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Journal articles on the topic 'Constructed work identities'
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1
Feng, Wenjing, and Xinren Chen. "Identity (self-)deconstruction in Chinese police’s civil conflict mediation." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 30, no. 3 (June 3, 2020): 326–50. http://dx.doi.org/10.1075/prag.19039.fen.
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Abstract While recent pragmatic research on identity in discourse mainly focuses on ubiquitous construction of one’s own or others’ identity, inadequate attention has been directed to the frequently occurring deconstruction of self-constructed and other-assigned identities. Drawing on transcripts of recordings of 19 Chinese police officer-mediated interactions, this study examines what, how and why self-constructed and other-assigned identities of police officers are deconstructed. Qualitative analysis of the data shows that Chinese police officers’ self-constructed non-institutional identities were often deconstructed by disputants via negating their contextual appropriateness or their social or institutional rightness, whereas police officers also often deconstructed the institutional identities assigned to them by the disputants via negating the validity of the assigned institutional identity or the institutional relationship. It is argued that the cause of this identity deconstruction phenomenon is rooted in police officers’ identity dilemma arising from social changes regarding police work in China.
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Caza, Brianna Barker, Sherry Moss, and Heather Vough. "From Synchronizing to Harmonizing: The Process of Authenticating Multiple Work Identities." Administrative Science Quarterly 63, no. 4 (September 26, 2017): 703–45. http://dx.doi.org/10.1177/0001839217733972.
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To understand how people cultivate and sustain authenticity in multiple, often shifting, work roles, we analyze qualitative data gathered over five years from a sample of 48 plural careerists—people who choose to simultaneously hold and identify with multiple jobs. We find that people with multiple work identities struggle with being, feeling, and seeming authentic both to their contextualized work roles and to their broader work selves. Further, practices developed to cope with these struggles change over time, suggesting a two-phase emergent process of authentication in which people first synchronize their individual work role identities and then progress toward harmonizing a more general work self. This study challenges the notion that consistency is the core of authenticity, demonstrating that for people with multiple valued identities, authenticity is not about being true to one identity across time and contexts, but instead involves creating and holding cognitive and social space for several true versions of oneself that may change over time. It suggests that authentication is the emergent, socially constructed process of both determining who one is and helping others see who one is.
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van Grinsven, Marlieke, Andrew Sturdy, and Stefan Heusinkveld. "Identities in Translation: Management Concepts as Means and Outcomes of Identity Work." Organization Studies 41, no. 6 (August 15, 2019): 873–97. http://dx.doi.org/10.1177/0170840619866490.
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This article seeks to develop our understanding of how management concepts are translated by examining the role of identity work in this process. Rather than a sole focus on changes in a management concept, we examine tensions and congruences between agents’ orientations towards that concept and how they see the broader organizational engagement with it. Through an examination of qualitative data from a study of those specifically tasked with the implementation of Lean in hospital contexts, we identify their narratives of self in relation to the concept. We show how, through four different types of translation-as-identity-work – externalizing, professionalizing, rationalizing and proselytizing – both the concept and the agent are constructed simultaneously. In recognizing interconnectedness, diversity and dynamism in these actors’ involvement, we seek to integrate, contextualize and broaden existing perspectives on agency in translation research.
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Gao, Yihong, Xiaoqi Ma, and Xiaoying Wang. "Global and national identity construction in ELF." Asian Perspectives on English as a Lingua Franca and Identity 26, no. 2 (August 11, 2016): 260–79. http://dx.doi.org/10.1075/japc.26.2.05gao.
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This longitudinal case study explored how four Chinese university students constructed their global and national identities while learning English and using it as a lingua franca in the course of four undergraduate years. Qualitative research methods were adopted. Primary data were obtained through open interviews, and supplementary data sources included student journals, classroom observations, and Internet postings. Analysis showed that the students constructed multiple kinds of global identities and a prominent Chinese national identity in their engagement with ELF. The national and the global were often dialogically related. The ELF-associated identities, particularly the global, were often embedded in their membership in selected communities of practice and imagined communities. The students were also found to exercise their agencies in choosing their target communities. The study showed both the pervasiveness and variation of identity work with ELF.
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Stille, Saskia. "Ethical Readings of Student Texts: Attending to Process and the Production of Identity in Classroom-Based Literacy Research." Language and Literacy 13, no. 2 (September 2, 2011): 66. http://dx.doi.org/10.20360/g2pk5f.
