Биографичното разказване в училище. Полета на напрежения и възможности
Biographical narrating in school. Fields of tensions and possibilities

Summary/Abstract: Humans are storytellers. These days, people in Europe have become narrators about their own life history because in the course of the so-called “late modernity” a successive loss in meaning of traditional and life patterns, of systems of orientation and identification has taken place (e.g. social, local, regional or national identities, family respectively relatives, gender roles, political orientations). Not only, but especially in times of personal and social crises and in multiple life worlds it is a necessity to explain yourself and others, why life took that direction and not another. The own life and a coherence of the own life will be composed by biographical narrations. Since the 1980`s biographical narrations have become more important in several systems of society, amongst others in the humanities (e.g. oral history) and in the educational system, especially in schools. Though, the interests of oral historians and teachers are different concerning the using of biographical narrations. The paper focusses on eleven specific situations in collaboration projects with schools and colleges of education in Austria. Based on these examples the author reflects on several fundamental dangers, limitations, challenges, and the opportunities of biographical storytelling in school instruction.

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