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Journal articles on the topic 'Narrative identity'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 July 2024

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1

Kyratzis, Amy. "Narrative Identity." Narrative Inquiry 9, no. 2 (December 31, 1999): 427–55. http://dx.doi.org/10.1075/ni.9.2.10kyr.

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Recently, researchers have been interested in narrative as a conversational point-making activity. Some of the features of narrative (e.g., its "objectivity", Benveniste, 1971) render it ideally suited for self-exploration and positioning of the self with respect to societal institutions (Polanyi, 1989), especially in the context of conversations within friendship groups (Coates, 1996). While past research has often focused on self-constructing and political uses of narratives of personal experience, the present study examines such uses with respect to narratives produced during preschoolers' dramatic play in friendship groups. An ethnographic-sociolinguistic study that followed friendship groups in two preschool classrooms of a California university children's center was conducted. Children were videotaped in their two most representative friendship groups each academic quarter. Narrative was coded when children used explicit proposals of irrealis in one of three forms: the marked subjunctive (past tense irrealis marking in English, e.g., "they were hiding"); the paraphrastic subjunctive (unmarked irrealis proposals such as "and I'm shy"); and pretend directives such as "pretend" ("pretend we're Shy Wizards"). Also, instances of character speech were counted as narrative. Children used con-trastive forms (subjunctive, coherence markers vs. absence of subjunctive; pitch variation) to mark different phases within narrative. Collaborative self-construction was seen in the linguistic forms they used (pretend statements; tag questions; "and-elaborations") and in the identities the children constructed for their protagonists. Girls' protagonists suggested they valued qualities of lovingness, graciousness, and attractiveness. The protagonists the boys constructed suggested they valued physical power. Girls had a greater reliance on story for self-construction than boys did. It is notable that the dramatic play narratives produced during children's play in friendship groups serve some of the same functions in positioning participants with respect to one another and exploring possible selves collaboratively with one another that personal experience narratives serve in adult intimate social groups.

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2

Rantala, Kati. "Narrative Identity and Artistic Narration." Journal of Material Culture 2, no. 2 (July 1997): 219–39. http://dx.doi.org/10.1177/135918359700200204.

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3

Hardie-Bick, James. "Identity, Imprisonment, and Narrative Configuration." New Criminal Law Review 21, no. 4 (2018): 567–91. http://dx.doi.org/10.1525/nclr.2018.21.4.567.

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This article addresses the role of self-narratives for coping with the laws of captivity. By focusing on how confinement can disrupt narrative coherence, the intention is to examine the role of self-narratives for interpreting previous events and anticipating future actions. Drawing on a range of interdisciplinary research on self-identity, imprisonment, and offender narratives, this article highlights how narrative reconstruction can alter our desires, commitments, behavior, beliefs, and values. By (re)telling a story about our lives, it is possible to reinterpret existing circumstances and make new connections between our past, present, and future selves. Whereas research suggests the importance of narrative reconstruction for protecting against a sense of meaninglessness, this article shows how self-narratives have the potential to be empowering and divisive. The final part of the article examines how the narratives inmates construct about themselves and others can serve to legitimize violence against other prisoners.

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4

Ricoeur, Paul. "Narrative Identity." Philosophy Today 35, no. 1 (1991): 73–81. http://dx.doi.org/10.5840/philtoday199135136.

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5

McAdams, Dan P., and Kate C. McLean. "Narrative Identity." Current Directions in Psychological Science 22, no. 3 (June 2013): 233–38. http://dx.doi.org/10.1177/0963721413475622.

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6

LaPointe, Kirsi. "Narrating career, positioning identity: Career identity as a narrative practice." Journal of Vocational Behavior 77, no. 1 (August 2010): 1–9. http://dx.doi.org/10.1016/j.jvb.2010.04.003.

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7

Adair, Stephanie. "Narrative Identity and Moral Identity." Teaching Philosophy 33, no. 3 (2010): 309–12. http://dx.doi.org/10.5840/teachphil201033331.

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8

Peillauer, David. "Narrative Identity and Religious Identity." Listening 23, no. 2 (1988): 134–42. http://dx.doi.org/10.5840/listening198823217.

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9

Watson, Tony J. "Narrative, life story and manager identity: A case study in autobiographical identity work." Human Relations 62, no. 3 (March 2009): 425–52. http://dx.doi.org/10.1177/0018726708101044.

