Search results

1

Folkloor ja eluloolisus Venemaa eestlaste malestustes

100%

Korb A.

Mäetagused

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2018

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vol. 71

55-88

EN

The article analyses the extent to which Estonians born and grown up in Estonian settlements in Russia have used folklore in transmitting their personal life history. The sources used in the article are memories collected in the first decades of the 21st century from the Estonians who repatriated from Russia to Estonia in the Soviet period. The memories were collected as responses to an appeal to collect village and family history. I came to collecting life histories and personal memories through folkloric research after having collected folklore (songs, tales, rituals and traditions, etc.) in Estonian settlements in Siberia and elsewhere in Russia for more than ten years. In the recollections of Estonians born and grown up in Russia I focused on analysing the origin stories of their ancestors and names, narratives about settling in the new homeland, the impact of dramatic historical events in the lives of their families and communities, and major life cycle events. The time of the narrated event, the time of narrating, and the temporal space between the two interplays are creating memories of life history, as cultural memory mediates the transference of the past experience to the present day. In collective life, folkloric environment is closely embedded in the life history environment. The collected memories contain authentic folktales, popular interpretations of history, spells, descriptions of rituals, belief reports, etc. The knowledge, experience and traditions that are passed on from one generation to another, but also stories heard, have a significant influence on an individual and are reflected also in personal history. Narratives shape the local tradition, and a fact of personal life can turn into social experience. The life history of Estonians in Russia is highly collective, bound by folklore, because this is how the community communicated. Approaching personal experiences of individuals from a more general (economic or political) perspective helps to better understand also the general processes. The life history memories of Estonians born and raised in Estonian settlements in Russia could be viewed as oral narrative history based on the group’s interpretation of the past. This allows us to observe also the regional differences in the rituals and customs of Estonians as well as changes in their mentality.

2

Trauma ja elulood

100%

Jaago T.

Mäetagused

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2018

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vol. 71

111-142

EN

The article deals with the manifestation of traumatic experiences in life stories narrated at the end of the 20th and beginning of the 21st century. The manuscripts of these life stories are stored in the Estonian Cultural History Archives. The authors of the stories are guided not so much by artistic aspirations as by the possibility of creating a picture of the past, relying on their own real-life experiences. In the article, the folkloristic narrative research is combined with the concept of trauma theory. On the one hand, life story is seen as a specific text characterised by its relation to a specific cultural background and historical framework. On the other hand, the trauma theory perspective allows to observe the universality of trauma, the interrelation between the events that affect society and the related identity changes. Generally, the narrators do not use the term “trauma”. The texts also lack the topics of being a victim and asking for forgiveness, which are typical of trauma theory approaches. These manuscripts may include discussions of cultural trauma-related public life, but in this case the dialogue between the public attitudes and the narrator’s own experience can be seen rather as a reflection effect or following an example. This makes the life stories unique carriers of information, because they cannot be treated as miniature forms of the trauma culture that is accepted in society or globally. The aim of the comparative analysis of the two stories was to outline the specific features of the language of trauma in a life story. The language of trauma in life stories refers on the one hand to the formation of the narrator’s life truth, and on the other hand, to the presentation that spares the narrator. Traumatic experiences can be distinguished from the story, for example, based on how the narrator associates one or another aspect with the events of his/her life and the formation of beliefs that stem from the life events. These aspects emerge both through the reasoning and through constant repetitions. The descriptions of particularly hard experiences (e.g. life in Stalinist prison camp, divorce) stand out in the stories for their brevity and laconicism. This results from the emotional state of the narrator, the first-person character in the story, at the time of remembering the events or the situation, but on the other hand also from self-defence – the storyteller is unwilling to relive the situation again while narrating. The story presents traumatic experiences in firm connection with other episodes and deliberations, whereby the traumatic experience is positioned in its place in the narrator’s, the first-person character’s development story. The stories also imply that there are other traumatic experiences, which the narrator does not reveal. However, the dynamism of the trauma comes significantly to the fore: an individual’s each trauma experience absorbs new aspects and associations, thus pointing to stages in the development of the individual, as well as to the changeability of the relationships between the individual and the community.

