and the parental choices they made on the subjects their children studied were constructed. As a theoretical lens Critical Race Theory was used to allow the parents to tell their counter-stories. These parents were adamant that their children should not study history. This was partially rooted in their own apartheid-era schooling experiences. For the most part the Black African parents tried to live their unfulfilled dreams and ambitions through their children by getting them to study science and mathematics as this was directly linked to upward-mobility, middle-classness, prosperity and success. While school history in the post-apartheid context was lauded and appreciated, the prevailing sentiment was that their children should steer clear of it.

Romancing the public school: attachment, publicness and privatisation

ABSTRACT In Anglophone countries, narratives of public schooling tend to emphasise generic hopes about schooling as central to the idea of a public good, including fostering community, delivering equality and protecting broad notions of democracy. However, as public systems become more open to privatised logics, these hopes sit alongside fears for the future of ‘publicness’. Through analysis of participant interviews in four education systems in Canada, England, New Zealand and Australia, this paper shows that these fears emerge from the specific nature of privatisation evident within specific contexts. Our argument is that while hopes remain in common, parochial policies and histories inform particular fears about how public school systems are losing their ‘publicness’. There is evidence of a ‘cruel optimism’ among participants as they try to hold onto their belief in the good of publicness, even as their institutions become hybridised by creeping privatisation.

Book Review: "The Marginal Revolutionaries: How Austrian Economists Fought the War of Ideas"

Janek Wasserman's Marginal Revolutionaries is not so much an intellectual history of Austrian scholarship as a sociological history of a group of scholars who were initially united by geography and eventually were influential in many international research and policy institutions. While the book contains an interesting social narrative of the Austrian school, it falls short in its general economic understanding. A mischaracterization of the Methodenstreit and a serious misunderstanding of Wieser mar the book, as does a politicized ad hominem in the conclusion.

“Em Moçambique... Epa, porra! Os Filhos dos Dirigentes Tinham uma Escola!” – Memórias de três gerações e suas narrativas escolares em África subsariana1

Neste artigo argumenta-se que a escola, em contexto pos-colonial, e um espaco (re)produtor de desigualdades sociais, definindo-se como uma instituicao transmissora de cultura, um lugar de poder e local de construcao da realidade de uma elite que se tem vindo a consolidar desde o periodo colonial ate a atualidade, seguindo um modelo que retrata o ensino na Europa Ocidental. Olhando para as ultimas quatro decadas de ensino em Mocambique, enquadradas em tres periodos ideologicos e politicos que caracterizam o pais, recorrendo a etnografia e recolha de historias de vida ao longo de tres geracoes, pretende-se contribuir para o entendimento da aprendizagem e como ela e feita na instituicao-escola, percebendo a sua contribuicao na construcao da emancipacao dos atores sociais.

Review: First Strike: Educational Enclosures in Black Los Angeles, by Damien M. Sojoyner

Review: First Strike: Educational Enclosures in Black Los Angeles, by Damien M. Sojoyner

Re-Framing, De-Framing, and Shattering the Frames: Indigenous Writers and Artists on Representing Residential School Narratives

Re-Framing, De-Framing, and Shattering the Frames: Indigenous Writers and Artists on Representing Residential School Narratives

Queer Reflections on Childhood, Boarding School, and the Nation in Rosemary Manning’s The Chinese Garden

This article explores the relations among childhood innocence, queerness, and nation-building in Rosemary Manning’s boarding school narrative, The Chinese Garden (1962). Recent scholarship by Lee Edelman and Kathryn Bond Stockton has questioned the innocence we invest in the figure of the child, and how this innocence has become a precondition for generating heteronormative models of nation-building and imagined futures. Analyzing the boarding school community in The Chinese Garden, this article examines how the figure of the child is used to confirm the compulsory narrative of nation-building even as it queers the very concepts of place and belonging. In the narrative, set in 1928, the year of the publication of The Well of Loneliness, the protagonist witnesses an erotic relationship between two girls without wanting to acknowledge what is happening; it examines both the yearning for innocence and a desire for sexual knowledge within a context of repressive normalization and antihomosexual panic. The Chinese Garden is also a fictional autobiography, foregrounding Manning’s own resistance to her pre-Stonewall historical present, and her fascination with the queer past.