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This paper highlights multimodal literacy activities that invited the social re/positioning of learners as creators of meaning and experience rather than passive readers of text. Elaborating two cases, the paper describes the ways in which newcomer students’ identities were negotiated and enacted during the project, and how their identities were read and constructed by teachers in the classroom. The paper recommends an analytic approach to literacy studies research that accounts for the ways in which literate identities are materialized in classrooms, and the value in documenting both the product and process of students’ literacy work.
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England, K., and B. Stiell. "“They Think You're as Stupid as Your English is”: Constructing Foreign Domestic Workers in Toronto." Environment and Planning A: Economy and Space 29, no. 2 (February 1997): 195–215. http://dx.doi.org/10.1068/a290195.
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In Canada, paid domestic work is often associated with (im)migrant women from a variety of countries of origin. We critically analyse Canada's foreign domestic worker programmes, noting the shifting definitions of which nationalities should participate. We note how gendered, racialised, and classed constructions of national identities infuse these programmes. We then turn to an empirical analysis of how foreign domestic workers are constructed in Toronto, where demand is the highest in Canada. In particular, we investigate how the practices of domestic worker placement agencies reinforce images about which national identities supposedly have qualities that make them best suited to certain types of domestic work. Finally, we explore how domestic workers' constructions of their occupation are interwoven with their own national identities, the (partial) internalisation of others' images of them, and how they define themselves in relation to other domestic workers.
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LEWIS, DAVID. "Exchanges of Professionals between the Public and Non-Governmental Sectors: Life-work Histories from Bangladesh." Modern Asian Studies 45, no. 3 (May 7, 2010): 735–57. http://dx.doi.org/10.1017/s0026749x09000092.
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AbstractUsing recently-collected ethnographic life history data, this paper analyses in historical context the shifting boundary between governmental and non-governmental ‘worlds’ in Bangladesh. First, the paper explores the ways in which this boundary is an ambiguous one, and aims to show how it is constructed and maintained, through an analysis of new types of ‘boundary-crossing’ professionals who cross between the two sectors in the course of their career trajectories and their social relationships. Second, it suggests that such movements across this boundary throws light on changing professional identities in Bangladesh, such as what it means to work as a public servant or a development worker. High-achieving university graduates are now less likely to choose civil service careers than they once were, because new opportunities exist for them to work more flexibly as ‘non-governmental professionals’ in roles that may allow them to combine professional, consultant and activist identities.
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SHIELDS, SARAH. "NELIDA FUCCARO, The Other Kurds: Yazidis in Colonial Iraq, Library of Modern Middle East Studies, vol. 14 (London: I. B. Tauris, 1999). Pp. 246. $55 cloth." International Journal of Middle East Studies 33, no. 3 (August 2001): 463–65. http://dx.doi.org/10.1017/s0020743801293064.
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The Other Kurds: Yazidis in Colonial Iraq offers an ambitious effort to reinterpret communal identities in Iraq during the British Mandate. Although this work focuses explicitly on Yazidis, Fuccaro engages the ongoing debate about the process of group identity formation in non-national states. In this monograph, Fuccaro argues that changing Yazidi communal identities are constructed within a broader context of government centralization, national identity formation, and British Mandatory rule. She shows that this context is crucial in understanding the reconstruction of Yazidi collective self-definitions.
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Hole, Rachelle. "Narratives of identity." Narrative Inquiry 17, no. 2 (December 31, 2007): 259–78. http://dx.doi.org/10.1075/ni.17.2.06hol.
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Living in the world as a Deaf person provides a different situatedness in which deaf individuals construct their identity. How does living in the world, different from the hearing majority, influence the ways deaf individuals go about the creative act of constructing identities? Traditionally, researchers of D/deafness have constructed identity categories in order to research identity and hearing loss. For example, there is a distinction made in the literature between deafness (written with a lower case ‘d’) — an audiological state related to having a hearing loss — and Deafness (written with an upper case ‘D’) — a marker of a culturally Deaf identity. This article is about how three women constructed narrative identities relating to hearing loss in life stories. And how they incorporated, resisted, and/or rejected various cultural discourses in narratives they told? Using a poststructural narrative analysis, I explore how identities relating to hearing status were shaped and limited by four discourses at work in the participants’ narrative tellings (discourses of normalcy, discourses of difference, discourses of passing, and Deaf cultural discourses). For example, I discuss how discourses of normalcy and discourses of difference led to the construction of identities based on opposites, in a binary relationship where one side of the binary was privileged and the opposite was “othered”, e.g., hearing/deaf, and Deaf/deaf. Finally, drawing on the work of Judith Butler, I conclude the article with a discussion of some theoretical implications that emerged from using a poststructural narrative analysis.