3

Creative life story work with seniors

100%

Brandoburová P., Adamovičová S.

Journal of Education Culture and Society

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2016

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vol. 7

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issue 1

54-63

EN

We summarize the theoretical background and basis for creative activities focused on the life story work with the seniors as realised in “Centrum MEMORY“, Bratislava, Slovakia. Older adult clients with various levels of cognitive functioning could benefit from the combination of creative and reminiscence activities. The importance of creativity and its benefits in senior life is outlined and emphasized

4

Elulugu folkloristlikust vaatepunktist

100%

Jaago T.

Mäetagused

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2018

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vol. 71

5-24

EN

Research of present-day life stories is multidisciplinary. At the same time, life story research is also disciplinary – the analysis of life stories supports, more or less, the specific features of one or another historically evolved discipline, developing it further. The Estonian folkloristic life story research is associated with literary science and history as well as ethnology. Folkloristics and literary science share a common interest in the narrative. However, they are different in how life narratives are related to other texts: while literary science relates life stories with writing genres, such as autobiography, life writing, memories, and biographical fiction, in folkloristics life story is connected with concepts like, for example, thematic narrative and personal experience story. In addition to coherent life story texts, folkloristics also studies stories that have been presented in different genres or as single episodes (for example, associating nightmares with everyday or historical events). Folkloristics is related to the ethnological research of life stories through shared interest in performance. However, while folklorists are primarily interested in how the narrating situation influences text creation, ethnologists are interested in the connection between the narrators’ and the public discourses. The article introduces the evolution of life story research over the 20th century, drawing on the example of Estonian folkloristics. It shows that first there was a deepening interest in narrating real-life characters and in the biographies of folk singers and story-tellers (starting in the 1920s–1930s). During the same period, researchers started to distinguish between stories according to whether the described experience was mediated or first-hand. In the former case, the main character in the story was another person, maybe unknown, but in the latter case, the story concerned an event in which the narrator (i.e. first-person character) was involved. Nevertheless, folklorists were more interested in the storyline than the first-person character’s point of view. The first studies in which the narrated plot and the first-person character’s experience were viewed as an integrated whole were published in the 1970s. The new approach did not employ earlier research methods (those based on the plot of the story) but, rather, broadened the ways and possibilities of folkloristic narrative research at the end of the 20th century and today.

5

Teekonnad ja piirid – elulood piiripoeetika vaatepunktist

100%

Jaago T.

Mäetagused

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2016

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vol. 65

95-116

EN

This article analyses descriptions of journeys and the emergence of territorial and symbolic borders in autobiographical texts. Historically, the descriptions are related to migration caused by World War II and, to a lesser extent (or in connection with the war), the establishment of Soviet power in Estonia. The analysed life stories were narrated in the period from 1995 to 2011, and are stored in the “Estonian Life Stories” collection (EKLA f 350). The narrators were born in the late 1920s or early 1930s; at the time of the narrated events they were children, whose migration was not so much dependent on the historical situation, but the life, choices, and decisions of their parents and relatives. The theoretical starting point for analysing the texts is border poetics: How is the border depicted in narratives? How are different borders (territorial, state, cultural borders, the front line, symbolic borders in narrator’s changed status and self-image) intertwined in the narrative? The narrators describe their journeys from Estonia to Germany, Finland, or Sweden, but no state borders are specified in the stories. Border crossing is revealed through signs, which could be generally described as safe and dangerous areas. The riskier or the more conflicting to the usual situation the experience was, the more detailed is its description. However, the narrator describes a process, which is why the conflict (and the focus of the description) does not have to be concentrated in just the one moment of crossing the border. References to the border may emerge as indirect signs, for example, visually. German towns are described as being either in ruins or intact from the battles; descriptions of Stockholm point out its lit windows in contrast to the darkened windows of the wartime Estonia. Border-related signs are also disclosed in people’s behaviour or attitudes. For example, the problems of the inhabitants of Sweden, which was untouched by the war, seemed trivial to those escaping from the war. Symbolic borders also emerge in the changed status of the narrator as the main character of the story; for instance, upon arrival in another country an active person turns passive, into an observer and an object of other people’s actions, and then changes again into an active one, who makes decisions on shaping his or her fate in the new country of residence. The border-poetic approach enables to view the narratives of people who escaped to the West during World War II not so much from the historical or memory-theoretical aspect as from the aspect of narration of borders. This makes it possible to place the topic of the 1944 flight into a more general panorama of escaping and crossing the border.