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To study and better understand people's working lives and organizational involvement in the context of their whole lives and in the context of the societal culture in which they have grown up and now live, it is helpful to bring together three key concepts of narrative, identity work and the social construction of reality. Such a move can be connected to the abandonment of widely used but limiting concepts, such as that of`managerial identity'. The essentially sociological nature of this move also provides an antidote to the equally limiting tendency towards the `narrative imperialism' which is associated with the idea of the `narrative self'. The value of the suggested theoretical framing and its linking of narrative, identity work and social construction is demonstrated by the close analysis of a large private autobiography of a former manager. This individual's identity work simultaneously uses discursively available narratives and creates new narratives (many small stories being embedded in one large life story), all within the framework of history, social structure and culture.

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Yi, Huiyuhl. "Building narrative identity: Episodic value and its identity-forming structure within personal and social contexts." Human Affairs 30, no. 2 (April 28, 2020): 281–92. http://dx.doi.org/10.1515/humaff-2020-0025.

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AbstractIn this essay, I develop the concept of episodic value, which describes a form of value connected to a particular object or individual expressed and delivered through a narrative. Narrative can bestow special kinds of value on objects, as exemplified by auction articles or museum collections. To clarify the nature of episodic value, I show how the notion of episodic value fundamentally differs from the traditional axiological picture. I extend my discussion of episodic value to argue that the notion of episodic value readily incorporates the role of narratives into the construction of identity in personal and social contexts. My main contentions are twofold. First, events or experiences from our personal narratives are episodically valuable insofar as they contribute to shaping our narrative identities. Second, when engaged in a collective action, we write a joint narrative with other participants that confers special meanings on the actions of each participant.

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Cohen, Leor. "An identity structure in narrative." Narrative Inquiry 22, no. 2 (December 31, 2012): 247–66. http://dx.doi.org/10.1075/ni.22.2.03coh.

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This article refocuses the discussion of identity in narrative and practice by looking at structuring-in-practice and beyond to the discourse functions of identity. The narrative of an Ethiopian Israeli female college student is analyzed, wherein she tells about changing elementary schools — a context mirroring the immediate situation in her new academic setting. The analysis identifies and labels the partial, microgenetic elicitation of identity-attributable imagery in each utterance and then consolidates the accumulation of those images into the various groupings relevant in the narrative. In the particular narrative studied here all consolidated images contrast against the one identity-attributable image that is interactionally advantageous. This result, found in all 28 prototypical narratives in my corpus of 46, is evidence of a poetic identity structuring of narrative serving two discourse functions: (1) metasemantic- the contrastive identity work creates and indexes the narrative’s Complication and its subsequent Resolution; (2) metapragmatic- the contrastive identity work creates and indexes the identity for impression management. The contrastive basis of the poetic identity structure of narrative is indicative of much Western identity and narrative construction. Thus, identity and narrative are shown to stand in reflexive relation one to the other, where identity is an ‘indexical icon’, a map of itself drawn in the very narrative from which it emerges.

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Jakubowska, Luba. "Identity as a narrative of autobiography." Journal of Education Culture and Society 1, no. 2 (January 17, 2020): 51–66. http://dx.doi.org/10.15503/jecs20102.51.66.

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This article is a proposal of identity research through its process and narrative character. As a starting point I present a definition of identity understood as the whole life process of finding identification. Next I present my own model of auto/biography-narrative research inspired by hermeneutic and phenomenological traditions of thinking about experiencing reality. I treat auto/biography-narrative research as a means of exploratory conduct, based on the narrator’s biography data, also considering the researcher’s autobiographical thought. In the final part of the article I focus on showing the narrative structure of identity and autobiography. I emphasise this relation in definitions qualifying autobiography as written life narration and identity as a narration of autobiography.

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Setyaningrum, R. R. "CULTURAL ARTIFACTS IN STUDENTS’ LITERACY NARRATIVE." Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP 6, no. 1 (June 29, 2019): 61. http://dx.doi.org/10.33394/jo-elt.v6i1.2353.

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Literacy narrative is students’ writing. The students write their experiences in pass about how they learn reading, writing, speaking or listening in English. Students’ literacy narrative tells their effort to change identity from positional identity to figurative identity by using cultural artifacts. This study presents to identify the cultural artifacts to improve the students’ figurative identity through students’ literacy narrative. The objectives of study are to identify the cultural artifacts that use to change their identity by using literacy narrative. Qualitative research used to identify the cultural artifacts through students’ literacy narratives assignment and interview. The samples of the study are 20 students of senior high school. The finding result showed cultural artifacts are as tools to change their identity as a poor writer to be a good identity. Based on the students’ literacy narrative almost all of the students change their identity by cultural artifacts as books and English program (extracurricular). But some others, they joined English course beyond the school’s program. Considering the findings, this research highlights the need several times to identify the kinds of students’ identity by using ethnography.