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Järventie-Thesleff, Rita, Minna Logemann, Rebecca Piekkari, and Janne Tienari. "Roles and identity work in “at-home” ethnography." Journal of Organizational Ethnography 5, no. 3 (October 10, 2016): 235–57. http://dx.doi.org/10.1108/joe-07-2016-0015.
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Purpose The purpose of this paper is to shed new light on carrying out “at-home” ethnography by building and extending the notion of roles as boundary objects, and to elucidate how evolving roles mediate professional identity work of the ethnographer. Design/methodology/approach In order to theorize about how professional identities and identity work play out in “at-home” ethnography, the study builds on the notion of roles as boundary objects constructed in interaction between knowledge domains. The study is based on two ethnographic research projects carried out by high-level career switchers – corporate executives who conducted research in their own organizations and eventually left to work in academia. Findings The paper contends that the interaction between the corporate world and academia gives rise to specific yet intertwined roles; and that the meanings attached to these roles and role transitions shape the way ethnographers work on their professional identities. Research limitations/implications These findings have implications for organizational ethnography where the researcher’s identity work should receive more attention in relation to fieldwork, headwork, and textwork. Originality/value The study builds on and extends the notion of roles as boundary objects and as triggers of identity work in the context of “at-home” ethnographic research work, and sheds light on the way researchers continuously contest and renegotiate meanings for both domains, and move from one role to another while doing so.
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Lois, Jennifer, and Joanna Gregson. "Aspirational Emotion Work: Calling, Emotional Capital, and Becoming a “Real” Writer." Journal of Contemporary Ethnography 48, no. 1 (January 1, 2018): 51–79. http://dx.doi.org/10.1177/0891241617749011.
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Drawing on a seven-year ethnography, we illuminate how unpublished romance writers employed emotional capital to negotiate the competitive publishing industry. To legitimate themselves as “real” writers, aspirants constructed occupational calling narratives, which they then drew upon to manage their emotions when publication was elusive. We call this process “aspirational emotion work” to illustrate how writers made use of their emotional capital to manage their feelings and sustain their identities without knowing if they would realize their dreams. We posit that aspirational emotion work is particularly prevalent among those seeking work in the creative industries, where potential for self-actualization is high but opportunity for secure employment is low.
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Eschler, Jordan, and Amanda Menking. "“No Prejudice Here”: Examining Social Identity Work in Starter Pack Memes." Social Media + Society 4, no. 2 (April 2018): 205630511876881. http://dx.doi.org/10.1177/2056305118768811.
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As a performance venue, online social spaces afford users a variety of ways to express themselves. Many of these expressions include social identity work, such as the articulation, affirmation, or policing of a shared identity. In this study, we examine one online space in which users engage in social identity work: a Reddit forum (r/starterpacks) that primarily generates and discusses image memes of a very specific format: the “starter pack.” Users leverage these image memes to convey what we refer to in this article as prototypes of social identities. Many of these prototypical depictions are necessarily influenced by offline social groups and/or consumer culture, and are furthermore constructed around gendered, racial, or ethnic stereotypes. To understand how these image memes are used to form and perpetuate prototypes of social identities, we employed content analysis to evaluate a sample of 500 image meme artifacts created, shared, and upvoted by the subreddit’s users. We discuss the process of applying visual analysis techniques to articulate themes identified in the image meme expressions, in particular: (1) the default of the White, male identity in starter pack characterizations; (2) the production of oppressive social identities through the use of visual and textual content; and (3) the dedication to a stance of “consumption” in assembling starter pack memes, both through body politics expressed therein and use of consumer goods in images. Finally, we draw on reader response theory to frame the challenges of researchers “reading” starter pack memes, despite employing systematic methods of analysis.
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Huber, Guy, and Andrew D. Brown. "Identity Work, Humour and Disciplinary Power." Organization Studies 38, no. 8 (December 29, 2016): 1107–26. http://dx.doi.org/10.1177/0170840616677632.
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How are people’s identities disciplined by their talk about humour? Based on an ethnographic study of a New York food co-operative, we show how members’ talk about appropriate and inappropriate uses of humour disciplined their identity work. The principal contribution we make is twofold. First, we show that in their talk about humour people engaged in three types of identity work: homogenizing, differentiating and personalizing. These were associated with five practices of talk which constructed co-op members as strong organizational identifiers, respectful towards others, flexible rule followers, not ‘too’ serious or self-righteous, and as autonomous individuals. Second, we analyse how this identity work (re)produced norms regulating the use of humour to fabricate conformist selves. Control, we argue, is not simply a matter of managers or other elites seeking to tighten the iron cage through corporate colonization to manufacture consent; rather, all organizational members are complicit in defining discourses, subject positions and appropriate conduct through discursive processes that are distributed and self-regulatory.