"로스트 보이와 올드 보이: 학교 서사를 통해 『피터와 웬디』 속 소년성 읽기"

"로스트 보이와 올드 보이: 학교 서사를 통해 『피터와 웬디』 속 소년성 읽기"

Counter-Narrative of Terrorism and Religion Violence in Islamic Boarding School

This study aims to describe narrative texts held by Islamic boarding schools to fight terrorism or violence narratives and to describe activities carried out to support existing narrative texts. This study uses the Discourse Analysis method and divides the two stages of analysis. At the text analysis stage, the Islamic boarding school's narratives were analyzed using the Presidential Identity Prisma, while in the context analysis phase, the results of interviews and research observations were analyzed with Communication Performance to determine organizational culture and routine activities in Islamic Boarding Schools. The main theory used in this study is Fisher's Narrative Theory, which describes human decisions in believing in a narrative or story and acting on the belief in the story. According to Fisher, humans believe a narrative is influenced by the rationality of narratives, where the narrative has consistency and truth. The results of this study indicate that narrative texts have dominant Islamic boarding schools having coherence in the aspect of objectives that focus on the production of a message of peace so that Indonesia remains a country with a tolerant society and can manage existing differences. The figure of the Prophet Muhammad in the narrative is described as a person who prioritizes deliberation in solving problems. The Nahdlatul Ulama organization is also an organization that has the task of maintaining the unity of the people and nation of Indonesia in the midst of differences. Whereas, the efforts made to support narration are to routinely teach Islamic values as a religion of love in each forum; Reforming the education system; checking curriculum sourced from the government or from outside; Caregivers of Islamic boarding schools routinely form narratives to prevent terrorism, which are printed into books, sent to the media and so on so that the audience can easily access.

“I'm sorry now we were so very severe”: 1930s Colonizing Care Relations between White Anglican Women Staff and Inuvialuit, Inuinnait, and Iñupiat People in an “Eskimo Residential School”