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Dunlop, William L., Tara P. McCoy, and Patrick J. Morse. "Self-presentation strategies and narrative identity." Narrative Inquiry 30, no. 2 (May 19, 2020): 343–63. http://dx.doi.org/10.1075/ni.18077.dun.

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Abstract Narrative identity is most often assessed via prompts for key autobiographical scenes (e.g., turning points). Here, self-presentation strategies were examined in relation to the content and structure of key scenes. Participants (N = 396) provided narratives of life high points, low points, and turning points from within one of four assessment contexts and completed measures of self-deception positivity (SD) and impression management (IM). Narratives were coded for a series of linguistic (e.g., causation words) and conceptual (e.g., redemption) dimensions. Individual differences in IM corresponded with the linguistic and conceptual content of participants’ low points. This effect was particularly evident among females (as compared to males) and the conceptual content of key scenes in conditions in which participants provided written (as compared to spoken) narrative accounts. These results carry implications for the assessment and analysis of narrative identity.

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15

Chefneux, Gabriela. "Professional Identity in Narratives." Acta Universitatis Sapientiae, Philologica 14, no. 2 (December 1, 2022): 86–101. http://dx.doi.org/10.2478/ausp-2022-0017.

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Abstract The paper analyses six professional narratives in a workplace meeting. The first part presents the theoretical framework, namely definition, types of and approaches to identity and the main features of narratives, namely the structure, function, and narrator’s roles. The underlying assumption is that speakers display particular facets of their identity considering the environment and the type of interaction in which they are engaged and that narratives change depending on their purpose and context. The theoretical framework relies on Tajfel’s social constructionist approach to identity and on the Membership Categorization Analysis. The second part is the data analysis of the narratives presented by several employees of a multinational company during a phone conference meeting, with a focus on the professional identity in terms of narrative structure and values upheld by the narrators. The analysis presents the structure of the professional narratives, the values upheld, and the narrators’ roles and concludes with a possible professional master narrative.

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Fonioková, Zuzana. "Kultura, příběhy, identita : čínsko-americké povídačky Maxine Hong Kingstonové." Bohemica litteraria, no. 2 (2022): 73–94. http://dx.doi.org/10.5817/bl2022-2-5.

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This essay explores the intersection of culture, stories, and personal identity. It looks at narrative identity from a psychological perspective, focusing on the cultural conditioning of remembering one's life and narrating the self. It briefly discusses the concept of dominant cultural narratives (master narratives) and their influence on personal life stories as well as on one's life choices, paying attention to a form of "narrative resistance" where people whose experience does not fit a particular master narrative come up with alternative narratives. The next part of the essay deals with autobiographical writing, in which the questioning of socio-cultural norms and established beliefs is often accompanied by a violation of genre conventions and a search for alternative modes of self-expression, especially in the case of authors from socially marginalised groups. The last section then presents an analysis of the fictionalised autobiography The Woman Warrior by the Chinese American writer Maxine Hong Kingston, which depicts the conflict between two different conventions of life storying, models of identity construction, and master narratives that may occur for people of bicultural background. It also exemplifies the power of autobiographical texts to expose prevailing cultural narratives and to offer alternative perspectives.

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Löyttyniemi, Varpu. "Narrative identity and sexual difference." Narrative Inquiry 16, no. 2 (December 15, 2006): 255–74. http://dx.doi.org/10.1075/ni.16.2.03loy.

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This article adheres to the theorizing on narrative as dialogue and communication. It attempts to wed the notions of narrative and narrative identity — the words given to the self in time — to Luce Irigaray’s writings on dialogue and difference. In this frame, identity is regarded as a continuous becoming of an embodied self in relation to another self. The words that are needed in this becoming express the bodily self and touch the other at the same time. By emphasizing narrating as poiesis and creative work of imagination, it is possible to weave Irigaray’s ideas into a notion of narrative identity that moves between gathering the self in terms of emplotting on the one hand, and talking to the other in poetic words and rhythms that can express the identity as bodily and relational, on the other.

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Louis, Dima, and Michelle Mielly. "People on the tweets: Online collective identity narratives and temporality in the #LebaneseRevolution." Organization 30, no. 1 (December 29, 2022): 89–115. http://dx.doi.org/10.1177/13505084221137990.

