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Discourses We Live By

Hazel R. Wright
Marianne Høyen

Notes on Contributors

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1 Alan Bainbridge is a Chartered Psychologist, Doctor of Clinical Science and Senior Lecturer in Education at Canterbury Christ Church University, UK, having previously taught in secondary schools for eighteen years. He is interested in the contested space between psychoanalytic thought and practices to education in its widest sense and is a co-coordinator of the European Society for Research on the Education of Adults (ESREA) Life History and Biography Network. His recent writing focuses on the impact of the fetish in education and how learning and the ‘natural world’ are interconnected and includes the monograph On becoming an education professional (2015).

2 Sarah Bates Evoy is a Lecturer and Researcher at Waterford Institute of Technology, Ireland, where she works in the School of Lifelong Learning and Education. Sarah has had a diverse and varied career as a Social Care Worker, Adult Guidance Counsellor and Further Education teacher. Her current research interests include Adult and Further Education and Training, in particular practitioner identities, and innovative research and teaching methods. Recent papers and publications include work on further education training and open space technologies in teaching.

3 Teresa Brayshaw is Principal Lecturer in Performing Arts at Leeds Beckett University, UK, and works freelance as a Feldenkrais Teacher, Theatre Practitioner and Personal Development Coach in a range of international contexts. Her research centres upon creating environments in which people can learn through movement and awareness, to develop their innate potential and become happier and healthier as a result. She is co-editor of both the Twentieth century performance reader (2016) and The twenty first century performance reader (2020).

4 Hervé Breton is Associate Professor of Adult Education at the University of Tours, France. His research investigates and examines the effects of the narrative and descriptive experience on lifelong learning processes and on the formalization of experiential knowledge. Author of many articles and chapters, he was coordinator of a special issue on Autobiographical research in Asia in the Brazilian Journal of (Auto) Biographical Research (2019).

5 Micaela Castiglioni is Associate Professor of Adult Education and Education of the Elderly at the University of Milano-Bicocca, Italy. Her research and training interests focus on the fragility and vulnerability of contemporary adults, transitions in adulthood, and the use of narrative and writing practice in the care relationship. She deals with the training of professionals in medical care using narrative and reflexive approaches. She is the author of numerous articles and publications, including Il posto delle fragole (2019).

6 Adrienne S. Chan is a Professor at the University of Fraser Valley, Canada. Her research has a social justice orientation — community-based research with Indigenous peoples, child welfare in immigrant and minority populations, race, gender, diversity, anti-oppression and equity issues. She has been awarded national research grants for social justice, child welfare, and suicide prevention among Indigenous youth. Recent publications include a co-authored paper, ‘Burdens felt by child protection workers serving immigrant families with limited English proficiency’, in The International Journal of Community Diversity (2019).

7 Linda Cooper is a Senior Research Fellow in the Veterans & Families Institute for Military Social Research (VFI) at Anglia Ruskin University in Chelmsford, UK. Her main research interests are veterans in the criminal justice system, military transition and access to education. Previously, Linda was a Course Leader for an Education & Childhood Studies degree with an interest in women in higher education after a period as an educational researcher at the University of Cambridge. She has published on the military and education and continues to supervise and teach on PhD programmes.

8 Kari Kragh Blume Dahl is an Associate Professor at the Danish School of Education, Aarhus University, Denmark. She is a Licensed Psychologist with a PhD in Education and her research interests are teacher education, teachers’ school practice, organizational learning and communality in teaching, which she explores through comparative, cultural analytical and critical psychological perspectives. Having published widely, her latest and third monograph is With the best of intentions: Becoming somebody in Kenyan teacher education (2017).

9 Janet Dyson, a teacher-educator, researcher and writer affiliated to the Billericay Teaching School Alliance, specializes in teaching reflective practice through creative writing. She has explored the processes with her students and gathered and analysed examples of their work for many years before synthesizing this material for her doctoral study at Anglia Ruskin University. Her chapter, ‘Four seasons of composing stories to live by’ (written with Clare Smith), recently appeared in Hanne & Kaal, Narrative and metaphor in education (2019).

