Queer Youth on the Move: Gentrification and the International in Beijing

This article presents an autobiographical study of shifting queer formations in northeastern Beijing where the author participated in clubbing rituals and lived amongst members of Beijing’s queer communities. This resulted in a study of globalization and the Chinese state’s gentrification tactics which co-opt transgressive energy to infiltrate and dominate local queer spaces. Local and migrant queer bodies are using transnational means and techniques in claiming autonomy while continuously forming social spaces that subvert central power structures through affective power. These reterritorializations are then subject to global LGBT discourse, which uses gentrification of space as a form of constituting proper behaviour. Gentrification, as an international process, demands subversive energy and action in response, which ultimately defines queer youth as worthy of autonomy. These findings have research possibilities in developing Sino-queer migration within a post-positivist international relations and multiplex theory research program.

Autobiographical narratives in the elderly with neurocognitive disorder: an integrative literature review

ABSTRACT Objective: to carry out an integrative review of the literature on autobiographical narratives as a discursive activity in the older adult with neurocognitive disorder. Methods: a descriptive study that covered the Scopus, SciELO, PubMed, and Science Direct databases, from 2009 to 2019, using the keywords autobiographical, narrative, dementia, reminiscence, the elderly, and the Boolean operator. A narrative synthesis was adopted considering the characteristics of the clinical, and methodological heterogeneity of the studies. Results: the results included 3 articles published between 2012 and 2018, in the English language, from the United Kingdom, Brazil, and Argentina, which highlighted the autobiographical narratives. Although in a strict sense they did not present the narrative as a specific objective of the autobiographical study, they did provide interesting and related data which justified their inclusion. Conclusion: it is observed that the literature researched presents a limited number of articles, adressing the autobiographical narrative as a discursive activity in the elderly with neurocognitive disorder.

The Unfolding of Methodological Identity: An Autobiographical Study Using Humor, Competing Voices, and Twists

This article explores my journey from quantitative to qualitative researcher, including the effects this journey has had on my identity as well as on those whom I previously referred to as “subjects”. “Identity” is examined from both an historical as well as from a self-dialogical, autobiographical perspective. Eleven “twists” that mark turning points and detours describe this journey, and this paper employs “voices” that offer contextual background and contradictory advice on the road towards methodological identity. These twists describe experiences as both teacher and student and readers are invited to join in this retrospective reflection in order to experience insights and new appreciations. The article concludes with a brief integration of the literature and contextual reflection as well as several questions that invite readers to consider issues related to methodological identity and implications for teaching and learning that arose as a consequence of this journey.

Ratchet Head Pedagogy

This narrative autobiographical study is a tribute to do-it-yourselfers who have long worked on their own, patiently troubleshooting motorcycle-related problems often without having all the information or the parts at hand and frequently without having the proper skills to do so. The authors address a peculiar phenomenon that emerged at the same time as Web 2.0 technologies, deemed to be more social: the capacity for anyone to solve problems that would be otherwise impossible. The specific narratives looked at are the authors’ own experiences with Italian motorcycles and how they learned to customize and tune them through joining asynchronous online discussions. The authors present the context of the study, the theoretical framework inspired by Csikszentmihalyi, Foucault, Freire, Dewey, and Wenger, and the methodology. They make an effort to present the results sequentially so that the reader is given a good sense of their experience. The authors offer a discussion that shows the relationships between their experience and progressive concepts of education, which could be useful for the traditional educational system that is currently adrift.