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Our study examines collective identity development in the early stages of a social movement as it narratively unfolded on Twitter during the 2019 October revolution in Lebanon. Based on a sample extraction of Twitter content from the first month of the revolution and using both thematic and narrative analyses, our study uncovers an entangled temporality where past, present and future strands of narrative time intervene in online identity narratives. Disentangling these digital narratives enabled us to identify three temporal-thematic categories that outline the contours of the emergent online identity: a revisited narrative past evoking collective nostalgia, a disruptive narrative present creating an urgent “presence in the now,” and a prefigurative narrative future that allows online members to collectively re-imagine and co-create their collective selfhood. Taken together, these findings support better understandings of collective identity emergence in digitally-mediated social movements in three different ways. First, building on the organizational literature on temporality in collective identity formation, we highlight how temporal narratives online support and accelerate a nascent collective identity through their immediacy and global reach. Second, by approaching narrated time theoretically and not chronologically, we address recent calls that challenge linear temporal narratives. We highlight how entangled temporality contributes to the emergence of a social movement’s online collective identity. Ultimately, from a methodological perspective, we offer an approach for “disentangling” digital temporality and propose (ante)narrative theory as a useful interpretive lens for better apprehending identity-relevant social media content.

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Redman, Peter. "The narrative formation of identity revisited." Narrative Inquiry 15, no. 1 (September 28, 2005): 25–44. http://dx.doi.org/10.1075/ni.15.1.02red.

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This article revisits one of the more contentious debates in current studies of narrative: the claim that identities are, in some sense,fabricatedby and in narratives, and the counter-claim that individuals have inherent capacities, such as a dynamic unconscious, that precede or are in excess of any identity-building work that narrative might do. The article approaches this debate via competing theories drawn from sociology and cultural studies, contrasting post-structuralist and Foucauldian theories with a Kleinian cultural analysis of narrative. The theoretical discussion is illustrated via a story told by a young man who apparently had strong investments in heterosexual romance.

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Pasupathi, Monisha, Robyn Fivush, Andrea Follmer Greenhoot, and Kate C. McLean. "Intraindividual Variability in Narrative Identity: Complexities, Garden Paths, and Untapped Research Potential." European Journal of Personality 34, no. 6 (December 2020): 1138–50. http://dx.doi.org/10.1002/per.2279.

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This paper introduces key concepts for studying intraindividual variability in narratives (narrative IIV). Narrative IIV is conceptualized in terms of sources of within–person variation (events and audiences) and dimensions of variation (structural and motivational/affective dimensions of narratives). Possible implications of narrative IIV for well–being and self and social development are outlined. Considering narrative IIV leads to complexity in both theory and method, raising the issue of whether some avenues might be more productive than others. Using previously collected data, we sought to evaluate the research potential of different indices of narrative IIV ( n = 106 participants; n = 1272 narratives). All analyses were preregistered: doi: 10.17605/OSF.IO/SXV4W . Findings show that narrative IIV is distinct depending on source and dimension, replicating previous work. However, narrative IIV was largely unrelated to the measures of well–being and self and social development used in the present study. These findings support the practice of aggregating across narratives in existing research, at least for these outcomes and sources of variation, and provide important guidance for investigators who remain interested in the possible insights that narrative IIV may reveal about the person. © 2020 European Association of Personality Psychology

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Korostelina, Karina V. "Mapping national identity narratives in Ukraine." Nationalities Papers 41, no. 2 (March 2013): 293–315. http://dx.doi.org/10.1080/00905992.2012.747498.

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Since 1991, the absence of the concept of a Ukrainian nation and national identity has led to a controversial, often ambivalent process of identity formation. The aim of this paper is to analyze and map the widely shared concepts about national identity that exist in Ukrainian society after 20 years of independence. Analysis of 43 interviews with Ukrainian political and intellectual elites reveals five different shared narratives: (1) dual identity; (2) being pro-Soviet; (3) a fight for Ukrainian identity; (4) a recognition of Ukrainian identity; and (5) a multicultural-civic concept. Each narrative is characterized by three main features: a coherent structure with strong internal logic and justification of its legitimacy; connection to a specific conception of power and morality; and an opposition to other narratives. All these features lead to the perception of society as a zero-sum game where one narrative must prevail over all others. At the same time, all these features ensure that there can be neither an overwhelming victory of one narrative over others nor a satisfying compromise between them. The results shed light on the complex process of narrative construction of identity and power in newly independent states.

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Ringskou, Lea, Christoffer Vengsgaard, and Caroline Bach. "Klubpædagogen mellem demokrati, frihed og markedsgørelse?" Forskning i Pædagogers Profession og Uddannelse 4, no. 2 (October 19, 2020): 16. http://dx.doi.org/10.7146/fppu.v4i2.122504.