10 Rob Evans, born in London, studied Russian and History at Leeds and Tübingen. After working in adult, further and higher education as a freelancer he taught Academic English at the University of Magdeburg, Germany until 2019. His main research interests include biography research methods, the language of narrative, conversation analysis and discourses of learning. Publications include chapters, journal articles, and edited books, most recently Before beside and after (beyond) the biographical narrative (2016).

11 Mirella Ferrari carries out research and training activities for numerous companies in Italy. Her research interests range from adult education to corporate training. She pursues three key areas: the processes of learning art through advanced technologies, social inclusion and the training of migrants, and the sociology of education. She has curated museum displays and published with Franco Angeli, Ledizioni, Aracne and Guerini, including Sociologia dei contesti di apprendimento. Scuola, musei e formazione continua (2018).

12 Laura Formenti is a Professor at the University of Milano-Bicocca, Italy; Chair of the Italian Universities’ Network for Lifelong Learning, and Convenor of ESREA’s Life History and Biography Network. She was Chair of ESREA from 2014 to 2019. Her research areas are educators’ professional competence and identity, family pedagogy, and the development of child and family welfare services in a systemic, aesthetic, and collaborative perspective. Transforming perspectives in lifelong learning and adult education. A dialogue (2018) (co-authored with Linden West) was awarded the American Association for Adult and Continuing Education (AAACE) 2019 Cyril O. Houle prize for outstanding literature on adult education.

13 Andrea Galimberti is researcher at the Department of Human Sciences for Education, University of Milano-Bicocca, Italy. He is interested in researching systemic and constructionist approaches across the areas of adult education, lifelong learning, higher education and work-based learning. With Barbara Merrill, Adrianna Nizinska and José Gonzàlez Monteagudo he recently edited the book Continuity and discontinuity in learning careers: Potentials for a learning space in a changing world (2018).

14 Carola Girotti is a Pedagogue at Grandangolo, a Social Cooperative in North Italy and a Community Manager and Fundraiser for a Community Welfare and Social Innovation Project. With Social Services and Health, she is responsible for designing and managing educational and intercultural projects to support the integration of foreign families. As a teaching assistant at University of Milano-Bicocca, since 2016 she has been working on medical graphics for adult education, narrative medicine and medical humanities with Professor Micaela Castiglioni, writing articles about the use of comics in health contexts.

15 Miguel Alberto González González is a Lecturer and Senior Researcher at the Universidad de Manizales, Colombia, with PhDs in Educational Sciences and Latin American knowledge and culture. Education, diversity and power languages are his research interests. Miguel presents and publishes over a broad national and international spectrum. In 2017 he edited the collected papers of the 5th international symposium Horizontes Humanos, Toledo, Spain 2017: Diversidades e inclusiones (2018).

16 Jennifer Granville retired as Principal Lecturer at Leeds Beckett University, UK, in 2018 returning to full-time practice as performer, writer and producer. Her practice focuses on adaptation — enabling and facilitating the members of the communities to which she belongs to learn new skills and create new methodologies to tell their stories. She is adapting her graphic novel, Prime suspects (2019), based around a mathematical theorem, into a live performance piece.

17 Marianne Horsdal, Professor Emerita at the University of Southern Denmark, is a key international specialist in the study of narratives and has written widely on the subject in both Danish and English. Introducing her seminal work, Telling lives: Exploring dimensions of narratives (2012), she reveals how through examining family memorabilia and having an academic background in Literature, she developed an interest in life history, later embracing identity research and cultural studies in a desire to increase both theoretical and methodological understanding.

18 Marianne Høyen is an Associate Professor at Aarhus University, Denmark with significant experience in teaching adults, particularly those who work in educational settings. She is a Bourdieu specialist with an interest in the sociology of the professions and, particularly, the various views on nature that different professionals hold. An interdisciplinary academic (her PhD was situated within the philosophy of science and addressed professionals’ self-understanding), Marianne’s chapter ‘Teaching about nature across generations’ (in Formenti & West, Stories that make a difference, 2016) combined both these interests.

