The Succession Narrative in Twenty-first-century Research

Although research on the Succession Narrative has proliferated in recent decades, no comprehensive surveys of secondary literature have appeared since the mid-1990s. In this article, I survey the many disparate works of Succession Narrative scholarship that have been published since that time. I focus on recent conclusions about the boundaries, unity, date, intention, and theme of the traditionally delineated Succession Narrative (2 Samuel 9–20; 1 Kings 1–2). While the traditional theory of the text, as formulated by Leonhard Rost, dominated scholarship of the twentieth century, in the twenty-first, nothing approaching a consensus can be claimed for any aspect of the Succession Narrative.

A Chronicle of Mentoring Narrative Scholarship

There are many aspects of Catherine Kohler Riessman’s narrative scholarship which have established her international reputation in the field. This contribution pays tribute to the role she has played as a mentor, both through her written work and in her practice. Mentoring, which is time-consuming and painstaking work, is a critical but widely unacknowledged aspect of scholarship, which is often portrayed as an individual endeavor, the accomplishment of the name or names which appear on the publications. The article argues that all scholars are part of a larger cycle, situated mid-stream, between those who have come before and those who will follow. There are many questions surrounding the meaning of mentorship: who should do it and who receive it; if and how it should be institutionalized, calibrated, and recognized; and more. Taking Riessman’s example as its focus, the article critically examines the importance of mentoring and its role in forming, sustaining, and nourishing community.

Editor’s Introduction: Amor Narratio

In this paper, the editor of this special issue introduces Catherine Kohler Riessman’s festschrift by making connections between its title, amor narratio and the notion of amor mundi in Hannah Arendt’s philosophical thought. The author asks what it is about Riessman’s scholarship that has inspired love for narratives. In doing so she looks at the contradictions in Arendt’s take on love, highlighting understanding and critical thinking as its most salient features, but also as the two main strands that correspond to the notion of amor narratio in Riessman’s narrative scholarship. Amor narratio eventually becomes the red thread that brings together the contributions of this volume in different manifestations and expressions.

Where Is This Story Going? A Critical Analysis of the Emerging Field of Narrative Criminology

Over the past decade, a growing body of literature has emerged under the umbrella of narrative criminology. We trace the origins of this field to narrative scholarship in the social sciences more broadly and review the recent history of criminological engagement in this field. We then review contemporary developments, paying particular attention to research around desistance and victimology. Our review highlights the most important critiques and challenges for narrative criminology and suggests fruitful directions in moving forward. We conclude by making a case for the consolidation and integration of narrative criminology, in hopes that this movement becomes more than an isolated clique. Expected final online publication date for the Annual Review of Criminology, Volume 4 is January 13, 2021. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

Embodied Engagement with Narrative: A Design Framework for Presenting Cultural Heritage Artifacts

An increasing number of museum exhibits incorporate multi-modal technologies and interactions; yet these media divert visitors’ attention away from the cultural heritage artifacts on display. This paper proposes an overarching conceptual structure for designing tangible and embodied narrative interaction with cultural heritage artifacts within a museum exhibit so that visitors can interact with them to comprehend their cultural context. The Tangible and Embodied Narrative Framework (TENF) consists of three spectra (diegetic vs. non-diegetic, internal vs. external, and ontological vs. exploratory) and, considering how different interactions map along these three spectra, can guide designers in the way they integrate digital media, narrative, and embodiment. In this paper, we examine interactive narrative scholarship, existing frameworks for tangible and embodied interactions, and tangible and embodied narrative projects. We then describe the design of the TENF and its application to the pilot project, Mapping Place, and to the case study project, Multi-Sensory Prayer Nuts. The findings indicate that embodied engagement with artifacts through a narrative role can help visitors (1) contextualize the meaning of artifacts and (2) make personalized connections to the artifacts. Based on this work, we suggest design recommendations for tailoring the use of the TENF in the cultural heritage domain: simulate cultural practices, associate visitors with cultural perspectives, and provide simultaneous digital feedback. We conclude by describing future directions for the research, which include generating other possible projects using the TENF; collaborating with other designers and museum professionals; and exploring applications of the TENF in museum spaces.

Narrative Persuasion and Storytelling as Climate Communication Strategies

Despite scientific consensus about anthropogenic climate change and its potentially devastating effects on the earth, public perceptions remain resistant to some of the most important climate change science messages. Science communicators may help the public better understand, accept, and discuss climate change information by incorporating recent findings in narrative scholarship from the academic field of public policy. Narratives help people understand and communicate information by organizing information in a way that is conducive to human cognition. Through integrating research findings from the climate change science communication literature with those from the narrative policy framework’s (NPF) empirical climate change studies, five distinct suggestions for writing effective climate change stories emerge. For the NPF, policy narratives necessarily include characters and policy referents, but may also include plot, setting, policy solutions, as well as other yet-to-be identified components. The five suggestions for writing climate change stories are as follow. First, use narrative form and content when communicating climate change science. Second, identify audience characteristics and articulate the setting of the story (problem, cause, context) in specific, recent, and audience-relevant language. Third, using knowledge about audience beliefs and values, choose characters (heroes, villains, or victims) whom the audience can relate to and will care about. When casting characters, focus on relaying positive emotions associated with motivation and personal control instead of negative emotions associated with futility. Fourth, temporally link narrative components together with specific information about causality, risk, and human agency. Fifth, clearly identify the point of the story in terms of risks and benefits, emphasizing gains instead of losses, and referencing policy solutions with wide support if relevant. Employing such techniques may help correct suboptimal messaging structures that encourage cognitive resistance to scientific information, thereby facilitating information transmission to a larger segment of the population. Additionally, these techniques offer avenues for replicable research designs that may help to further advance the scientific understanding of climate change communication.

Teaching to the Golem: A Pedagogical Intra-Action

This article considers the pedagogical nature of an intra-action involving the author, his high school student’s final project in an English class (a golem), and his school administrators. The author relies on narrative scholarship to both tell and interpret a story of his experience as a high school English and drama teacher, to illustrate the process, the product, and the result of an intra-action that emerged from his nontraditional literacy teaching practices concerning the plays Hamlet, Rosencrantz and Guildenstern Are Dead, and No Exit. Ultimately, he argues that educators—both teachers and administrators—should be more receptive of emergent, improvisational literacy teaching and learning, and careful in their participation with co-constituted intra-actions that come from such approaches to literacy pedagogy.