Session Information
25 SES 03, Childrens' Voices, Participation and Agency
Paper Session
Contribution
In this paper I discuss the importance of narratives in identity formation. I am going to present some glimpses from interviews and letters from a Ph D study with young people from an upper secondary school in which they disclose feelings concerning graduation and the forming of a life of their own. The Ph D study, with focus on the conception of ”views of life”, belongs to a Scandinavian research tradition called “Livsåskådningsforskning”.
A narrative is characterized by time, actors and emplotment. Time and emplotment are, following Ricoeur combined with the conception of memory (Ricoeur, 1993, 2005). In the emplotment, when episodes and intention are combined with time and memory, a narrative is formed. Through this emplotment, historical time is transformed into narrative time. Narrative is the form of discourse which, through its dependence on plot, is richest in human meaning. Discover the meaning of narrative, and you discover the eternal truth of the human soul (Simms, 2003, s 83). This implies that the representation of narrative not only consists of the narrative itself, but also of “real life”.
Method
Expected Outcomes
References
Cannella, Gaile Sloane (2004) Childhood and Postcolonization: Power, Education, and Contemporary Practice. London: Routledge. Ricoeur, Paul (1993) Från text till handling. Stockholm: Brutus Östling Ricoeur, Paul (2005) Minne, historia, glömska. Göteborg: Daidalos Simms, Karl (2003) Paul Ricoeur/Karl Simms. New York: Routledge
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