The noun visilka: a semantic portrait and a sys­tem of multiple meanings (based on police search documentation of the second half of the 19th century)

his article is devoted to one of the important aspects of studying the Russian business language of the second half of the 19th century — the formation of the lexical meaning of the noun visilka (exile, expulsion), typical of the police procedure documentation of the time. The author discovered business texts of this type in the funds of the State Archive of the Tyumen region, the State Archive of the Omsk region, and the State Archive of the Irkutsk region. All texts date back to the late 19th century. The study of the lexeme visilka was conducted in ac­cordance with the lexicographic portraiture methodology (proposed by Apresyan and Mayorov) and the principles of linguistic study of source texts. A comprehensive analysis of the lexical distribution of the noun visilka determined the necessity of abstract or concrete-abstract vector locatives, which expanded the lexical meaning of this lexeme in the business texts of the second half of the 19th century. The authors identified the main semantic features of the noun visilka (the dominance of the archiseme — 'process', the existence of the differen­tial semes 'result', 'actions of people involved in a police search'). Further research is aimed at examining business writings from Western and Eastern Siberia, which belong to a different genre and a different time period. Further research will be based on the texts from the Nation­al Corpus of the Russian language, the Uppsala and Tyubinsk corpuses, the database of the Russian press Integrum and Open Corpus.

“There Isn't an Easy Way for Me to Talk About This”: A Historical and Contemporary Examination of Emotional Rules for Teachers

Background/Context As grounding for our work, we consider the creation and development of the teaching profession as a particularly “feminine” role. We then briefly describe the contemporary context of schooling, particularly related to neoliberal accountability and its impact on teachers’ experiences. This comparison shows that the historical claims pertaining to women in the teaching workforce have modern-day equivalents, suggesting that the workforce and emotions pertaining to it are still heavily regulated and monitored. Purpose of Study The purpose of this study is to explore how teachers’ emotions are or are not supported and nurtured in an urban high school, contextualized by an exploration of what it means to work in a “feminized” profession that is increasingly subject to regulations that limit teachers’ autonomy and agency. Research Design Drawing on portraiture methodology and using interview and field note data from a case study on teacher morale in an urban high school, we advance a theory about the emotional rules of teaching in a neoliberal era. Findings We argue that teachers have been socialized into the emotional rules of the profession in ways that inhibit their expressions of so-called outlaw emotions, or negative emotions that certain groups have been taught not to exhibit. For some teachers, these emotions may manifest as vulnerability, shame, or burnout. Conclusions/Recommendations We conclude that emotional rules are embodied and that there are material consequences to the ways teachers are required to regulate their emotions. Teachers’ expressions of outlaw emotions should be viewed as courageous. Teachers’ vulnerability should be nurtured at both individual and institutional levels in order to build teacher community, reduce feelings of burnout and isolation, and ultimately (hopefully) reduce teacher attrition. Valuing the humanity and emotions of teachers is a critical step in ensuring humanity for all of our children.

Silenced Narratives on Schooling and Future: The Educational Situation for Roma Children in Norway

This article explores how Roma pupils in Norway experience school. Using portraiture methodology, I narrate the experiences of Leah, Hannah and Maria, focusing on their situation before and after the transition from elementary to lower secondary school. The article demonstrates how children negotiate and are negotiated by, intersecting racializing and gendering structures, using decolonial perspectives. One key finding is the complexity in how the schools’ knowledge discourses, and subsequent practices and attitudes, play out in the girls’ agency. I emphasize the need to produce counter-narratives by identifying agency, rather than depicting Roma in positions as either exotic or marginalized. Overall, the article addresses how coloniality still produces and upholds structures of inequality that render groups like Roma as non-existent in education. Turning the lens towards the inadequacy of an educational system that struggles to recognize the need for radical structural change, the article challenges a strong metanarrative within research and public debate that depicts “the different Roma culture” as the main explanation to low educational attainment among Roma pupils. I argue that the agency of Roma in Norway, who historically have resisted formal education experienced as forced assimilation, represents a unique opportunity to critically examine and rethink how inclusion is understood and operationalized in schools. Thus, knowledge about how school is experienced by Roma pupils today constitutes a vital contribution to the needed effort to decolonialize the educational system.

Teen Mom Student of the Month: Ethics of Care, School Structure, and Reconfiguring What It Means to be a Good Student

Using portraiture methodology, this study features caring classroom experiences between Latina teen mothers and their teachers at an alternative school along the U.S./Mexico border. Classroom observations and in-depth interviews were conducted to piece together three classroom portraits which reveal the following: (a) authentically caring pedagogical interactions in the classrooms enabled Latina teen mothers to develop a pro-school ethos, and (b) these pedagogical interactions of care and support in the classroom were made possible within a caring schooling structure. This article contributes to the field of urban education by showcasing successes and effective practices in an urban setting.