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Gao, Xiu. "The Image of Jews as Constructed by Lexical Items." European Judaism 51, no. 2 (September 1, 2018): 205–12. http://dx.doi.org/10.3167/ej.2017.510227.
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In the Western world, Shakespeare’s The Merchant of Venice is controversial due to its stereotypical description of Jews as evil and greedy. In China, the work was not widely known until its translations came out. This article deals with two Chinese renderings of Shakespeare’s classic, by Laura White (1914–1915) and Shiqiu Liang (2001/1936) respectively, which reconstruct the image of Shylock and Jews on the basis of the translators’ perceptions of the original figure, combining their identities and social backgrounds. In imagology, based on the ideas of Pageaux (1989/1994), the image of the ‘other’ can be analysed on three levels: lexical items, larger textual units, and plot. On the face of it, the image of the ‘other’ in translation can originate in either the source or target culture. However, the present article, which focuses on the lexical level, shows that there is a third possibility – a lexicon that blends two or more cultures.
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Gao, Xiu. "The Image of Jews as Constructed by Lexical Items." European Judaism 51, no. 2 (September 1, 2018): 205–12. http://dx.doi.org/10.3167/ej.2018.510227.
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Abstract In the Western world, Shakespeare’s The Merchant of Venice is controversial due to its stereotypical description of Jews as evil and greedy. In China, the work was not widely known until its translations came out. This article deals with two Chinese renderings of Shakespeare’s classic, by Laura White (1914–1915) and Shiqiu Liang (2001/1936) respectively, which reconstruct the image of Shylock and Jews on the basis of the translators’ perceptions of the original figure, combining their identities and social backgrounds. In imagology, based on the ideas of Pageaux (1989/1994), the image of the ‘other’ can be analysed on three levels: lexical items, larger textual units, and plot. On the face of it, the image of the ‘other’ in translation can originate in either the source or target culture. However, the present article, which focuses on the lexical level, shows that there is a third possibility – a lexicon that blends two or more cultures.
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Harvey, Janet, Ellen Annandale, John Loan-Clarke, Olga Suhomlinova, and Nina Teasdale. "Mobilising identities: the shape and reality of middle and junior managers’ working lives – a qualitative study." Health Services and Delivery Research 2, no. 11 (May 2014): 1–154. http://dx.doi.org/10.3310/hsdr02110.
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BackgroundSocial identities shape how individuals perceive their roles and perform their work. Yet little is known about the identities of various types of NHS managers and even less about how they may influence how they carry out their work to achieve effectiveness.ObjectivesTo chart the work of middle and junior clinical and non-clinical managers; to describe how their identities are constructed and shape the performance of their roles; to explore how they mobilise their identities to achieve effectiveness.DesignQualitative research.SettingTwo large English hospital trusts.ParticipantsData consisted of 91 semistructured interviews with four primary categories of managers [junior clinical (JC), junior non-clinical (JNC), middle clinical (MC), and middle non-clinical (MNC)], shadowing of a small subsample, observations of meetings. For some analyses the four categories were broken down into finer-grained ‘work groups’. The data were analysed both qualitatively, using the constant comparative method, and quantitatively, using the method of ‘quantitising’ (the numerical translation of qualitative data).ResultsRespondents’ identitiesas managerswere not particularly strong. Results reveal a more nuanced and widely spread portrait of the ‘reluctant manager’ than hitherto reported. The picture ofwhat managers dowas complex and multifaceted. On some dimensions, such as ‘span of responsibility’, ‘span of control’ and cross-site working, internal variations by ‘work group’ indicate that comparisons between the four primary categories were not particularly meaningful. Variety was added to by internal diversity even within ‘work groups’. Analyses ofself-reported effectivenessrevealed that ‘hard’, demonstrable measures of performance (‘transactional effectiveness’) were important to all four categories of managers; however, many were also concerned with ‘softer’ indicators involving enabling, supporting and developing a team (‘processual effectiveness’). Many felt ‘processual effectiveness’ fed ‘transactional effectiveness’. It was also regarded as a form of effectiveness in its own right that could be compromised by undue attention to ‘transactional effectiveness’. Across all categories respondentsmobilisedbothmanagerial identitiesand ‘other’ professional identities (e.g. nurse, doctor, accountant or scientist) for effectiveness. Although mobilisation capacities of ‘other’ identities were fairly explicit,managerialidentity often appeared ‘in disguise’. There was a tendency to refer to experience or tenure within the organisation as a resource to influence others and to cite ability to communicate as their personality trait, yet this implies skilled knowledge of organisational context. Equally, identifying, for example as a ‘people person’, encompasses a raft of management skills such as the ability to translate specific demands placed on their subordinates by the organisation in terms that are clear and meaningful. The research also revealed that the ‘mobilising capacities’ of the ‘facets of identity’ of the various ‘work groups’ were subject to identity constraints arising from others ‘above’, ‘below’ and ‘laterally’, as well as from the wider organisation (such as culture, resources) and their workload. For clinical managers, it was also constricted by juggling clinical and non-clinical work within time constraints.ConclusionsMany respondents struggled with their identities as managers. Given that a strong identity is associated with uncertainty reduction and employee strengthening, more work is needed to improve how positive identities can be fostered both among managers themselves and amongst those with whom they interact. To fully comprehend the relationship between self-perceived identities and how managers carry out their work it is recommended that future research gives attention not only to variation across but also within primary categories and work groups.FundingThe National Institute for Health Research Health Services and Delivery Research programme.