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ResuméArtiklen omhandler et toårigt forskningsprojekt på VIA Pædagoguddannelse om klubpædagogisk professionsidentitet. I forskningsprojektet er der udført 11 kvalitative semistrukturerede interviews. Ud fra interviewene konstruerer vi analytisk tre dominerende narrativer: klubpædagogen som demokratisk medborgerskaber, frihedens klubpædagog og klubpædagogen som sælger. Ud fra narrativerne præsenterer vi tre større historisk og kulturelt forankrede nøglefortællinger om klubpædagogisk professionsidentitet. De to første narrativer indeholder nøglefortællinger om demokrati og frihed, der trækker på klassisk reformpædagogik og kritisk frigørende pædagogik. Heroverfor indeholder narrativet pædagogen som sælger en historisk nyere nøglefortælling om markedsgørelse. Vi betragter mødet mellem nøglefortællingerne som en mere overordnet fortælling om klubpædagogisk professionsidentitet mellem tradition og forandring. Afslutningsvis diskuterer vi, hvilke udfordringer og muligheder mødet mellem nøglefortællingerne, nærmere bestemt mødet mellem demokrati og frihed på den ene side og markedsgørelse på den anden, potentielt kan indeholde i forhold til klubpædagogisk professionsidentitet og omverdenens anerkendelse. På den ene side kan markedsgørelsen tolkes som risiko for dekonstruktion af klubpædagogisk professionsidentitet, der vil kunne udhule nøglefortællingerne om demokrati og frihed. På den anden side kan der argumenteres for, at netop nøglefortællingen om markedsgørelsen kan tolkes som mulighed for at styrke de to andre nøglefortællinger og at den sigt vil kunne bidrage til stabilisering og anerkendelse af klubpædagogisk professionsidentitet. AbstractLeisure time pedagogue working in youth clubs: between democracy, freedom and marketing? Three key narratives in professional identity of leisure time pedagogues working in youth clubsIn this article, we present the results of a research project about the professional identity of leisure time pedagogue working in different forms of youth clubs with children and teenagers from 10 to 18+ years of age. We base the analysis on 11 qualitative semi-structured interviews. Through the analysis, we construct three key narratives: a key narrative concerning democracy, a key narrative concerning freedom and a key narrative concerning marketing (sale). We use these three key narratives to illustrate the complexity of the professional identity of the leisure time pedagogue. Both tradition and renewal characterizes the professional identity of the leisure time pedagogues. In the final section, we discuss the encounter between the key narratives of democracy and freedom on the one hand and the key narrative of marketing on the other. What are the possible pitfalls and potentials in this encounter, when the pedagogues strives for the acknowledgement and acceptance of professional identity?

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Szilárdi, Réka. "Social identity and narrative perspectives." Acta Cultura et Paedagogicae 3, no. 1 (May 21, 2024): 87–99. http://dx.doi.org/10.15170/acep.2023.01.06.

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Balázs Kézdi, in his work entitled Identity and Culture (2001), draws attention to the fact that the concept of identity is ambiguous and overdetermined not only in social science discourse but also in psychology because the concepts of "self" and selfdefinition are often mixed up with the concepts of self-definition. Different theories emphasise different characteristics depending on whether the self is a personal or a social self-definition and whether the process of identification is interpreted as static or situational. Over the last few decades, the psychological literature on identity has increasingly emphasised the narrative nature of identity. This means that people form their interpretations of the world through narratives (including self-narratives), and these narratives are inseparable from the concept of self-determination (László, 2005). The following paper discusses the particular case of collective identity and significant group identification, including the issue of national identity and the role of collective memories. Accordingly, it focuses first on the psychological and cultural approach to the process of peer self-determination, followed by the group history and the resulting theoretical considerations.

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McElearney, Patrick E. "Cancer’s Uncertain Identity: A Narrative and Performative Model for Coping." Qualitative Inquiry 25, no. 9-10 (August 13, 2018): 979–88. http://dx.doi.org/10.1177/1077800418792944.

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I offer my former experiences coping with adolescent cancer as evidence to warrant my exploration into coping as a narrative and performative matter of identity. I articulate coping as performative and narrative apperception, wherein the act of coping can be a performative act reflexively tethered to narrative identity, and entrenched in sociocultural constructs. I argue that (a) a cancer diagnosis and cancer narratives are language in action; (b) there is a liminal and uncertain state of all cancer patients, and adolescent patients in particular; and (c) narratives and their discursive structures create, and are created by, performed actions, narratives, and identities.

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Hole, Rachelle. "Narratives of identity." Narrative Inquiry 17, no. 2 (December 31, 2007): 259–78. http://dx.doi.org/10.1075/ni.17.2.06hol.