6

Podejście auto/biograficzne w badaniach jakościowych

89%

Wieteska M.

Ogrody Nauk i Sztuk

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2019

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issue 9

225-231

PL

Teza. Badania jakościowe, uznawane przez wielu badaczy za subiektywistyczne i przez to mało wiarygodne, reprezentują jeden z wielu sposobów prowadzących do obiektywnego poznania. Omówione koncepcje. W artykule autorka omawia koncepcję Susan E. Chase dotyczącą wywiadu narracyjnego oraz koncepcję tożsamości narracyjnej w wywiadzie biograficznym Dana McAdamsa. Opisuje także podejście autobiograficzne oraz podejście auto/biograficzne, wskazując na istotne różnice między nimi. Podaje przykłady zastosowań obu podejść. Wyniki i wnioski. Dzięki biografiom i autobiografiom badacz ma możliwość poznania kontekstu sytuacyjnego, środowiskowego i historycznego badanego zjawiska. Auto/biograficzne narracje dostarczają także wiedzy na temat kształtowania się życia psychicznego i całej osobowości człowieka. Oryginalność. Badania auto/biograficzne wykorzystywane są z powodzeniem w edukacji osób dorosłych. Pełnią wiele ważnych funkcji, m.in. poznawczą, krytyczną, wychowawczą, demaskatorską, terapeutyczną.

EN

Thesis. Qualitative research, regarded by many researchers as subjectivistic and therefore unreliable, is one of many ways leading to objective cognition. Discussed concepts. In the article the author discusses the concept of Susan E. Chase regarding narrative interview and the concept of narrative identity in the biographical interview of Dan McAdams. It also describes both the autobiographical approach and the auto/biographical approach, indicating the significant differences between them. Additionally, it provides examples of the application of both approaches. Results and conclusions. Owing to biographies and autobiographies, the researcher has the opportunity to learn about the situational, environmental and historical context of the studied phenomenon. Auto/biographical narratives also provide knowledge about shaping one’s mental life and the entirety of human personality. Originality. Auto/biographical surveys are successfully used in adult education. They perform many important functions, including cognitive, critical, educational, unmasking, and therapeutic.

7

Hermeneutic Notion of a Human Being as an Acting and Suffering Person: Thinking with Paul Ricoeur

88%

Wiercinski A.

Ethics in Progress

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2013

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vol. 4

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issue 2

18-33

EN

Acting and suffering subjectivity makes a grand sujet in Ricoeur's philosophy. In his Time and Narrative Ricoeur created the notion of narrative identity which is an individual internalized and evolving life strory. The narrative alone might define the “who”. Whoever lives and exists, suffers. Ricoeur metaphorically defined life as a cloth. We can add, Wiercinski continues, that this cloth is woven with pain. It is pain which makes the cloth, and, at the same time, it is also a joy of the human condition. As humans, we are called to wear this cloth as well as to understand what does it mean - from the hermeneutic perspective.

8

VOLUNTARY AND INVOLUNTARY CAREER TRANSITIONS: A NARRATIVE STUDY

88%

Anita P., Elīne V.