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Latif, Ruby, Wendy Cukier, Suzanne Gagnon, and Radia Chraibi. "The diversity of professional Canadian Muslim women: Faith, agency, and ‘performing’ identity." Journal of Management & Organization 24, no. 5 (May 21, 2018): 612–33. http://dx.doi.org/10.1017/jmo.2018.18.
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AbstractThis article examines how identities are constructed and performed by a sample of Muslim women in the Canadian workplace. This research will provide new insights on how Muslim women disclose or ‘perform’ their identities in different contexts. This study will build upon previous research on identity construction of ethnic minorities in the workplace and intersectionality and the workplace experiences of Muslim women by conducting interviews with 23 professional Muslim women in Canada. The findings have important implications for understanding Muslim women’s identity work in broader contexts of discrimination, as well as accommodation and inclusion in organizations.
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Aubrecht, Katie, and Nancy La Monica. "(Dis)Embodied Disclosure in Higher Education: A Co-Constructed Narrative." Articles 47, no. 3 (December 20, 2017): 1–15. http://dx.doi.org/10.7202/1043235ar.
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In this paper we use co-constructed autoethnographic methods to explore the tensions that animate the meaning of “disclosure” in university and college environments. Drawing insight from our embodied experiences as graduate students and university/college course instructors, our collaborative counter-narratives examine the ordinary ways that disclosure is made meaningful and material as a relationship and a form of embodied labour. Our dialogue illustrates the layered nature of disclosure—for example, self-disclosing as a disabled student in order to access academic spaces but not self-disclosing to teach as an instructor. Katie uses phenomenological disability studies to analyze disclosure at the intersection of disability and pregnancy as body-mediated moments (Draper, 2002). Nancy uses Hochschild’s (1983) notion of “emotional labour” to explore how socio-spatial processes of disclosure can be an embodied form of “extra work” (e.g., managing perceptions of stigmatized identities).
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Aubrecht, Katie, and Nancy La Monica. "(Dis)Embodied Disclosure in Higher Education: A Co-Constructed Narrative." Canadian Journal of Higher Education 47, no. 3 (December 20, 2017): 1–15. http://dx.doi.org/10.47678/cjhe.v47i3.187780.
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In this paper we use co-constructed autoethnographic methods to explore the tensions that animate the meaning of “disclosure” in university and college environments. Drawing insight from our embodied experiences as graduate students and university/college course instructors, our collaborative counter-narratives examine the ordinary ways that disclosure is made meaningful and material as a relationship and a form of embodied labour. Our dialogue illustrates the layered nature of disclosure—for example, self-disclosing as a disabled student in order to access academic spaces but not self-disclosing to teach as an instructor. Katie uses phenomenological disability studies to analyze disclosure at the intersection of disability and pregnancy as body-mediated moments (Draper, 2002). Nancy uses Hochschild’s (1983) notion of “emotional labour” to explore how socio-spatial processes of disclosure can be an embodied form of “extra work” (e.g., managing perceptions of stigmatized identities).
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Darby, Paul. "The Gaelic Athletic Association, Transnational Identities and Irish-America." Sociology of Sport Journal 27, no. 4 (December 2010): 351–70. http://dx.doi.org/10.1123/ssj.27.4.351.