19 Mari Mäkiranta, a Senior Lecturer at the University of Lapland, Faculty of Art and Design, and Adjunct Professor at the University of Jyväskylä, Department of Music, Art and Culture Studies, is interested in autobiographical and self-portrait photography art, specializing in socially engaged visual arts, feminist theories and arts-based research. She has curated national and international exhibitions and served on a number of editorial boards. Her latest work, co-edited with Brusila and Nikula, is Visual thinking: Theories & practices (2019); her latest project is called Floating Peripheries: Mediating the Sense of Place.

20 Monica Mascarenhas is an ESOL teacher who has worked with refugees and asylum seekers in the UK and Europe. Monica was born in Brazil and lived in several countries, thereby acquiring relevant experiences and languages. When asked for an affiliation she replied, ‘I consider myself a citizen of the world with a little bit of every refugee and/or asylum seeker I have had the privilege to work with’. Strongly committed to supporting a fairer global society, she pursues two research areas: language, communication and literacy; and teaching English to adults who do not have literacy in their own language.

21 Charlotte Matthiassen, Associate Professor at Aarhus University, Denmark, is a registered Clinical Psychologist who has worked with children and families, and with adults in prisons, now her primary field of research. She remains interested in school bullying and its consequences in adult life, as well as its possible links to later offending. Charlotte’s work is informed by cultural historical frameworks and anthropological psychology, so it fits well with narrative and life history approaches. Her chapter, ‘Being a woman in mixed-gender prisons’ (in Smith & Ugelvik, Scandinavian penal history, culture and prison practice) in English, appeared in 2017.

22 Laura Mazzoli Smith is Assistant Professor in the School of Education at Durham University, UK. Her research interests are in adult education, out-of-school learning and barriers to education. Methodologically her research uses interpretive participatory methods including narrative inquiry and digital storytelling. She has published widely in the field of education, most recently an article, ‘Conceptualising poverty as a barrier to learning through “poverty proofing the school day”’, in conjunction with Liz Todd (British Educational Research Journal, 2019).

23 Tristan Middleton is Senior Lecturer in Education and Joint Course Leader for the MA Education suite at the University of Gloucestershire, UK. He is a key player (and researcher) in the field of Special Education Needs / and Disability (SEN/D) and Chair of Directors of Leading Learning for SEND CiC which oversees the work of the National SENCo Award Partnership. He is Associate Editor of the International Journal of Nurture in Education and the author of Using an inclusive approach to reduce school exclusion (2020).

24 Helena Oikarinen-Jabai is a researcher, a freelance writer, an educator and a psychologist, inter alia interested in different ways of knowing, embodied spaces, diversity and decolonization. In her transdisciplinary research she explores arts-based and performative approaches as means of producing creative spaces, dialogue, participation and action. She has published widely, generating both art productions and professional academic outputs, including a recent article ‘Young Finnish people of Muslim background: Creating ‘spiritual becomings’ and ‘coming communities’ in their artworks’ (Open Cultural Studies, 2019).

25 Khum Raj Pathak is an auto/biographical educational researcher interested in how violence during childhood may contribute to political extremism, conflict, crime, spiritual fragmentation and economic stagnation. He examined the barriers to education in Nepal (2013) and later the life-long effects of corporal punishment in schools there (2017). He now teaches mathematics in Kent to children in SEN and alternative educational settings and is currently working on a book entitled DAMAGE! This is a worldwide study of the effects of corporal punishment, focusing on learners from nine countries.

26 Mumiah Rasmusen works as a schoolteacher at an inner-city school in Copenhagen, Denmark, with children who live in socio-economically marginalized and multicultural areas, a role enriched by his Education (BA) and Sociology of Education (MA) degrees. This work has inspired research interests in equality and diversity issues, such as sociocultural, multicultural, racial/ethnic, representation and gender equity studies from educational perspectives. For his Master’s thesis, Mumiah studied the recruitment and retention of Danish teachers.

27 Simone R. Rasmussen works as coordinator and teacher within the field of second language acquisition and is affiliated to CLAVIS — Language and Competence, Aarhus, Denmark. She has a BA in Arabic and Islamic studies and an MA in Educational Sociology from Aarhus University. Her main interest lies in the different perceptions and understandings of Islam and Islamic education and formation in the West. Simone’s research is mainly founded in the Bourdieusian approach and in narrative methodology. Her chapter in this book, ‘Uncovering habitus in life stories of muslim converts’, is her first publication.