Sociālo Zinātņu Vēstnesis

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2019

|

issue 2

98-125

EN

The paper presents the exploration of voluntary and involuntary career transition experience of mature age persons aiming to find out how these transitions are embedded in person’s life story in terms of prior events and future plans of life and what is the difference in emotional attitude toward these two types of transitions. Using the approach of constructivist qualitative inquiry, the narrative interviews were conducted to examine the participants’ lived experience asking them to tell the story of their career transitions as they are embedded in their lives. The study was performed in Latgale region of Latvia with seven mature age persons (two male and five female), characterized by at least 20 years work experience, tertiary education and experience of significant career transition during the last seven years (change of country, employer, job title, industry, or leaving or re-entering the workforce). The data analysis integrated the thematic narrative analysis and M. Crossley’s approach to narrative analysis. Following themes illustrated the life events prior to career transitions: 1) childhood experience: nature, chores, responsibility; 2) importance of education; 3) support from family, 4) choosing career, 5) lucky chance, and 6) triggers of career transition. The research findings were in tune with the main theoretical elaborations on career transition. Resilience as the self-related adaptive factor and family unit as supportive mechanism were discovered for both types of career transition. Involuntary career transitions were shaped only by the environmental limitations or external causes, while the voluntary transitions were mostly driven by personal agency. In future all participants stressed the need to serve the society, family and to establish better work-life balance. As expected, emotional attitude to ward involuntary career transitions was negative (disappointment, disorientation, fatalism, resentment), while attitude toward voluntary career transitions was mostly positive (faith in God, optimism, satisfaction, pride). The narrative approach can be successfully implemented by career counsellors to understand career scenarious and individuals’ overall experiences. More extensive research would be recommended in future focusing on causes, triggers and coping strategies for career transitions.

9

Migrants and Their Life Stories: Perspectives on Education, Work, and Community

88%

Angeloni B.

Teraźniejszość – Człowiek – Edukacja

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2021

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vol. 23

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issue 1(89)

99-115

EN

Men and women, who leave their countries, their families, their education and their work to undertake a journey. Some fleeing war, others terrorism, others poverty; looking for solutions, for themselves or for their loved ones. Some need medical care that they cannot access in their home country. Each one has their own story and we simply do not know enough about them. Immigrants’ life histories can provide us with a lot of useful information that can help us understand the contemporary phenomenon of migration from pedagogical, sociological and economic points of view. The paths and trajectories of entire communities remain unknown, their needs unheard and the enormous wealth in terms of the relationships, the level of mutual help and the competences is neither brought to light nor properly evaluated. This paper, born of a series of biographical interviews carried out with adult immigrants from countries in West Africa, reflects on the relationship between education, work, and the communities to which the immigrants belong.

10

Narativní kriminologie: představení hlavních konceptů a teoretických východisek

88%

Walach V.

Česká kriminologie (Czech Criminology)

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2023

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vol. 8

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issue 1

1-30

EN

This paper aims to introduce narrative criminology to Czech readers as a recent but rapidly developing approach to the study of criminal and harmful behaviour. Drawing on different theoretical traditions in narrative inquiry, from narrative psychology to postmodernism, narrative criminologists see the narrative as a factor of engagement or abstinence from criminal and/or harmful conduct. They also examine the relationships between stories and crime control and stories and victimization. The focus of this study is to analyze the theoretical framework of narrative criminology, including (1) the definition and conceptualization of the narrative, (2) narrative mechanisms constituting action, (3) types of narrative, (4) the relationship between narrative, power and social inequality, and (5) the role of context in the co-production of the narrative and the possibilities of its analysis. The conclusion summarizes the presented information and discusses possible uses of narrative criminology in a Czech context.

11

Chápání holokaustu ve čtvrté generaci — podněty pro edukaci

63%

Bravená N.

Historie – Otázky – Problémy (History, Issues, Problems)

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2017

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vol. 9

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issue 2

149-158

EN

The paper deals with the issue of Holocaust education. It presents the results of qualitative research taking place in parallel among students in the Czech Republic and Germany, following their ideas on how to teach about the Holocaust and World War II in general.