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This article draws on the concept of transnationalism to examine the role and function of the Gaelic Athletic Association (GAA) among Irish migrant communities in the United States. In particular, it examines the role of the GAA in the production and reproduction of shifting notions of Irish national identification in America. The analyses here are rooted in ethnographic research conducted in the US and Ireland and are informed, theoretically, by the work of Basch, Glick-Schiller and Szanton Blanc (1994) and Duany (2002) on transnational identities. The article argues that Irish nationalism, as constructed and articulated in and through the GAA in America, can be considered as a deterritorialized form of identity rather than one that is necessarily limited or constrained by national borders.
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Jordhus-Lier, Anne. "Using discourse analysis to understand professional music teacher identity." Nordic Research in Music Education 2, no. 1 (April 6, 2021): 187–210. http://dx.doi.org/10.23865/nrme.v2.3025.
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The purpose of this article is to discuss the use of discourse analysis in order to understand music teachers’ professional identities. This is done by elaborating on the theory and methodology of a study on professional identities of music teachers within the Norwegian municipal school of music and performing arts. Theoretical and methodological perspectives, including research design, analysis, results, validity and ethics, are discussed in the article. An argument in favour of discourse analysis is put forward: that it offers focus on the context, complexity and power relations of the field, as well as providing an understanding of how identities are constructed and negotiated. The use of discourse analysis in the study provided analytical tools which challenged taken-for-granted knowledge, discovered binary discursive oppositions, and unmasked power relations. The study found that teachers construct their identities within a contested discursive field where meanings are attached to the work they perform, as well as to the institutions they represent.
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Cruz-Arcila, Ferney. "Rural English Language Teacher Identities: Alternative Narratives of Professional Success." Íkala 25, no. 2 (February 5, 2020): 435–53. http://dx.doi.org/10.17533/udea.ikala.v25n02a05.
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This paper problematizes the notion of professional success in English language teaching as constructed in language policy in Colombia. This is done by examining one of the most underexplored social diversities in the field: rural schools. Stemming from a narrative study on how rural English language teachers configure their professional identities vis-à-vis the situated circumstances of their work settings and external pressures, this analysis shows that teachers’ sense of professional success is negotiated in creative, complex, and multiple—although not always consistent—ways, which represent alternative constructions of good teaching to those promulgated in policy. It is argued, then, that a reconfiguration of the belief systems of what teachers should know and do is necessary
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Parks, Elizabeth S. "The Hybrid I/Eye." Journal of Autoethnography 2, no. 1 (2021): 26–38. http://dx.doi.org/10.1525/joae.2021.2.1.26.
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Hybridity, when related to identity research, points to a blending of difference in such a way that new performances of identity may appear in various social interactions. Exploring hybridity can create new perceptions of social life and reveal the complex ways that people’s diverse relationships and life stages construct people’s identities. In this critical autoethnography, I consider how disability and racial identities intersect. More specifically, I relate how my narrative experience with the disabling symptoms of Graves’ Disease impacted the ascription of Asian racial identity based on the reading of the physicality of my eyes. Grounded in these personal narratives, I theorize about ways that hybridity can cross boundaries of categorical difference in the ways that it is socially constructed, fluid, and changing. Some changes are expected, as age transforms all of us; others are unexpected, as the body and mind are surprised by illness and rapid physical changes impact avowed and ascribed identities. I offer this autoethnography of these intersecting spaces as one performance of evolving identity work that impacted my own and others’ imagination of race and disability. I hope to create new insight into how our social worlds are constructed (and privileged ideologies promoted) in everyday life.
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McDowell, Linda, and Gill Court. "Performing Work: Bodily Representations in Merchant Banks." Environment and Planning D: Society and Space 12, no. 6 (December 1994): 727–50. http://dx.doi.org/10.1068/d120727.
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Not only is the workplace a significant site of the social construction of feminine and masculine identities but in an increasing range of service sector occupations, a gendered bodily performance is a significant part of selling a product. In this paper, we draw on Butler's notion of gender identity as a regulatory fiction to investigate the consequences of the specificity of embodiment and gendered performances. Drawing on three case studies in the City of London, we explore the differential fictions constructed by men and women engaged in interactive service work in a professional capacity in merchant banks. We examine the ways in which women are embodied and/or represented as ‘woman’ in the workplace, comparing women's sense of themselves and their everyday workplace experiences with those of men doing the same job. Our aim is to establish whether the necessity of selling oneself as part of the product in such service sector employment challenges the idealisation of male workers as disembodied rational subjects, while not necessarily disrupting the inferior position of embodied women.
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Skovgaard-Smith, Irene, Maura Soekijad, and Simon Down. "The Other side of ‘us’: Alterity construction and identification work in the context of planned change." Human Relations 73, no. 11 (October 24, 2019): 1583–606. http://dx.doi.org/10.1177/0018726719872525.