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Living in the world as a Deaf person provides a different situatedness in which deaf individuals construct their identity. How does living in the world, different from the hearing majority, influence the ways deaf individuals go about the creative act of constructing identities? Traditionally, researchers of D/deafness have constructed identity categories in order to research identity and hearing loss. For example, there is a distinction made in the literature between deafness (written with a lower case ‘d’) — an audiological state related to having a hearing loss — and Deafness (written with an upper case ‘D’) — a marker of a culturally Deaf identity. This article is about how three women constructed narrative identities relating to hearing loss in life stories. And how they incorporated, resisted, and/or rejected various cultural discourses in narratives they told? Using a poststructural narrative analysis, I explore how identities relating to hearing status were shaped and limited by four discourses at work in the participants’ narrative tellings (discourses of normalcy, discourses of difference, discourses of passing, and Deaf cultural discourses). For example, I discuss how discourses of normalcy and discourses of difference led to the construction of identities based on opposites, in a binary relationship where one side of the binary was privileged and the opposite was “othered”, e.g., hearing/deaf, and Deaf/deaf. Finally, drawing on the work of Judith Butler, I conclude the article with a discussion of some theoretical implications that emerged from using a poststructural narrative analysis.

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Schrauf, Robert W. "Narrative Repair of Threatened Identity." Narrative Inquiry 10, no. 1 (October 17, 2000): 127–45. http://dx.doi.org/10.1075/ni.10.1.08sch.

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In terms of positioning theory (Harré & van Langenhove, 1999), a person who has lost a contest may be said to have been forcibly positioned as a ‘loser.’ This threat to social identity requires some repair. Narrators may then tell stories in which they re-position themselves and other actors—collaborators, judges, publics—in new plots (“the real story”) that exonerate them and repair their threatened social identities. This narrative positioning of the other is also a reflexive positioning of the self, and comprises a careful crafting of one’s persona. These dynamics are explored in stories about carnival contests celebrated annually in Andalucía, Spain. In these contests, minstrel groups prepared for months in advance compete with one another for formal prizes before singing their repertoire on the streets. Narratives of identity repair are examined from the autores (directors) of groups that have lost in these contests. (Narrative Identity, Positioning Theory, Conversation Analysis, Carnival, Spain)

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Díaz de Olarte Cabada, Miren Karmele. "The Reconstruction of Identity in V.S. Naipaul's The Mimic Men and in Caryl Phillips'In the Falling Snow: Life and narration." VERBEIA. Revista de Estudios Filológicos. Journal of English and Spanish Studies 5, no. 4 (April 29, 2019): 186–203. http://dx.doi.org/10.57087/verbeia.2019.4064.

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This article draws inspiration from the concept of narrative identity whichstates that any coherent reconstruction of identity requires a narration of the self, that is, alife story created out of a meaningful reflexion on personal memoirs. The concept ofnarrative identity, albeit coming from the social sciences, has its literary counterpart infirst-person narratives. Since Ralph Singh, in Naipaul’s The Mimic Men and Earl Gordon, inCaryl Phillip's In the Falling Snow revisit their life-stories through autobiography and confession respectively, it seems feasible to consider these two first-person narrativemodalities as fictional examples of narrative identity.

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Cierpka, Anna. "Narrative Identity in Late Adulthood." Psychology of Language and Communication 16, no. 3 (December 1, 2012): 237–52. http://dx.doi.org/10.2478/v10057-012-0016-6.

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Abstract Narrative identity is recognized as a process and viewed in dynamic terms, as an entity subject to constant changes in the course of one’s life. It is assumed that an increasing need to make changes in one’s history of life emerges in middle adulthood. A generative script is revealed, containing a plan to become part of the lives of future generations. The process of creative integration of one’s life story may gather momentum in late adulthood, when individuals explore their identity in the context of their life’s work. In order to test the above assumptions, narratives of participants aged 65-80 years who were wives/mothers/grandmothers or husbands/fathers/grandfathers during their lives were analyzed. Six main themes characteristic of life stories in late adulthood were identified, along with groups of traits, behaviors and values which participants wished to pass on to subsequent generations. The narratives clearly featured a generative motivation and the need to integrate one’s story.

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Franck, Henrika, and Paul Savage. "Narratives that Matter: #MeToo and Performative Narrative Identity Construction." Academy of Management Proceedings 2020, no. 1 (August 2020): 18767. http://dx.doi.org/10.5465/ambpp.2020.18767abstract.

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ter Avest, Ina, Cok Bakker, and Siebren Miedema. "Different Schools as Narrative Communities: Identity Narratives in Threefold." Religious Education 103, no. 3 (June 10, 2008): 307–22. http://dx.doi.org/10.1080/00344080802053477.

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McBeth, Mark K., Donna L. Lybecker, and Jessica M. Sargent. "NARRATIVE EMPATHY." World Affairs 185, no. 3 (July 27, 2022): 471–99. http://dx.doi.org/10.1177/00438200221107018.

