In the first two volumes of this work, Paul Ricoeur examined the relations between time and narrative in historical writing, fiction, and theories of literature. This final volume, a comprehensive reexamination and synthesis of the ideas developed in volumes 1 and 2, stands as Ricoeur's most complete and satisfying presentation of his own philosophy.

Time and Narrative

basic research and clinical data in an attempt to derive a cohesive model which explains the behavioral effects of the drug. Johnson is an experimental psychologist, and his work underlies many of the chapters which suggest that lithium decreases the behavioral response to novel external stimuli. He then utilizes this foundation to propose a cognitive model for lithium's anti-manic action, its inhibition of violent impulsivity, and its prophylactic effects in recurrent depression. Previous formulations which were clinically based, such as that of Mabel Blake Cohen and her associates, stressed the primacy of depression and noted the \"manic defense\" as an attempt to ward off intolerable depression. In direct contrast, Johnson views mania as the primary disturbance in bipolar disorder. He considers depression in bipolar disease as an over-zealous homeostatic inhibitory responsf to a maniaassociated cognitive overload. Consistent with this, he believes, lit lum exerts its anti-manic effect by decreasing cognitive processing in a manner analogous to his animal studies. Johnson also suggests that lithium exerts its prophylactic effect in recurrent depressions by treating subclinical mania. These concepts are supported by the work of Johnson's associate, Kukopulos, to whom the book is dedicated. The bulk of the research which describes the cognitive disturbance in mania is complex, however, and uncomfortably open to multiple interpretations. Recognized as a preliminary effort, Johnson's formulation may help to guide further research. Although Johnson clearly traces lithium actions through a broad range of subjects, his discussion of the neurophysiological aspects of this drug is notably spotty. In particular, Johnson ignores the work of Svensson, DeMontigny, Aghajanian, and others who suggest that serotonergic systems may play an important role in the antidepressant actions of lithium. As a result, he fails to discuss one of the most important current uses of lithium: as an agent used in conjunction with antidepressant medications to increase treatment response in medication-resistant forms of depression. Lithium augmentation of antidepressant medication also challenges the formulation presented by Johnson. This formulation suggests that lithium should have no therapeutic value in patients, such as those with endogenous depression, who already \"under-process\" cognitive information. The omission of lithium augmentation in depression is clearly unfortunate in this text. Overall, this volume demonstrates the benefits of a single-authored text. It it clearly organized and readable. The bibliography is also broad and useful. In this book, Johnson primarily addresses a research audience, and his model seems designed to stimulate thought rather than to improve clinical technique. In this capacity, his book will be of most interest to behavioral psychologists. Other books, focusing purely on clinical data, may be more useful to clinicians. Nevertheless, the clear organization, the large bibliography, and the thoughtful presentation may make this text a useful addition to a clinical library as well.

The Body in Pain: The Making and Unmaking of the World.

Oneself as Another

Good Muslim, Bad Muslim: America, the cold war, and the roots of terror

‘textual dissenters’ who are openly critical and challenging of post-welfarist reform in the spirit that the authors advocate. It is impossible to dissent from their broad argument and I am glad to have read their focused critiques. However, once it has been accepted that theorists, academics and practitioners should contextualize their thinking by acknowledgement of the wider issues, there is still an argument for looking more closely at what is happening within the individual school or college. Indeed, the authors do end some of their chapters with ‘implications for practitioners’. For example, in the chapter on educational leadership, various suggestions to practitioners are made about the importance of participation and dissent, the importance of distributed leadership and the need for leaders to be truthful to their staff. Work on value centred leadership (e.g. Gold et al., 2003) does indicate that at least some leaders in schools act in this way and that it is possible to interpret and manage policy initiatives and act as gate-keepers to them. The authors may underestimate the ability of leaders, managers and teachers to work around and through managerialist policies to maintain their own values and professionalism. In persuading us to focus on the wider framework, the authors are in danger of underplaying the importance of leadership and management of the individual institution where those who lead and manage have to ensure that students and staff thrive. In addition, not all policies are perceived by schools as reducing the professionalism of teachers. The authors do not refer to the fact that many practitioners have felt liberated by the impact of some government policies, for example, the devolution of funding. As the authors themselves admit, covering such a wide range of literature in one book is really an impossible task. Inevitably, therefore, they do not always do justice to individuals and where a whole body of work is illustrated by a handful of quotes the authors run the risk of misrepresentation. I would recommend that writers and readers of educational management and leadership texts read this challenging book, which rightly emphasizes the need for social justice to be central to educational thinking, but that when doing so they have a number of caveats in mind.

Book Review: Doing Qualitative Educational Research: A Personal Guide to the Research Process:

This thesis discusses the multiple narratives of Iranian migrants and refugees living in Melbourne, Australia. The narratives are constructed by men and women who left Iran immediately after the 1979 revolution; the Iran and Iraq war; and Iranians who are recent arrivals in Australia. The narratives of the participants are particularly influenced and contextualized by the 1979 revolution, the 1980 to 1988 Iran and Iraq War and the post 9/11 political framework. It is within these historical contexts, I argue that Iranian experiences of displacement need to be interpreted. These historical periods not only provide the context for the narratives of the participants but it also gives meaning to how they reconstruct their identities and the emotions of their displacement. This thesis also argues that Iranian migrant and refugee narratives are part of a holistic story that is united rather than separated from one another. These narratives are part of a continuum that are influenced by historical events that have caused their displacement. For Iranians in this thesis displacement and a traumatic past often creates many different forms of rupture that includes spatial, temporal, cultural and emotional experiences that are constantly being revaluated, renegotiated and changed. In the narratives of the participants we find people struggling to negotiate their identity; devising strategies to cope with displacement and a traumatic past; and they tell stories on the ways they are stereotyped and caricaturized in western discourse. The participants' recount stories about how the objectification of their cultural background fails to take into account the complexity of their experiences and their suffering. For the participants the simplistic notions about their identity and experience in the popular imagination of western culture they believe ignores how their narratives of home (Iran) are connected with the host (Australia) context. The narratives of the participants' have a lugubrious tone which tries to express the effects of the cultural, social, political ruptures they have experienced. The thesis addresses the theoretical issues underlying such experiences and focuses on a narrative methodology to bring to light the problems of identity, stigmatization, cultural trauma, and the significance of representation in the lives of Iranian migrants and refugees.

Mammad Aidani

Papers

Displaced narratives of Iranian migrants and refugees: constructions of self and the struggle for representation