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„Hakowanie systemu”. O mobilizowaniu zasobów i strategiach działań akademików wywodzących się z klas ludowych

100%
Tobiasiewicz E., Łuczaj K.
Człowiek i Społeczeństwo
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2023
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vol. 56
133-161
EN
The paper presents the results of the analysis of 25 biographical narrative interviews conducted between 2020–2021 with people from working-class backgrounds who, in the process of becoming academic workers, experienced the costs of cultural mobility. International literature suggests that upward mobility is not only a source of satisfaction or prestige but also suffering for academics from the unprivileged classes. Therefore, in our paper, we aim to answer two research questions: (1) what adaptation strategies do academics from the working-class use to deal with difficult experiences?, and (2) what resources do they mobilize at different stages of life (childhood, school years, the beginning of a research career) to implement these strategies? The analysis of empirical material allowed us to distinguish a number of practices that, in the long term, enabled the interviewees to develop an academic career, e.g., collaboration with “significant others” (of higher social positions), hiding deficits of a capital, context-dependent manifestation of various sets of cultural practices, or the rebellion against the rules and norms present in the family or academic environment. Based on these practices, we define six categories of adaptation strategies: “hacking the system”, “hyper-productivity”, “borrowing capital”, “class manoeuvring”, “indirect career path”, and “resistance”.
2

Forming learning identities in higher education in Sweden

100%
Thunborg C., Bron A., Edstróm E.
Studies for the Learning Society
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2012
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vol. 2
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issue 2-3
23-34
EN
The aim of this paper is to deepen understanding of the forming of learning identities amongst non-traditional students in Higher Education (HE). Learning identities are related to how actors experience themselves as learners in relation to their previous experiences, social background and different academic cultures and contexts. The forming of learning identities is a part of the forming of overall identities, and we use three identity types for our analysis: multiple integrated, floating and adopted. The study is built on biographical interviews with six students (chosen from a pool of 100) and 37 semi-structured interviews with staff from three HE institutions in Sweden. The results show that non-traditional students tend to feel like outsiders, and that this seems to be related to class and age rather than ethnicity and gender. Nevertheless, they form different identities and learning identities. Those forming a multiple integrated identity define themselves as learners and sometimes even as independent learners, while students forming an adopted identity seem to identify themselves with the academy generally. The learning identity they form is that of a "good student". Students forming a floating identity have difficulty defining themselves within the academy. Finally, some students seem to form a pragmatic identity, identifying with their future profession rather than the academy. In doing this an instrumental learning identity is formed. In the academy and in the case of lecturers, status is related to research orientation, whereas in the case of students, the value of education seems to be related to gaining employment. This creates tensions in the HE system.
3
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Mateřská praxe v příbězích matek tří různých generací

86%
Marková Volejníčková R.
Gender a výzkum / Gender and Research
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2018
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vol. 19
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issue 1
105-129
EN
Motherhood has always been one of the key topic of feminist thought and analysis. The aim of this article is to analyse what cultural, structural, or institutional conditions influence the realisation of motherhood practices in three selected generations of Czechs (from the 1950s to today) using biographical interviews. The analysis shows that these conditions are improving, and consequently mothers have more opportunities to expand their motherhood projects. Only in the narratives of today’s mothers are these conditions uncertain and vague. They are pressed to explain every decision they make in the motherhood project. Social structures determine how successfully they are able to justify their decisions.
4
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Pamiętniki konkursowe oraz współczesne wywiady jako komplementarne źródła do badania chłopskiego doświadczenia reformy rolnej

72%
Wylegała A.
Kultura i Społeczeństwo
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2022
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vol. 66
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issue 2
185-211
EN
This paper compares materials submitted in diary competitions and contemporary biographical interviews as sources for analysing peasants’ experience of the communist agricultural reform in Poland (1944). 69 interviews conducted between 2017 and 2019 are compared with three competitions: “Opis mojej wsi” [A description of my village] (1948), “Nowe pamiętniki chłopów” [New peasant diaries] (1955) and “Mój rok 1944/1945” [My year 1944/1945] (1969). The author reveals what kind of people wrote the diaries, the form these diaries took, what topics they featured and which went uncovered, and why the diaries are insufficient in themselves as source material for such research. The article reflects on the specificity of the diaries as an induced narrative, and presents the options for a critical approach to their analysis. The second part of the text shows how the interviews supplement the diaries.
PL
Niniejszy tekst analizuje pamiętniki konkursowe oraz przeprowadzane współcześnie wywiady biograficzne jako źródłem do badania chłopskiego doświadczenia reformy rolnej PKWN przeprowadzonej na mocy dekretu z 6 września 1944 r. Biorę pod uwagę trzy konkursy: „Opis mojej wsi” (1948), „Nowe pamiętniki chłopów” (1955) i „Mój rok 1944/1945” (1969), zestawiając je z 69 wywiadami, nagranymi w latach 2017-2019. W przypadku pamiętników pokazuję, z jakiego rodzaju autorami mamy do czynienia, jak wyglądają pamiętniki pod względem formy, jakie tematy były w nic poruszane, a jakie nie, i dlaczego nie są one wystarczające jako materiał do badania tego tematu. Zastanowię się nad specyfiką pamiętników jako narracji wywołanej i przedstawię możliwości krytycznego podejścia metodologicznego w ich analizie. W części drugiej pokazuję, w jaki sposób wywiady uzupełniają materiał pamiętnikarski.
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