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This article surveys literature on personal narratives as situated practices in a variety of contexts in primarily Western, postindustrial societies. It begins with an overview of theories that articulate the relationships among narrative, self, and narrating context. I then consider how narratives of the self are shaped in institutional contexts, including those in which narratives are used to evaluate selves or used as a technology for changing selves. The section that follows examines how narrative analysis can be used to examine people's positioning in relation to larger social discourses such as neoliberalism. The final section returns to the relationship between narrative forms and contexts by examining how people narrate themselves across the variety of digital media and online contexts provided by the Internet.

A diverse group of child clinicians (n — 39) rated paragraph-long transcriptions of two Euro-American, two African-American, and two Latino children's oral narratives. Clinicians were asked to rate the logic, cohesion, and comprehensibility of the stories using 6-point scales. They were also asked to give a rough estimate of the children's IQ, to comment on the existence of emotional/behavioral and/or learning/language problems, and to assign possible diagnoses. The results indicated clinicians' ratings of the Latino narratives were significantly different from ratings of the Euro-American and African-American narratives, as confirmed by Scheffe post hoc analysis. Diagnoses revealed a distribution by ethnicity of children. Euro-Americans received 21 diagnoses, African-Americans received 33 diagnoses, and Latinos received 53 diagnoses. Further, clinicians' ethnicity and gender did not account for any group differences. The implications of these findings are twofold. First, clinicians seem to be unaware of the differences in Latino children's narrative structure, and seem to be penalizing them for not conforming to the Euro-American structure. Second, it appears that clinicians training and practicing in the U.S. tend to adopt a Euro-American perspective which may desensitize them as to the narrative intricacies of their own culture.

"What is the direct impact that disability studies has on the lives of disabled people today? The editors and contributors to this essential anthology, Barriers and Belonging, provide thirty-seven personal narratives thatexplore what it means to be disabled and why the field of disability studies matters. The editors frame the volume by introducing foundational themes of disability studies. They provide a context of how institutions--including the family, schools, government, and disability peer organizations--shape and transform ideas about disability. They explore how disability informs personal identity, interpersonal and community relationships, and political commitments. In addition, there are heartfelt reflections on living with mobility disabilities, blindness, deafness, pain, autism, psychological disabilities, and other issues. Other essays articulate activist and pride orientations toward disability, demonstrating the importance of reframing traditional narratives of sorrow and medicalization. The critical, self-reflective essays in Barriers and Belonging provide unique insights into the range and complexity of disability experience"--Provided by publisher.

Introduction -- Establish some kind of control: survivor interviews -- From angel of mercy to fallen folk hero: Zeitoun's story travels -- Katrina stories get graphic in A.D. : New Orleans after the deluge -- They probably got us all on the news: unsettled filming in trouble the water -- Not written in stone: tenth-anniversary commemorations of Katrina -- Conclusion

Intro -- Contents -- Acknowledgments -- Introduction: Entering the Field / Michelle Jarman and Leila Monaghan -- Part I - Laying The Groundwork -- I.1 From Poison Ivy to Live Oak: How Transferring Colleges Changed My Perception of Disability / Alyse Ritvo -- I.2 Speaking Madness / Shayda Kafai -- I.3 Transitioning from One Culture to Another / Anmol Bhatia -- I.4 Growing Up with ADHD / Joshua Phelps -- I.5 Disability and Sports / Christopher Weingardt -- I.6 Contours of Ableism and Transforming a Disabled Life / Zachary A. Richter -- I.7 I Can Dance! / Suzi Vee -- Part II - Families, Adaptive Living, And Reorienting Expectations -- II.1 Life Given and Memory Lost / Mycie Lubin -- II.2 Beating the Odds: Life with an Invisible and Chronic Disability / Elizabeth Allyn Campbell -- II.3 Benjamin Is Benjamin / Joanne De Simone -- II.4 Conversation with a Mother and Son: An Interview / Tricia Black, Michael Black, and Leila Monaghan -- II.5 Taking Disability One Stage at a Time (unless They Attack You All at Once) / Christina Spence -- II.6 My Brother's Traumatic Brain Injury and Its Effect on Me / Douglas Kidd -- Part III - Disability And Communication -- III.1 Voicing Disability with Disabled Voices: Reimagining a Stuttered Identity / Joshua St. Pierre -- III.2 Fibromyalgia Syndrome / Catherine Graves -- III.3 ASL in a Hearing World / Blake Culley -- III.4 Bumping into Things while Treading Carefully: On Narrative, Blindness, and Longing for Light / Tasha Chemel -- III.5 What I Wish You Would Ask: Conversations about Cerebral Palsy / Leigh A. Neithardt -- III.6 Take a Second Look / Leslie Johnson Elliott -- Part IV - Mapping Complex Relations -- IV.1 My Name is Anna / Anna Roach -- IV.2 Living Blind / Caitlin Hernandez -- IV.3 Shades of Shame / Emily K. Michael -- IV.4 Abandoning Normalcy / Garret R. Cruzan.

The first section of this paper describes briefly the history of education reform in the former Yugoslavia. Under the leadership of Josip Broz Tito (1892-1980), who made a significant and lasting commitment to education, vast improvements were made in the educational system. The significant legislative reforms in the education system were introduced under Tito's regime. Then, this paper also weaves together the personal narrative of Professor Lejla Panjeta, a student during the 1472 day siege of Sarajevo. Students' commitment to receive the education regardless of the physical dangers clearly reflects the role of education in a modern context. The paper concludes with a brief analysis of the post-conflict educational process in Bosnia-Herzegovina.

Intro -- Dedications -- Acknowledgments -- Table of Contents -- About the Authors -- Autumn Leaves -- Introduction: Let's Talk About Race -- Narrative One Living and Working Between Worlds -- Narrative Two Reflections on the Complexities and Paradoxes of Identity -- Narrative Three This Skin I Am In -- Narrative Four Reflections on Race in a Shifting South Africa -- Narrative Five The View from the Floor -- Narrative Six Well, Just Shut Up and Bloody Listen! -- Narrative Seven Changing Levels of Comfort: Living and Working in Different Communities -- Narrative Eight He Hikoi -- Narrative Nine Trying to Escape the Shackles of White Colonialism -- Narrative Ten Creating a Path in the Middle -- Narrative Eleven Why Do I Care About Race? -- Narrative Twelve Bringing My Asian Identity to Light Through Acculturation -- Narrative Thirteen Direct Encounters: Challenging My Sense of Self as a Good, Moral Person -- Narrative Fourteen Seeing Through Both Lenses -- Narrative Fifteen Does Your Family Drive Camels? -- Narrative Sixteen "You Don't Look/Sound/Act Puerto Rican": Experiencing Myself as an Exception -- Narrative Seventeen Lessons Learned Through Growing and Listening -- The Continuous Journey.

It is not particularly profound to note that one's choice of a professional career is related to unconscious motivational forces, and that a desire to become a physician may stem from a wish to conquer one's own illness and the inevitability of death. Once one becomes a physician his personal experience with illness may, but not by means necessarily, place him in the position of being empathetic with the sick patient. My purpose in this particular narrative is to review my experience with a life-long illness and to relate it to my longstanding psychiatric interest and work with patients with chronic disease. I trust the confessional quality will be instructive and not taken as maudlin or pseudo-Proustian.