The Lived Experience of Student Veterans Transitioning to Higher Education: A Narrative Analysis

2014 ◽  
Vol 1 (3) ◽  
pp. 49-60
Author(s):  
Christina Anamaria Alexander ◽  
Keyword(s):  
Higher Education ◽  
Lived Experience ◽  
Narrative Analysis ◽  
Student Veterans

scholarly journals Health(care) in the Crisis: Reflections in Science and Society on Opioid Addiction

2021 ◽  
Vol 18 (1) ◽  
pp. 341
Author(s):  
Roxana Damiescu ◽  
Mita Banerjee ◽  
David Y. W. Lee ◽  
Norbert W. Paul ◽  
Thomas Efferth
Keyword(s):  
Chronic Pain ◽  
Lived Experience ◽  
Narrative Analysis ◽  
Opioid Abuse ◽  
Societal Implications ◽  
Public Health Approach ◽  
Opioid Misuse ◽  
Post Surgery ◽  
Patient Narratives ◽  
The Relationship

Opioid abuse and misuse have led to an epidemic which is currently spreading worldwide. Since the number of opioid overdoses is still increasing, it is becoming obvious that current rather unsystematic approaches to tackle this health problem are not effective. This review suggests that fighting the opioid epidemic requires a structured public health approach. Therefore, it is important to consider not only scientific and biomedical perspectives, but societal implications and the lived experience of groups at risk as well. Hence, this review evaluates the risk factors associated with opioid overdoses and investigates the rates of chronic opioid misuse, particularly in the context of chronic pain as well as post-surgery treatments, as the entrance of opioids in people’s lives. Linking pharmaceutical biology to narrative analysis is essential to understand the modulations of the usual themes of addiction and abuse present in the opioid crisis. This paper shows that patient narratives can be an important resource in understanding the complexity of opioid abuse and addiction. In particular, the relationship between chronic pain and social inequality must be considered. The main goal of this review is to demonstrate how a deeper transdisciplinary-enriched understanding can lead to more precise strategies of prevention or treatment of opioid abuse.

Accelerating the implementation of SDG 4: stakeholder perceptions towards initiation of sustainable community engagement projects by higher education institutions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Lombuso Precious Shabalala ◽  
Sisa Ngcwangu
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Community Engagement ◽  
Narrative Analysis ◽  
Qualitative Methodology ◽  
Higher Education Institutions ◽  
Reciprocal Relationship ◽  
Stakeholder Perceptions ◽  
Content Type ◽  
Sustainable Community

Purpose This paper aims to present the results of an investigation on how a reciprocal relationship between the University of Mpumalanga (UMP) in South Africa and the surrounding communities can be used to accelerate the implementation of sustainable development goal 4 (SDG 4). The aim of this paper is to establish stakeholder perceptions on the role of higher education institutions (HEIs) in the development and implementation of sustainable community engagement (CE) projects geared towards the acceleration of SDG 4. Design/methodology/approach A qualitative methodology was adopted. This consisted of a presentation at UMP, an educational tour of the campus and discussion sessions with 3 education officials and 19 high schools representatives from Ehlanzeni District Municipality, Mpumalanga Province, South Africa. Content and narrative analysis were used to analyse the data obtained during the discussions. Findings The key findings indicate that a reciprocal relationship between HEIs and their surrounding communities can be used to accelerate the implementation of SDG 4 by positioning HEIs to take the lead with initiatives and implementation of CE projects. Research limitations/implications For HEIs to be in a better position to take a leading role in CE, they must guide without imposing, else it may lead to stakeholders losing interest. Practical implications The importance of a mutual working relationship between HEIs and communities becomes paramount, as it may lead to the realisation and acceleration of SDG 4 through CE. It is suggested that HEIs prioritise CE and also involve communities from the conceptualisation of any project. Originality/value The paper raises awareness and demonstrates the importance and possibilities of using CE towards the acceleration of the implementation of SDG 4 by HEIs.