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Understanding the reasoning behind diverse views grows empathy and can help strengthen democracy. This study examines narratives and their influence on individuals, to see if individuals only empathize with narratives from those with whom they share identity. Using an experimental design, we test empathy with working class climate change narratives. Results showed participants who agreed with anthropogenic climate change, who were given both evidence and a narrative, empathized with the narrator (either an organic farmer or a mechanic) that told a pro-climate change narrative. The greatest empathy was for the mechanic telling a pro-climate change narrative. Conversely, participants who did not agree with human-caused climate change and who were given evidence without narrative had more empathy for the organic farmer (over the mechanic) who told a pro-climate change narrative. Overall, we found some identity issues negatively influenced empathy, but we also found examples where individuals moved beyond their identity.

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Zahrai, Larysa. "Narrative Identity: Formation Mechanism." Journal of Vasyl Stefanyk Precarpathian National University 7, no. 2 (November 18, 2020): 85–91. http://dx.doi.org/10.15330/jpnu.7.2.85-91.

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The article discusses interpretations of identity from a postmodern perspective. A three-level model of personality is used to represent the methodological framework for analyzing identity. From a postmodern perspective, personal identity is defined as a socio-cultural representation. Narrative identity is formed through dialogic interaction, which results in the integration and internalization of life experience

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Gasparov, Igor G. "Personal identity and narrative." Philosophy Journal 11, no. 3 (2018): 180–83. http://dx.doi.org/10.21146/2072-0726-2018-11-3-180-183.

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Farquhar, Sandy. "Wellbeing and narrative identity." Early Childhood Folio 16, no. 1 (June 1, 2012): 27–33. http://dx.doi.org/10.18296/ecf.0144.

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Berntsen. "Narrative Identity—Uniquely Human?" Evolutionary Studies in Imaginative Culture 3, no. 1 (2019): 27. http://dx.doi.org/10.26613/esic.3.1.113.

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Boelhower, William, Amritjit Singh, Joseph T. Skerrett, and Robert E. Hogan. "Memory, Narrative, & Identity." MELUS 22, no. 4 (1997): 185. http://dx.doi.org/10.2307/467999.

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Polkinghorne, Donald E. "Explorations of Narrative Identity." Psychological Inquiry 7, no. 4 (October 1996): 363–67. http://dx.doi.org/10.1207/s15327965pli0704_13.

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Rafferty, Rebecca. "Complicating the Identity Narrative." Afterimage 39, no. 6 (May 1, 2012): 32–33. http://dx.doi.org/10.1525/aft.2012.39.6.32.

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Engel, David M., and Frank Munger. "Narrative, Disability, and Identity." Narrative 15, no. 1 (2007): 85–94. http://dx.doi.org/10.1353/nar.2007.0004.

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McNay, Lois. "Gender and narrative identity." Journal of Political Ideologies 4, no. 3 (October 1999): 315–36. http://dx.doi.org/10.1080/13569319908420801.

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Yarhouse, Mark A. "Narrative Sexual Identity Therapy." American Journal of Family Therapy 36, no. 3 (May 7, 2008): 196–210. http://dx.doi.org/10.1080/01926180701236498.

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Walsh, Mary. "Identity, Narrative and Politics." Contemporary Political Theory 3, no. 3 (December 2004): 353–55. http://dx.doi.org/10.1057/palgrave.cpt.9300143.

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Vickers, Neil. "Narrative identity and illness." Journal of Evaluation in Clinical Practice 18, no. 5 (September 21, 2012): 1070–71. http://dx.doi.org/10.1111/j.1365-2753.2012.01919.x.

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Čapek, Jakub. "Narrative identity and phenomenology." Continental Philosophy Review 50, no. 3 (July 16, 2016): 359–75. http://dx.doi.org/10.1007/s11007-016-9381-5.

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Raffard, Stéphane, Arnaud D’Argembeau, Claudia Lardi, Sophie Bayard, Jean-Philippe Boulenger, and Martial Van der Linden. "Narrative identity in schizophrenia." Consciousness and Cognition 19, no. 1 (March 2010): 328–40. http://dx.doi.org/10.1016/j.concog.2009.10.005.

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Bates, Adam, Trish Hobman, and Beth T. Bell. "“Let Me Do What I Please With It . . . Don’t Decide My Identity For Me”: LGBTQ+ Youth Experiences of Social Media in Narrative Identity Development." Journal of Adolescent Research 35, no. 1 (November 3, 2019): 51–83. http://dx.doi.org/10.1177/0743558419884700.