12

Rok 1981 w dzienniku Haliny Semenowicz – przesłanie dla teraźniejszości

63%

Szwech A.

Dyskursy Młodych Andragogów / Adult Education Discourses

|

2014

|

vol. 15

99-109

EN

The article is a presentation of the contents of one of the diary by Halina Semenowicz, promoter of Celestin Freinet’s techniques in Polish education, from the perspective of biographical experience. The author wishes to familiarize the reader with the most important aspects of life and activity of Halina Semenowicz reflected in the diary and thoughts after reading. The author describes the most important areas of Halina Semenowicz’s life, such as family, free time, professional activity, religion and social and political life, which she describes and reflects upon in her calendar. Transfers diaries are a source of analysis used in many educational research, including andragogical. This biographical research interest stems from the belief that reading a biography, not only of outstanding people, carries a significant educational potential. Subjectivity of a diary is obvious, and emotional, sincere statements are the basis and condition of “truthfulness” of articulated thoughts. These features can encourage the diary readers to deepen their knowledge of many cultural phenomena and social relationships in which the entries were created.

13

Between Grandma and Granddaughter – The Process of Becoming a Black Woman in a Racist Society. Analysis of Intergenerational Transmission on the Example of bell hooks’ autobiography Bone Black: Memories of Girlhood

63%

Ostaszewska A.

Nauki o Wychowaniu. Studia Interdyscyplinarne

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2022

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vol. 14

|

issue 1

29-42

PL

Celem eseju jest omówienie międzypokoleniowego przekazu historii rodziny i jej wpływu na proces stawania się Czarną kobietą w społeczeństwie zróżnicowanym rasowo. Przykładem wybranym do analizy jest autobiografia bell hooks pt. Bone Black: Memories of Girlhood (1996), książka będąca opowieścią o dziewczyństwie. (B)ell hooks to pseudonim Glorii Jean Watkins, afroamerykańskiej intelektualistki i pisarki, której dzieciństwo i młodość przypadły na okres segregacji rasowej i desegregacji w latach 60. XX wieku. (B)ell hooks napisała Bone Black, aby zastanowić się, co to znaczy być Czarną dziewczyną dorastającą w społeczeństwie amerykańskim w latach 60. XX wieku. Autorka pokazuje historyczne i polityczne konteksty procesu dorastania, jednak w centrum zainteresowania stawia lokalną społeczność i międzypokoleniowe więzi rodzinne. Duże znaczenie w procesie stawania się kobietą mają dla niej relacje z matką oraz babcią. Esej rozpoczyna się krótkim streszczeniem biografii bell hooks oraz opisem Bone Black, z naciskiem na międzypokoleniowe i wewnątrzrodzinne relacje autorki z kobietami. Następnie odwołuję się do koncepcji historii życia autorstwa Daniela Bertaux (life story) oraz zasobów osobistych (personal resources) autorstwa Catherine Delcroix, aby omówić znaczenie międzypokoleniowych przekazów historii rodziny w procesie stawania się kobietą znaną jako bell hooks.

EN

The aim of the essay is to discuss an intergenerational transmission of family history and its impact on the process of becoming a Black woman in a racist society. The example chosen for analysis is the autobiography of bell hooks, Bone Black: Memories of Girlhood (1996), which is a story about girlhood. (B)ell hooks is a pen name of Gloria Jean Watkins, an African-American scholar and writer whose childhood and adolescence were during the period of racial segregation and desegregation in the 1960s of the twentieth century. (B)ell hooks writes Bone Black to reflect on being a Black girl growing up in racially segregated American society in the 60s of the twentieth century. She shows the historical and political contexts of her growing up, however, it is the local community and intergenerational family ties that she places at the center of her process of becoming the woman: bell hooks. Relationships with women, particularly a relationship between grandmother and granddaughter are of great significance in this process. The essay begins with a brief summary of the biography of bell hooks and a description of Bone Black, with particular emphasis put on the author’s interand intragenerational relationships with women. Next, I will move on to discuss the intergenerational transmissions of family history and their impact on the process of becoming a woman. For this purpose, I will refer to the life story concept introduced by Daniel Bertaux (2016), and the notion of subjective resources created by Catherine Delcroix (1999, 2014), in order to discuss the importance of intergenerational transmission of life stories in the process of becoming the woman knowns as “bell hooks.”

