Constructing narratives of continuity and change - Canterbury Christ ...

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way of seeing the elements comprising the relationship. This paper will consider aspects of the historical theoretical model of dramaturgy and its relevance to today’s narrative enquiry, exploring the significance of the central issues and their utility to current research. Dr Janice Smith Senior Lecturer, University of East London How do female career guidance practitioners talk about their social identities? As a qualified Careers Adviser, my strong interest in biographies led to a PhD on the working-lives of female careers guidance professionals. I have always been interested in the ways that people define themselves according to class, gender and ‘race’, or how they are similarly positioned by others. Auto/biographical research give researchers the tools to understand the self, and the construction of self, which are often told through narratives. Narratives or stories can capture key incidents from an autobiography that highlight how the telling of one’s story is an act of creating one’s self (Hatch and Wisniewski, 1995; McMahon, Watson and Bimrose, 2010). Therefore, this paper highlights the benefits of using auto/ biographical narrative research collected from empirical data. At this conference, I am keen to share the benefits of this auto/biographical narrative research on how female careers guidance professionals talk about their social identities. Understandably, biographies are pivotal to this research; recognising this I make reference to my biography to give context to the research respondents’ narratives. I show how my respondents make sense of their biographical experiences of being classed, racialised and gendered through their narratives. In so doing, these narratives give expression to the social and subjective realm of individuals’ careerlife experiences. Seven female careers guidance professionals participated in this research. Using empirical data collected over a period of eight years, by face-to face in-depth interviews, in conjunction with feminist literature, I seek to respond to an under-researched area within careers based narrative literature concerning the social identities of careers guidance practitioners and the construction of selfhood. This research has been underpinned by an analysis of auto/biographical narratives and its relationship with feminist structuralist and poststructuralist frameworks. As relevant, I can also show the ways that interdisciplinary approaches can inform career researchers and practitioners about the construction of selfhood, which can be utilised in an associated paper. Mengle Zhang PhD Student, Cardiff University Risk, imagined futures and the management of identities amongst recent graduates The expansion of Higher Education (HE) in the UK has changed the face of the graduate labour market profoundly, disrupting traditional graduate transitions from HE to the labour market. For the current generation of graduates a degree is no longer a guarantee of graduate-level work after university but rather simply 28 Constructing narratives of continuity and change
a ticket to allow one to compete for such work (Brown and Hesketh 2004). As the competition for graduate-level work grows year on year, the risks of unemployment and underemployment have become increasingly salient for each successive graduate cohort (a risk further compounded by the 08/09 global financial crisis). This presentation looks at graduate’s perceptions of risk and their imagined future(s) in such an uncertain period of their lives; a life that is itself nested in uncertain times. It explores notions of an invested graduate identity in relation to work, education and personal biography as well as the repudiation of other futures in graduates’ narratives (e.g. being underemployed, disappointment after leaving HE). In particular it adopts the use of psycho-social sensibilities towards people’s biographies and narratives, giving researchers a holistic understanding of graduates’ lives after HE and their actions within the labour market that stand in contrast to the “risk-neutral” and disinterested individual found within classic economic theory (Fevre et al. 1999). As a result it also aims to better elucidate our understanding of graduates’ experiences and expectations of change in a ‘runaway world’. 2.10pm to 3.40pm – Room 4 Dr. Laura Mazzoli Smith Visiting Fellow, University of Warwick Family Beliefs and Practices around Academic Ability and Social Mobility; narratives of contradiction, continuity and resistance The emphasis on the family as the unit of study is unusual in research on giftedness, where there is a prevalence of psychological studies of the individual. This paper presents some research which uses a narrative approach to explore perceptions of giftedness and wider educational values in families where a child has been labelled as gifted and talented at school. A composite narrative method has been used to analyse educational life histories from four families in the North-east of England, where parents of the labelled students have had no experience of higher education. This research provides descriptions of family beliefs and practices around giftedness and educational achievement more broadly, particularly in relation to social mobility and intergenerational educational transmission. The paper discusses themes of contradiction, continuity and resistance in three main areas of evidence; • A pattern emerges from these case studies of individuals whose personal response and relationship to their child’s gifted label and to academic achievement is mediated by their own educational experiences, complicating the transmission of cultural capital. Contradictions appear in that narratives of innate, individual ability attest to the resilience of the historical legacy of research on intelligence, deflecting focus away from the importance of cultural capital, while narratives around wider family values simultaneously stress this and parental support as vital to a child’s development. These families therefore appear to grapple in their narratives with exactly the ambivalent conceptions of giftedness that characterised national policy (1999-2009), resisting attempts to shift the focus from innate ability to the multi-dimensionality of giftedness. 29
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