Feminist Studies 45, no. 2/3. © 2019 by Feminist Studies, Inc. 335 Val Marie Johnson “I’m sorry now we were so very severe”: 1930s Colonizing Care Relations betweenWhite Anglican WomenStaff and Inuvialuit, Inuinnait, and Iñupiat Peopleinan“EskimoResidentialSchool” Colonial actors and Indigenous peoples have a conflicted “shared history” of residential schools in Canada.1 The conflict is reflected in seemingly unbridgeable accounts of what residential schools represent . Critics, including survivors, analyze residential schools (boarding schools in the United States) as brutal institutions with a living history involving the “theft of indigenous peoples’ lives, land and resources,” as laid out by Roland Chrisjohn et al. This history lives through survivors speaking back to these institutions’ ongoing multigenerational impacts and linked forms of colonizing damage.2 Official and staff accounts frame 1. Val Marie Johnson and Isabelle Knockwood, “Our Shared History” (Presentation , Knockwood Honorary Degree Citation for Doctor of Civil Law, Saint Mary’s University, Halifax, NS, October 19, 2013). 2. Ronald D. Chrisjohn, Tanya Wasacase, Lisa Nussey, Andrea Smith, Marc Legault, Pierre Loiselle, and Mathieu Bourgeois, “Genocide and Indian Residential Schooling: The Past Is Present,” in Canada and International Humanitarian Law: Peacekeeping and War Crimes in the Modern Era, ed. Richard D. Wiggers and Anne L. Griffiths (Halifax, NS: Dalhousie University Press: 2002), 263. See also Alice French, My Name Is Masak (Winnipeg , MB: Peguis Publishers Ltd., 1992); Abraham Okpik, We Call It Survival (Iqaluit, NU: Nunavut Artic College, 2005); Pauktuutit Inuit Women’s Association, Sivumuapallianiq: Journey Forward: National Inuit Residential Schools Healing Strategy (Ottawa: Pauktuutit Inuit Women’s Association of Canada, 2007); We Were So Far Away: The Inuit Experience of Residential Schools (Ottawa: Legacy of Hope Foundation, 2010); and Arie Molena, 336 Val Marie Johnson the schools as positive or at least well-meaning institutions, with abuse restricted to isolated individuals in a distant past. Some staff and their supporters emphasize the schools’ provision of care.3 Canadian Senator Lynn Beyak recently reiterated this “kindly and well-intentioned” residential school narrative, claiming to speak for “a silent majority.” Despite a 2008 national apology presenting these schools as “a sad chapter in our history,”4 their reverberations in Indigenous communities, including through state control of Indigenous resources, mean that colonization still operates through the state removal of children from their families and communities, now defined as “child welfare.” Beyak thus defended residential school staff and “foster families.” The federal government has pledged “to build a new relationship” with Indigenous peoples, but strongly resisted a 2016 Canadian Human Rights Commission ruling that upheld a decade-old First Nations complaint—that their children’s overrepresentation “in state care” (including with foster families) replicates residential school dynamics.5 “‘National Memory’ and Its Remainders: Labrador Inuit Counterhistories of Residential Schooling” in Power through Testimony: Reframing Residential Schools in the Age of Reconciliation, eds. Brieg Capitaine and Karine Vanthuyne (Vancouver: University of British Columbia Press, 2017), 135– 54. On US schools, see Brenda J. Child, Boarding School Seasons: American Indian Families, 1900–1940 (Lincoln: University of Nebraska Press, 1998). On impacts, see Amy Bombay, Kimberly Matheson, Hymie Anisman, “The Intergenerational Effects of Indian Residential Schools: Implications for the Concept of Historical Trauma,” Transcultural Psychiatry 51, no. 3 (June 2014): 320–38. 3. Bernice Logan, “School Workers Find Their Voice,” interview with Solange De Santis, Anglican Journal (April 2003); Mary Harrington Bryant, 4 Years— And Then Some (Ottawa: Pro Printers, 2007); Thomas A. Lascelles, “Indian Residential Schools,” Canadian Catholic Review 10 (1992): 6–13. Some Indigenous people, including those connected with Shingle Point School, report positive experiences. See also Cheryl Gaver, “Residential Schools in Canada: Why the Message Is Not Getting Across” in Power through Testimony. 4. Lynn Beyak, Senate Debates, Senate of Canada, March 7, 2017; Kristy Kirkup, “Senator Beyak Says ‘Silent Majority’ Supports Her on Residential Schools,” Globe and Mail, April 6, 2017; Stephen Harper, “Statement of Apology to Former Students of Indian Residential Schools,” Indigenous and Northern Affairs Canada (June 11, 2008). 5. Mia Rabson, “Tribunal Again Tells Feds to Fund Indigenous Child Welfare, Minister Agrees,” CTV News, February 1, 2018, https://www.ctvnews.ca/politics /tribunal-again-tells-feds-to-fund-indigenous-child-welfare-minister-agrees1 .3785170; Cindy Blackstock, “Residential Schools...

Schooling Readers: Reading Common Schools in Nineteenth-Century American Fiction by Allison Speicher

