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This volume reflects on the place of narrative interpretation in life course developmental theory. Featuring exciting chapters by the leading figures in narrative psychology, it provides insights on the narrative character in early childhood, adolescence, emerging adulthood, midlife, and old age. Read together, the chapters form a comprehensive description of narrative’s origins in childhood conversations and the multiple uses that narrative is used as lives unfold over developmental and historical time. A touchstone text in human development, it is a way for psychologists to rethink their approach to development through the lens of a narrative perspective that is sensitive to interpretation and context in human lives. This is the 145th volume in this Jossey-Bass series New Directions for Child and Adolescent Development. Its mission is to provide scientific and scholarly presentations on cutting edge issues and concepts in this subject area. Each volume focuses on a specific new direction or research topic and is edited by experts from that field.

In this inspirational book, LaMay shows readers how to transform classrooms and schools into places where youth can explore the intersection between literacy and their lives. This book is the culmination of a literacy curriculum that the author and her high school students wrote dialogically, beginning with their attempts to define love. Through real-life classroom examples, they demonstrate how an innovative curriculum that intertwines personal and academic engagement can create space for students to explore their identities, connect to literary texts, and develop agency as writers and thinkers. In this important contribution to literacy educators, the author shows how personal narratives can help students rebuild their fractured relationships with school and envision writing and academic achievement as playing a role in their futures. Book Features: Evidence of how students’ social-emotional and academic growth may intertwine in the interest of school engagement. A re-conceptualization of the complex layers of the personal narrative genre and its role in the pedagogy of academic writing. A reinterpretation of the transformational role of revision in students’ academic and life texts. Examples of writing and interview data that illustrate the diversity of student responses.

Recent writing on education and social change, and a growing number of new governmental initiatives across Western societies have proceeded in denial or ignorance of the personal missions and biographical trajectories of key public sector personnel. This book stems from an underpinning belief that we have to understand the personal biographical if we are to understand the fate of social and political initiatives. In education a pattern has emerged in many countries around the world. Each new government enshrines targets and tests to ensure that teachers at the frontline delivery are ‘more accountable’. Whilst this often provides evidence of symbolic action to the electorate or professional audiences, the evidence at the level of service delivery is often far less impressive. Targets, tests and tables may win wide support from the public, but there are often negligible or even contradictory effects at the point of delivery, enforced by the ignorance or denial of personal missions and biographical mandates. This book locates most of its analysis and discussion at the point of culture clash between centralised dictates, and individual and collective life missions. Whilst the early part of the book considers a range of issues related to school curriculum, the focus on the biographical and life narrative becomes increasingly important as the analysis proceeds. Curriculum, Personal Narrative and the Social Future will be of key interest to practising teachers, educational researchers and students on teacher training courses, postgraduate courses and doctoral courses.

Personal Narrative Performance and Storytelling: A Method of Composition from Action to Text offers a practical method for composing and performing personal narrative stories for artistic and academic purposes. It is designed to make storytelling accessible to seasoned performers and people who are engaging with the artform for the first time. The author’s unique method of composing stories from action to text privileges oral composition over writing. It draws on anecdotes from the author’s many years of coaching storytellers to illustrate concepts throughout the book, making it entertaining and user-friendly. The methods contained in this book can help students and scholars communicate theoretical and scholarly arguments about culture, gender, race, and the environment. Anyone looking to harness the power of personal storytelling to speak about the political and the personal—in a classroom or on a stage—will find Personal Narrative Performance and Storytelling: A Method of Composition from Action to Text of great use. Additionally, the book will be of interest to qualitative researchers and those applying autoethnographic and storytelling methods in communication studies and other related social science and arts disciplines.

Includes 2 charts, 1 portrait and 30 maps. Few generals achieved the reputation won by General Lucien Truscott during his time in the American Army during World War Two; it was the opinion of the future President General Eisenhower that Truscott was second only to the legendary General Patton as a battlefield commander. Refusing all personal accolades in press releases, General Truscott, was as tough as they come, determined and cool under fire. His autobiography stands as one of the great books written by any officer who served the Allied cause during the Second World War. He led the 60th Infantry and 66th Armored Regiments during the invasion of French North Africa, his formations benefitted hugely from his tough training methods that saved lives under fire. His next command at the head of the 3rd Infantry Division would cement his reputation, forcing his troops over some of the harshest mountains in Europe in Sicily and routing pushing the Germans off the island. Truscott then led his men ashore the Italian mainland at Salerno and then again in the landings at Anzio... By 1944 the Allied command considered that Truscott was the foremost amphibious expert in the European theatre and gave him command of the vital landings in southern France; his inspiring leadership and determined forceful handling of his troops led to such success that the Germans were bundled back out the French province very rapidly opening the port of Marseilles to Allied supply ships. Truscott was renowned for his abilities as a general, a motivator of men and a shrewd commander who was determined to seize and keep hold of the initiative; all of these qualities were needed when he took over command of the Fifth Army in Italy in Dec. 1944. Pushing his troops forward expertly to force the German defenders out of their entrenched lines in the mountains in Northern Italy and would have continued their victorious drive into Germany but by this time Nazi Germany had surrendered.