Structuring arts-based analysis in portraiture research

Purpose The purpose of this paper is to describe the development of an innovative arts-based analysis process within the framework of portraiture methodology. The paper provides an example of how to incorporate multi-modal forms of analysis within the portraiture framework and offers a fluid, qualitative “recipe” for researchers interested in using portraiture methodology. Design/methodology/approach The study described in this paper explores vulnerability and resilience in teaching, using poetry and visual art as integrated elements of the portraiture process. Portraiture is a qualitative, feminist, artistic methodology that draws from ethnography and phenomenology to describe, understand and interpret complex human experiences. Findings This research resulted in the methodological development of three stages of analysis within the portraiture process: drafting vignettes, poetic expression and artistic expression. These stages of data analysis highlight the methodological richness of portraiture and center the researcher’s engagement in creative, intuitive and associative processes. Research limitations/implications This study contributes to existing scholarship that extends portraiture methodology by including additional aesthetic elements and offers a roadmap for what a multi-modal, arts-based analysis process might look like within the portraiture framework. Originality/value The study presented in this paper serves as an example of qualitative research that expands methodological boundaries and centers the role of intuition, association and creativity in research. This work serves as a unique and important contribution to the portraiture literature, offering a provocative roadmap for researchers who are drawn to portraiture as an appropriate methodology to explore their inquiry.

My Future, My Family, My Freedom: Meanings of Schooling for Poor, Rural Chinese Youth

In this article, Xin Xiang investigates what dushu, or “schooling,” means for rural senior secondary school students in a high-poverty county in southwestern China. With the persistence of China's rural-urban education inequality and alarming reports about secondary school dropout rates, rural students' and their families' attitudes toward schooling have become a topic of academic as well as public debate. Drawing from repeated interviews with and observations of twenty-seven students conducted over a year, Xiang uses portraiture methodology to illustrate the different dimensions of meaning these rural youth attach to dushu: the means to a future of comfort and dignity, a family responsibility and collective investment, and a path toward individual freedom and actualization. This portrait also reveals the deep contradictions that define these students' experiences of dushu and how it often denies the hopes they attach to it and demands painful compromises.

The Song (Does Not) Remain the Same: Re-Envisioning Portraiture Methodology in Educational Research

This conceptual paper explores how portraiture methodology re-envisioned was used in an educational research project with white teachers. What qualifies as authentic voice and an appraisal of how portraiture and auto-ethnography hold up against the critique of voice-centered research made by Lather (2009), Mazzei and Jackson (2012a) and English (2000) are discussed in the context of the author’s personal narrative journey to the use of portraiture methodology. Next, the trail blazing methodological contribution portraiture makes by allowing an expansion of creative research methods in education is discussed.

Putting Race on the Table: How Teachers Make Sense of the Role of Race in Their Practice

In this article, Amanda J. Taylor uses portraiture methodology to explore one white teacher's efforts to understand whether and how race plays a role in her teaching practice. With no conscious experiences with race and racism, this teacher draws on her time as a cross-cultural traveler to construct and apply what Taylor calls a racial touchstone to best approximate the nature of racism. The teacher uses her touchstone to frame her interpretations and guide her pedagogical choices in the context of her classroom. Ultimately, this touchstone allows her to center culture and avoid racial analyses, resulting in her justification of surface-level approaches to engaging difference that are not likely to dismantle racial inequality.

Commentary: Portraiture Methodology: Blending Art and Science

In this interview, Sara Lawrence-Lightfoot describes the genesis of the portraiture methodology and how it has developed over the past three decades. Portraiture seeks to blend art and science, bridging empiricism and aestheticism. It draws from a wide variety of phenomenological and narrative traditions. One of the ways in which it is distinct from other research methodologies is in its focus on "goodness"; documenting what is strong, resilient, and worthy in a given situation, resisting the more typical social science preoccupation with weakness and pathology. Dr Lawrence-Lightfoot also explains the work she does with her students at Harvard and gives examples of their research projects. She nishes by giving words of advice to those researchers interested in using the portraiture methodology.

College Pride, Native Pride: A Portrait of a Culturally Grounded Precollege Access Program for American Indian, Alaska Native, and Native Hawaiian Students

In this article Adrienne J. Keene employs the portraiture methodology to explore the story of College Horizons. She examines this precollege access program for American Indian, Alaska Native, and Native Hawaiian students to understand how a program rooted in Native cultures and identities can not only provide a space to create knowledge surrounding the college application process but also create a college-bound Native identity. The motto of the program, “College Pride, Native Pride” embodies a duality that emerges through the program itself.