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Social media provides Lesbian Gay Bisexual Transgender Queer Plus (LGBTQ+) youth with daily access to a broader sociocultural dialogue that may shape narrative identity development. Through in-depth narrative interviews, this study sought to understand the lived experiences of 11 LGBTQ+ undergraduates ( age range = 19-23) building narrative identities in the cultural context of social media and the role of social media within this process. Interviews were analyzed using an interpretative, individual analysis of personal stories. These experiences were then compared and contrasted through thematic analysis to identify four shared narrative themes. Narratives of merging safe spaces highlight how LGBTQ+ youth now have regular access to safe environments online/offline which facilitate more secure identity development. Narratives of external identity alignment describe social media as a tool for LGBTQ+ youth to seek out identities that match their preexisting sense of self. Narratives of multiple context-based identities encapsulate how adolescents’ identity markers are multiple and invoked in a context-dependent manner. Finally, narratives of individuality and autonomy characterize how LGBTQ+ youth perceive themselves as highly individualized members of a wider community. These findings highlight the complex role social media plays within LGBTQ+ youth identity development. The implications are discussed within.

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Elyasi, Faramarz, and Ehsan Hassani. "Incredulity of Grand-Narratives: Dystopic, Alternative, and Suppressed Narratives in Paul Auster’s Man in the Dark." International Journal of English Literature and Social Sciences 8, no. 3 (2023): 136–40. http://dx.doi.org/10.22161/ijels.83.22.

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Paul Auster habitually uses multiple narrative structures in his novels and situates the reader in a mesh of narratives in which neither a real narrator is discerned nor the protagonist’s identity is distinguishable. In Man in the Dark, Auster uses two dystopic narrative lines in the novel with undistinguished characters’ identity to question the credulity of grand-narrative. In Lyotard’s theory of postmodernism, credulity of grand narratives is questioned since it disregards different voices in the novels. Brill and Brick are one character but with two functions in the novel. Brill tells a story consciously and tries to recreate a self-made story about Brick who is a semi-fabricated story of Brill who tries to deconstruct alternative America, though political decisions were different. The idea of dystopia, identity confusion, and temporal and spatial confusion in the novel reveals the possibility of a narration in one way or the other. Temporally, the past and present are connected through reinterpretations and imaginations which disproves the credulity of narratives in the present novel. Auster constructs and deconstructs identities and narratives in American setting and implies that most of the unspoken and suppressed aspects of narratives reduce the credulity of grand-narratives.

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Atkins, Kim. "Narrative identity, practical identity and ethical subjectivity." Continental Philosophy Review 37, no. 3 (July 2004): 341–66. http://dx.doi.org/10.1007/s11007-004-5559-3.

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Hamilton, Heidi E. "Narrative as snapshot." Narrative Inquiry 18, no. 1 (August 15, 2008): 53–82. http://dx.doi.org/10.1075/ni.18.1.04ham.

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Sociolinguists and discursive psychologists interested in the construction of identity in discourse have focused their attention on how people recount their life events, arguing that narrative choices can reveal much about how narrators see themselves and how they wish to be seen by those listening to their stories. What happens, though, when severe memory loss interferes with this process? In this article, I examine the intersection of narrative, identity and memory by revisiting five (total of 2 hours and 39 minutes) tape-recorded conversations I had over 4½ years with a woman, Elsie, in her 80s at the moderately severe stage of Alzheimer’s disease (Hamilton, 1994). Focusing on a set of 204 clauses spoken by Elsie that contain past references within these conversations, I differentiate those clauses that are part of conversational narratives (56 or 27%) from independent clauses I term ‘narrative traces’ (148 or 73%). I then identify and examine in greater detail the linguistic construction of the storyworld within fifteen short narratives comprising the 56 narrative clauses. Special attention is given to nominal, verbal, spatial and temporal reference. I identify problems in orientation that have consequences for the coherence of the narrative as a text, as well as for the discursive construction of the narrator’s identity. I close with thoughts about how identity construction can be understood in the (near) absence of coherent reconstructions of the past. Possible useful approaches include Bakhtin’s (1981) notion of word “flavors,” Agha’s (2005) work on enregistered voices, and discourse strategies anchored in the interactional here-and-now, such as “small” talk and politeness work (Brown & Levinson, 1987).

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Kim, Beatrice H. "Narrative Identity Formation in Midlife Korean Christian Women." Christian Education Journal: Research on Educational Ministry 16, no. 1 (January 4, 2019): 26–46. http://dx.doi.org/10.1177/0739891318823217.

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This qualitative study explores the narrative identities and redemptive self of midlife Korean Christian women through their life stories. Data was collected through in-depth interviews with 23 midlife Korean Christian women in Southern California, which provided thick and rich descriptions of their life experiences. The findings revealed five major themes in each of two categories—narrative identity and redemptive self. Understanding how these Korean Christian women reconciled two master narratives, culture and spirituality, in their narrative identity formation, can provide insight in the consideration of women’s ministry.

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