14

The value of education as a factor in the modellingof a successful career of Roma university graduates

51%

Staňková I.

Edukacja Międzykulturowa

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2020

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vol. 12

|

issue 1

155-168

EN

Good and successful life of each individual in contemporary society depends greatly on the level of completed education. Many research studies show that deficit of adequate education is one of the main factors of social and above all economic exclusion of the Roma population. Thus, in the long-term perspective, the educational system is the most important instrument that mitigates the negative impact of the marginalization of the Roma people and facilitates elevation of their social status. Systematic measures supporting the education of Roma children and their success in the school go hand in hand with the expectations arising from the great efforts and considerable financial means invested towards this objective. In this study, however, we do not concentrate on defining the causes of the Roma students’ academic failure. On the contrary, we view the issue from the opposite viewpoint, namely, from the perspective of the factors that have a positive influence on their educational trajectory. Using the method of narrative interviews with university-educated Roma students, we tried to identify the important moments and specifics that contributed to the formation of their successful educational careers leading to university graduation. Thus, the resulting findings help us understand the problem issues from a positive angle and emphasize the role of individual determinants for assurance of Roma students’ success, as well as for serving as an example to Roma intelligence in general.

PL

We współczesnym społeczeństwie sukces i jakość życia jednostki uzależnione są od zdobytego przez nią wykształcenia. Z licznych badań wynika, że właśnie deficyt niezbędnego poziomu wykształcenia należy do kluczowych czynników odpowiedzialnych za społeczne, a przede wszystkim ekonomiczne wykluczenie Romów. W ten sposób w dłuższej perspektywie system kształcenia jest niezwykle istotnym narzędziem służącym do ograniczenia skutków marginalizacji Romów i umożliwiającym wzrost ich szans na zaangażowanie społeczne. Systematyczne kroki wspierające kształcenie romskich dzieci oraz ich sukcesy w szkole budzą duże nadzieje, są również przedmiotem wielu wysiłków i pochłaniają znaczące środki finansowe. Artykuł powstał na podstawie projektu grantowego IGA SV60171706020 / 2110 Koncepcja wartości edukacyjnych z perspektywy uczniów z różnych środowisk kulturowych (Uniwersytet Tomasa Baty w Zlínie, Wydział Humanistyczny, Wydział Nauk Pedagogicznych, Republika Czeska). Autorka wykorzystuje częściowo wyniki realizowanego projektu, skupia się nie tylko na przyczynach szkolnych niepowodzeń romskich uczniów i studentów, ale głównie na czynnikach warunkujących pozytywną ścieżkę edukacyjną wyróżnionych grup. Przy wykorzystaniu metody rozmów narracyjnych z Romami z wyższym wykształceniem poszukuje ważnych momentów i specyficznych sytuacji, które przyczyniły się do uzyskania przez nich sukcesów edukacyjnych, ukoronowanych uzyskaniem absolutorium wyższej uczelni. Wyniki przeprowadzonych badań wskazują, iż aspiracje edukacyjne, jasno określone cele, wysoka pozycja edukacji w systemie wartości jednostki oraz własne możliwości i wysiłek są czynnikami determinującymi sukcesy szkolne romskich uczniów. Istotne są też rola wzorca grupy społecznej, jaką jest inteligencja romska, oraz postawa nauczyciela i jego kompetencje.