scholarly journals Roles of female leaders of educational in Vietnam National University

2017 ◽  
Vol 33 (4) ◽  
Author(s):  
Nguyen Duc Huy ◽  
Nguyen Huu Chung ◽  
Nguyen Trung Kien
Keyword(s):  
Higher Education ◽  
Lived Experience ◽  
Leadership Styles ◽  
Women Leaders ◽  
Teaching And Learning ◽  
Educational Leaders ◽  
Female Leaders ◽  
Leadership In Higher Education ◽  
Vietnamese Higher Education ◽  
National University

In order to understanding the increasing number of women leaders in Vietnamese higher education. The research was a qualitative study using a narrative inquiry research design as a means to elicit the lived experience of some respected female educational leaders. However, a higher of males leader than females still fills senior management roles in Vietnamese higher education.  This study explores of perspective the leadership styles of women leaders who want to positions of leadership in higher education. Most of the female leaders have not leadership training at any school, so their leadership and management by experiences.The identification of important factors effect on the educational leadership of these figures will provide insight into the nature of leadership in relation to teaching and learning in Vietnamese higher education. Research will focus on interview as method for exploring thestories offemale educational leaders in Vietnam National University, Hanoi (VNU). The role of female leaders in changing, developing and perfecting valuable structures. Exploring these stories will demonstrate and can be understood the leadership styles of female leader in at VNU.

scholarly journals From War Zones to Classrooms

2019 ◽  
Vol 18 (2) ◽  
Author(s):  
Michael C. Jones
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
Organizational Structures ◽  
Student Veterans ◽  
War Zones ◽  
The Way

Student-veterans are a unique subculture across the nation's college and univeristy campuses, and their enrollment numbers are expected to grow to almost two million in the upcoming years following the Iraq and Afghanistan wars (ACE, 2008). It is vital for higher eduation institutions to critically examine the way they serve this important subgroup and redesign their organizational structures and established cultures to better serve this population. This article examines the perspectives of three student-veterans, provides recommendations on improving their transition into higher education, and recognizes some current best practices that support student-veterans.

scholarly journals My Sister, Our Stories: Exploring the Lived Experience of School Leavers through Narrative and Poetics

2015 ◽  
Author(s):  
C. Davis ◽  
Jennifer Pepperell
Keyword(s):  
Social Class ◽  
Lived Experience ◽  
Adult Female ◽  
Narrative Analysis ◽  
Life Experiences ◽  
Educational Experiences ◽  
Sibling Relationship

The purpose of this study was to explore the educational experiences of two adult female siblings who are both school leavers. Through the use of thematic narrative analysis, sibling narratives and poetic re-presentations, their stories were developed. These stories represent the participants’ experiences of prior schooling and their current commitments to education. While each story conveyed a profound similarity in terms of prior schooling, contrasting narratives were illustrated through description of transitional moments and sibling relationship. The analysis also explored the intersections of race, gender, and social class within educative moments of the life experiences of the participants.

Paul Ricoeur’s theory of interpretation adapted as a method for narrative analysis to capture the existential realities expressed in stories from people living with Multiple Sclerosis

2016 ◽  
Vol 16 (5) ◽  
pp. 649-663 ◽  
Author(s):  
Louise Hardwick
Keyword(s):  
Multiple Sclerosis ◽  
Lived Experience ◽  
Social Workers ◽  
Narrative Analysis ◽  
Chronic Conditions ◽  
Meaning Making ◽  
Paul Ricoeur ◽  
Living Well ◽  
The North ◽  
Insight Into