Reviewed by: Schooling Readers: Reading Common Schools in Nineteenth-Century American Fiction by Allison Speicher Mary Roca (bio) Allison Speicher. Schooling Readers: Reading Common Schools in Nineteenth-Century American Fiction. U of Alabama P, 2016. In Schooling Readers: Reading Common Schools in Nineteenth-Century American Fiction, Allison Speicher assembles an impressive archive of 125 understudied texts from the 1830s to the 1880s to examine the literary tradition of U.S. common school narratives. Her study investigates literature's role in the common school reform movement, a prominent force during the nineteenth century. Although most American communities had some form of local schooling by the early nineteenth century, practices, purposes, and costs of schooling nevertheless varied widely. Advocates for common school reform promoted a standardized system of institutions supported by public funds and freely available to local children—a structure that eventually informed today's public school system. Common school reform faced opposition, but as Speicher points out, many historians "have had difficulty recovering specifics of this opposition" (11). Speicher develops a compelling case that common school narratives—fictional representations of common schools, teachers, and students—not only offer specific details about support for and resistance to common school reform, but also intervene in the conversations shaping schooling and reform. Her study of American common [End Page 248] school narratives notably addresses gaps in both literary studies, which has focused primarily on British school fiction, and the history of education, which draws predominantly on nonfictional sources. Thoughtful, engaging, and well-written, Schooling Readers is an important and interesting read for children's literature scholars and historians of education, as well as any readers interested in the intersections of schooling and fiction. As Schooling Readers makes clear, nineteenth-century ideas about schooling in both fiction and nonfiction varied widely, depending on author's perspective, intended audience, and publication venue. Speicher argues that fiction is an important, and understudied, resource for information about nineteenth-century schooling because it provides specificity lacking in the "grand generalizations" of reformers' nonfictional materials (7). In their efforts to balance instruction, education, and artistry, Speicher argues, common school narratives offer readers equivocal, often conflicting "lessons," and also show "a particular vision of what school did, could, or should look like" (4). Speicher maintains that, collectively, these narratives "offer unique insights into the ways common school reform was negotiated" (6). In doing so, she places fiction in conversation with reformers, educators, and historians to show how common school narratives intervened in debates about the purposes and practices of schooling. Speicher's approach is significant, as she "flips" the conventional logic of studying "what literature means and what schools do" in order to consider "what literature does and what schools mean" (4). Ultimately, Speicher finds that "school fictions are multivocal and untidy, reflecting the messiness of the school experience they present" (17). Her work successfully provides "a productive response to that messiness," as she makes full use of the richness of her archive rather than flattening it. Her impressive collection of materials thus calls to attention how there was not one nineteenth-century ideal of schooling, but rather ongoing negotiations of schools and schooling as they transformed across the century. Speicher strategically organizes Schooling Readers into four thematic chapters focused on the dominant plots she identifies within the common school narrative tradition: spelling bees and school exhibitions, acts of violence against teachers, school romances, and teacher-student adoptions. She explains that, in developing her archive, she discovered common school narratives in a variety of publications and genres, including "sentimental novels, local color sketches, reform novels, regional novels, [and] cheap magazine fiction" (2). This variety shows both the popularity of common school narratives during this period and the wide range of perspectives, as these publications targeted different audiences. Her texts are "geographically diverse," but notably "not in equal proportions"—although extending into the 1880s allowed Speicher to incorporate more southern fiction (13–14). According to Speicher, these [End Page 249] plots show surprising similarities in form and content across time and location, despite such major historical disruptions as the Civil War as well as significant changes in schooling across the century. Speicher thus organizes the chapters thematically rather than chronologically to...

From Collapse to Relationality Improv: High School Stories in Motion for Justice

Youth live storied lives (made up of intersecting stories of school, home, peers, and other aspects of lived experience). Therefore, the ways in which youth construct and tell their high school stories are vital for understanding their experiences as first authors (primary creators, constructors, and tellers of their own stories) and protagonists (as active agents of these stories). This paper examines the physical and metaphorical movements that a research team experienced when constructing and sharing their high school narratives related to youth engagement in social justice educational change. Team members went from engaging restricted movements (which we, authors, have called collapse, truncation, or formulaic motions) to expanded motions (designated relationality improv, malleable formations, and the languages of the arts). This transformation reflected members becoming first authors of and meaningful protagonists in their high school stories of social justice and democratic educational change. For educators and researchers striving to support youth voice and engagement in educational change, an emphasis on movement (within youths’ story construction and telling processes) affords valuable openings to support youth in identifying and claiming their agency, engagement and change-making in high school.

On the Conditions of Fragility: Homeless Education Policy, Accountability, and Researcher Reflections

This article highlights McKinney-Vento awareness and implementation as experienced and understood by unaccompanied youth facing housing instability and the adults charged with its implementation in schools. A qualitative inquiry was used to capture the perspectives of youth experiencing housing instability as they navigated a large urban school district in the Midwest. Research observations and the perspectives of six unaccompanied unstably housed youth attending two high schools in Chicago and the adults charged with providing educational services are presented here. The theme of Policy Awareness and Accountability emerged from the school observations and narratives of the youth and adult experiences. Participant experiences and insight indicate the need to increase school/community awareness and accountability of McKinney-Vento. Last, the author provides reflections on the complexities and fragility of navigating the research process.