28 Vera Sheridan is an Associate Lecturer in the School of Applied Language and Intercultural Studies, Dublin City University, Ireland, where she lectured previously in English language, linguistics and contemporary culture and society. Research areas include student experience of higher education, identity in organisations and nations, and refugee resettlement. She co-edited a report on LGB identity in the Irish police force and a book on life in post-communist Eastern Europe after EU membership. Vera’s 2019 article, ‘Disclosing the self: 1956 Hungarian student refugees creating autobiographies for university scholarships in the USA’ (in Life Writing), indicates her current focus.

29 Annette Sprung is Professor of Migration and Education at the University of Graz/Educational Sciences (A), Austria. Her research focuses on (adult) education in migration societies, racisms, diversity, social inequality and citizenship education. She is a convenor of the ESREA Network on Migration, Transnationalism and Racisms. Recent publications focus on solidarity with refugees and transformative learning processes in volunteering. ‘Refugees welcome? Active citizenship and political learning through volunteering’, co-written with Brigitte Kukovetz, appeared in Zeitschrift für Wirtschaftsgeographie (ZfW) in 2018.

30 Patric Wallin is an Associate Professor in the Department of Education and Lifelong Learning at the Norwegian University of Science and Technology (NTNU) in Trondheim. He uses critical pedagogy and transformative learning as entry points to research personal development, dialogue, and learning environments. His 2019 publication ‘Challenging spaces: Liminal Positions and Knowledge Relations in Dynamic Research Partnerships’, International Journal for Students as Partners (IJSaP) (2019), co-written with Liselott Aarsand, explores how to create educational spaces that enable students to make meaningful contributions to society and how to challenge traditional student-teacher positions through partnership.

31 Linden West is Professor of Education at Canterbury Christ Church University, UK. His key research interests are adult and popular education, struggles for dialogue and recognition in zones of conflict, and opportunities for and resistance to transformative experience; they are grounded in interdisciplinary sensibilities. A widely published author, his recent book Transforming perspectives in lifelong learning and adult education (with Laura Formenti, 2018) won the 2019 AAACE Cyril O. Houle Award for outstanding literature in adult education.

32 Helen Woodley is a Senior Lecturer at the University of Northumbria, UK. She teaches on the Primary Education BA and the Postgraduate Diploma in Mental Health and Emotional Wellbeing Studies in the Education Environment. A former teacher, her research interests include teacher wellbeing, alternative education and the use of autoethnography and fictionalized narratives in education. Her most recent publication Toxic schools (with R.M. McGill) focuses on teacher wellbeing in challenging school cultures (2018).

33 Hazel R. Wright is a Visiting Fellow at Anglia Ruskin University in Cambridge, UK, where she was a Senior Lecturer in Education following an earlier publishing career. She pursues three key research areas using narrative methods when possible: adult (and particularly women’s) education; childhood, which she accesses through contemporary children and memory work with adults; nature, space and sustainability from a human perspective. Author of many articles and chapters, she has also written two monographs, most recently The child in society (2015).

34 Outi Ylitapio-Mäntylä, an Adjunct Professor of gender studies, is working as a Senior Lecturer in the Faculty of Education at the University of Oulu, Finland. Initially ascertaining how gender and power are constructed in everyday pedagogical practices by collecting the childhood memories and stories of early childhood education teachers, Outi began to combine narrative, memory-work and feminist research methods, as here, and in her chapter (with Mari Mäkiranta) ‘Engaging ethics of care in socially responsible design and in research projects with Indigenous communities’, in Miettinen & Sarantou, Managing complexity and creating innovation through design (2019).

35 Marta Zientek is an active English (and more recently, Spanish) teacher in Poland. Early in her career she worked with teenage students but sometimes with adults as in her doctoral study within the Department of Pedagogy, Sociology and Psychology at the University of Zielona Góra. This researches the social capital and the non-formal, everyday learning of adults, most of whom are social activists in two localities in Poland. As a sociologist and economist, Marta applies an andragogical perspective to the concepts of lifelong learning and social capital. A recent publication in English considers ‘adult learning as a permanent fixture in non-formal community’ (in Sino-US English Teaching, 2017).


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