15

Oral History and Biographical Method. Common Framework and Distinctions Resulting from Different Research Perspectives

45%

Gałęziowski J.

Przegląd Socjologii Jakościowej

|

2019

|

vol. 15

|

issue 2

76-103

PL

Rozważania podjęte w tym artykule bezpośrednio wynikają z badań nad losami dzieci urodzonych z powodu wojny w Polsce (Children Born of War) i wiążą się z metodologicznym, epistemologicznym i etycznym napięciem doświadczanym w pracy z rozmówcami oraz podczas analizy ich relacji. Napotkane trudności stały się źródłem do krytycznej refleksji oraz impulsem do podjęcia próby usystematyzowania wiedzy o wzajemnych relacjach dwóch tradycji badawczych: historii mówionej i metody biograficznej, które na przestrzeni kilku dekad współistniały, wzajemnie na siebie wpływając i przenikając się do tego stopnia, że z czasem wielu badaczy zaczęło je ze sobą utożsamiać lub uważać jedną za część drugiej i na odwrót. Istotny w tym procesie był chaos dotyczący terminów i pojęć. W tekście przedstawione zostały także podobieństwa i różnice obu podejść, zarówno w wymiarze epistemologicznym, jak i etycznym. Za fundamentalną różnicę uznany został stosunek do badanego, który wynika przede wszystkim z odmiennych celów naukowych, jakie stawiają sobie badacze poruszający się w obu polach badawczych. Podkreślenie różnic nie ma jednak celu stawiania granic, ale stanowi postulat zachowania większej uważności i samoświadomości teoretycznej i metodologicznej badaczy, ma także sprzyjać wzajemnemu poznawaniu się i inspirowaniu, co może pozytywnie wpłynąć na jakość badań i analiz.

EN

Reflections undertaken in this article are a direct result of the research into the fate of Children Born of War (CBOW) in Poland and relate to the methodological, epistemological and ethical tension experienced while working with the interview partners and analyzing their biographical accounts. The encountered difficulties became a root cause of the critical reflection and an impulse to an attempt to systematize the knowledge about the mutual relations of two research traditions: oral history and biographical method which have coexisted over the past few decades, interfering and penetrating each other to such an extent that many researchers began to equate them or consider one of them as a part of the other and vice versa. The chaos of terms and concepts was of great importance in this process. The text also presents similarities and differences of the two approaches both in an epistemological and ethical sense. The attitude towards the narrator, which is mainly the result of different scientific goals that researchers aim at in both research fields was recognized as the fundamental difference. However, underscoring the differences has no purpose of setting boundaries, but it is a postulate to be more careful and bear theoretical and methodological self-awareness of researchers, it is also meant to foster mutual learning and inspiration, which can positively affect the quality of research and analysis.

Refine search results

Folkloor ja eluloolisus Venemaa eestlaste malestustes

Trauma ja elulood

Creative life story work with seniors

Elulugu folkloristlikust vaatepunktist

Teekonnad ja piirid – elulood piiripoeetika vaatepunktist

Podejście auto/biograficzne w badaniach jakościowych

Hermeneutic Notion of a Human Being as an Acting and Suffering Person: Thinking with Paul Ricoeur

VOLUNTARY AND INVOLUNTARY CAREER TRANSITIONS: A NARRATIVE STUDY

Migrants and Their Life Stories: Perspectives on Education, Work, and Community

Narativní kriminologie: představení hlavních konceptů a teoretických východisek

Chápání holokaustu ve čtvrté generaci — podněty pro edukaci

Rok 1981 w dzienniku Haliny Semenowicz – przesłanie dla teraźniejszości

Between Grandma and Granddaughter – The Process of Becoming a Black Woman in a Racist Society. Analysis of Intergenerational Transmission on the Example of bell hooks’ autobiography Bone Black: Memories of Girlhood

The value of education as a factor in the modellingof a successful career of Roma university graduates

Oral History and Biographical Method. Common Framework and Distinctions Resulting from Different Research Perspectives