This paper draws on Paul Ricoeur’s theory of interpretation to highlight aspects of the existential realities that emerge woven within the narratives of people living with Multiple Sclerosis (MS). It aims to give social workers and other professionals involved in inter-disciplinary care insight into the meaning-making process and the existential realities interwoven in accounts of lived experience, thereby validating this aspect of experience. To support this approach it also aims to make explicit the method used and interpretation applied to elicit these features. Ten adults with MS from across the North of England were recruited to tell their story related to the onset of, and adjustment to MS. Two of the narratives are presented, and through these, the method used for interpretation derived from the theory of Paul Ricoeur is demonstrated. What emerge, threaded within the events told in a triptych of past, present and future life envisaged, are glimpses of existential realities that evoke universal recognition such as abandonment, loss, acceptance; solidarity, aloneness, suffering and finally calm. The paper concludes that, given chronic conditions like MS often predispose existential deliberation, it is important that these dimensions of lived experience are acknowledged in professional encounters that seek to manage the condition and support people living well with it.

scholarly journals Reconstructing my identity

2018 ◽  
Vol 7 (3) ◽  
pp. 235-246 ◽  
Author(s):  
Elaine Campbell
Keyword(s):  
Mental Health ◽  
Higher Education ◽  
Lived Experience ◽  
Academic Identity ◽  
Depression And Anxiety ◽  
Content Type ◽  
Self Identity ◽  
Personal Story ◽  
Loss Of Self ◽  
University Setting

Purpose The purpose of this paper is to offer an insight into mental health illness in academia, and its impact on academic identity. Design/methodology/approach The study adopts an evocative autoethnographic approach, utilising diary entries collected during the author’s three-month absence from her university due to depression and anxiety. A contemporary methodology, autoethnography seeks to use personal experience to provide a deeper understanding of culture. In this personal story, the author explores her decline in mental health and subsequent re-construction of her academic identity in order to enhance understanding of the organisational culture of higher education. Findings This paper illustrates how, rather than being an achievement, academic identity is an ongoing process of construction. Although mental health illness can contribute to a sense of loss of self, identity can be re-constructed during and after recovery. Autoethnographic explorations of depression and anxiety in higher education provide a deeper understanding of an often stigmatized issue, but researchers should be alive to the political and ethical pitfalls associated with deeply reflexive research. Originality/value There is little autoethnographic research on mental health illness in a university setting. This paper offers unique insights into the lived experience of depression and anxiety in the context of academic life, through the lens of academic identity.

Queer Pedagogy

2018 ◽  
Author(s):  
Matthew Thomas-Reid
Keyword(s):  
Higher Education ◽  
Critical Pedagogy ◽  
Lived Experience ◽  
Queer Theory ◽  
20Th Century ◽  
Judith Butler ◽  
Late 20Th Century ◽  
Educational Spaces ◽  
K 12 ◽  
Queer Pedagogy

Queer pedagogy is an approach to educational praxis and curricula emerging in the late 20th century, drawing from the theoretical traditions of poststructuralism, queer theory, and critical pedagogy. The ideas put forth by key figures in queer theory, including principally Michel Foucault and Judith Butler, were adopted in the early 1990s by to posit an approach to education that seeks to challenge heteronormative structures and assumptions in K–12 and higher education curricula, pedagogy, and policy. Queer pedagogy, much like the queer theory that informs it, draws on the lived experience of the queer, wonky, or non-normative as a lens through which to consider educational phenomena. Queer pedagogy seeks to both uncover and disrupt hidden curricula of heteronormativity as well as to develop classroom landscapes and experiences that create safety for queer participants. In unpacking queer pedagogy, three forms of the word “queer” emerge: queer-as-a-noun, queer-as-an-adjective, and queer-as-a-verb. Queer pedagogy involves exploring the noun form, or “being” queer, and how queer identities intersect and impact educational spaces. The word “queer” can also become an adjective that describes moments when heteronormative perceptions become blurred by the presence of these queer identities. In praxis, queer pedagogy embraces a proactive use of queer as a verb; a teacher might use queer pedagogy to trouble traditional heteronormative notions about curricula and pedagogy. This queer praxis, or queer as a verb, involves three primary foci: safety for queer students and teachers; engagement by queer students; and finally, understanding of queer issues, culture, and history.

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