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How do we use the Other to make sense of who we are? A common assumption is that people positively affirm social identities by excluding an inferior Other. This article challenges that restricted notion by focusing on the variation and situational fluidity of alterity construction (othering) in identification work. Based on an ethnographic study of a change project in a public hospital, we examine how nurses, surgeons, medical secretaries, and external management consultants constructed Others/otherness. Depending on micro-situations, different actors reciprocally differentiated one another horizontally and/or vertically, and some also appropriated otherness in certain situations by either crossing boundaries or by collapsing them. The article contributes to theorizing on identification work and its consequences by offering a conceptualization of the variety of othering in everyday interaction. It further highlights relational agency in the co-construction of social identities/alterities. Through reciprocal othering, ‘self’ and ‘other’ mutually construct one another in interaction, enabled and constrained by structural contexts while simultaneously taking part in constituting them. As such, othering plays a key role in organizing processes that involve encounters and negotiations between different work- and occupational groups.
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Bolgurova, Rossitsa. "Company Celebrations in International Firms in Bulgaria. Are We What We Celebrate?" Südosteuropa 68, no. 4 (December 16, 2020): 485–504. http://dx.doi.org/10.1515/soeu-2020-0034.
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AbstractWorkplace celebrations are a festive genre influenced by local and global socioeconomic transformations and cultural trends. This article presents a qualitative study of company celebrations in international firms in Bulgaria. Festivities, which are the object of study, are conceptualised as a medium through which identities are constructed, managed, and shared. The goal is to explore labour relations through the prism of such non-work events and trace the dynamics between the local and the international, between notions of ‘us’ and ‘them’, individual and organisational identities. The presented case studies are based on in-depth interviews with a range of stakeholders and on participant observation in celebrations organised by firms for their employees.
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Schnurr, Stephanie, and Olga Zayts. "‘you have to be adaptable, obviously’." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 22, no. 2 (June 1, 2012): 279–300. http://dx.doi.org/10.1075/prag.22.2.05sch.
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In spite of the increasing globalisation of the work domain and the mobilization of the workforce (Wong et al. 2007) only very little attention has been paid to the interplay between culture and professional identities in workplace contexts. This paper addresses this gap by exploring some of the ways through which professionals are required to construct and negotiate their various identities in increasingly multicultural contexts where notions of culture may become particularly salient. We focus on multicultural workplaces where, we believe, the intricate and complex relationship between culture and identity is particularly well reflected: In these contexts members are on a daily basis exposed to culture-specific perceptions, assumptions, expectations, and practices which may ultimately be reflected in workplace communication, and which impact on how professional identities are constructed. Drawing on a corpus of more than 80 hours of authentic workplace discourse and follow-up interviews conducted with professionals we explore how expatriates who work in Hong Kong with a team of local Chinese construct, negotiate and combine aspects of their professional and cultural identities in their workplace discourse. Our particular focus is on two issues that have been identified in participants’ interviews: Sharing decision making responsibilities and negotiating a work-life balance. Our analysis of these two aspects illustrates the complex processes of identity construction from two different but complementary perspectives: i) the ways in which participants portray themselves as adapting to, negotiating or rejecting the new culture in which they work and live; and ii) the ways in which these perceived identity construction processes are actually reflected in participants’ workplace discourse.
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Clifton, Jonathan, and Wenjin Dai. "A discursive analysis of the in situ construction of (Japanese) leadership and leader identity in a research interview. Implications for leadership research." Leadership 16, no. 2 (June 12, 2019): 180–99. http://dx.doi.org/10.1177/1742715019856159.
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Interviews are a way, if not the key way, in which knowledge of leadership and leader identity is sought. Yet, the interviews as a site of the construction of this knowledge are often “black-boxed” and few scholars consider how the “what” of leadership and leader identity are constructed as in situ social practice. Taking a discursive approach to leadership, and using membership categorization analysis as a methodological tool, this paper considers the identity work that participants do when constructing (Japanese) leadership and leader identity in a research interview. Findings indicate that leader identity is fragmented and contradictory and that identity work is skewed to producing a morally acceptable leader identity that has little to do with revealing underlying truths of leadership as often assumed. On the basis of these findings, we call for the discursive turn in leadership research to go beyond considering leadership-in-action to also consider the way in which both meanings of leadership and leader identities are discursively constructed as in situ social practice, notably in research interviews. Second, we call for more careful consideration and analysis of research interview as a site for building knowledge of leadership and leader identities, which, close analysis reveals to be fluid, changeable, and even contradictory. Third, we argue that researchers should also analyze what the particular constructions of leadership and leader identities “do.” This aligns with calls for more critical approaches to leadership studies that challenge hegemonic views of leadership and seek to make visible the power dynamics of presenting leadership and leader identity in one way rather than another.
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Schneider, Britta, and Shem Macdonald. "Towards Nuanced Understandings of the Identities of EAL Doctoral Student Writers." Journal of Academic Writing 10, no. 1 (December 18, 2020): 75–86. http://dx.doi.org/10.18552/joaw.v10i1.598.
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The construct of identity in the space of English as an Additional Language (EAL) Higher Degree by Research (HDR) writing has been widely researched with studies exploring students’ identities as constructed through and in the process of writing. However, these studies are often presented in ways that focus on the challenges the writers face citing language barriers and cultural differences and ascribing these students “closed subject positions” with “limited ways of talking about themselves” (Koehne, 2005, p. 118). In response to such deficit views, various studies have explored the multiple and varied identities of HDR EAL as evident in their written reflections and other work, offering a wider range of views. We argue that there is a need for additional nuanced views of these student identities and how they are formed. In this paper we demonstrate how these can be gained by examining student identities as they emerge through spoken interaction. Applying a sociocultural linguistic framework that understands identities as emerging, situationally and relationally dependent (Bucholtz & Hall, 2005), we report how two students formed identities for themselves by talking to us about their experiences of writing using EAL. Our analysis provides nuanced understandings of the multiple identities of EAL HDR students that move beyond the deficit ones we were, and still are, frequently hearing in institutional discourses and demonstrates how the application of this framework can help articulate richness, variety and resourcefulness and challenge essentialised identities of EAL doctoral student writers.
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Hedström, Karin, Elin Wihlborg, Mariana S. Gustafsson, and Fredrik Söderström. "Constructing identities – professional use of eID in public organisations." Transforming Government: People, Process and Policy 9, no. 2 (May 18, 2015): 143–58. http://dx.doi.org/10.1108/tg-11-2013-0049.
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Purpose – The purpose of the paper is to reveal how identities are constructed when electronic identification (eIDs) cards are introduced through information systems in public organisations. Design/methodology/approach – Through two case studies, the authors generate rich data on the construction of identities through use of eID within public organisations. The author’s analysis, based on actor network theory, focusses on the translation of eIDs in these two settings. Findings – ID can be viewed as an artefact where the public and private spheres meet. The authors found at least three mixed roles in employees’ use of eID: as a purely private person; as a private person in the work place; and as a professional in the work place. Research limitations/implications – There is a need for further research on how eID is translated into organisational contexts and how institutional settings define the openings for local translation processes. However, the results are based on two small cases, meaning that broad generalisations are difficult to make. Practical implications – EID is so much more than technology. The technical framing of the identification system appears to be subordinated to organisational arrangements and cultures, making it important to apply a socio-technical perspective when working with eID. Originality/value – The empirical cases have offered a unique chance to study implementation and use of eID in two very different public service organisations. The findings illustrate how eID translated into organisational contexts, and how identity management within an organisational setting is linked to the employees’ private and professional roles.
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Levin, John S., Tiffany Viggiano, Ariadna Isabel López Damián, Evelyn Morales Vazquez, and John-Paul Wolf. "Polymorphic Students." Community College Review 45, no. 2 (November 28, 2016): 119–43. http://dx.doi.org/10.1177/0091552116679731.
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Objective: In an effort to break away from the stale classifications of community college students that stem from the hegemonic perspective of previous literature, this work utilizes the perceptions of community college practitioners to demonstrate new ways of understanding the identities of community college students. Method: By utilizing Gee’s identity theory and Grillo’s theory of intersectionality, we analyze interviews with community college practitioners from three different community colleges on the West coast of the United States to answer these questions: What identities (i.e., natural, institutional, and discursive) do faculty and administrators recognize in community college students? In what ways do community college faculty and administrators describe and conceptualize community college students? Findings: First, community college student identities are intricate and have changed with time; there are two different institutional views held by organizational members—the educational view and the managerial view—which both shape the construction of student identities and play a prominent role in determining which students are disadvantaged. Second, organizational members constructed meanings of student achievement and value (i.e., attributes or outcomes of the ideal student, or what policy makers and institutions refer to as success) according to organizational priorities and perspectives. Conclusion: This investigation encapsulates and elucidates the portrayals and understandings of community college students held by community college administrators and faculty as a means to acknowledge the diverse identities among these students. Scholars and practitioners are encouraged to acknowledge the polymorphic identities of this diverse population to improve scholarship and practice.
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Wagner, Christopher J. "Being bilingual, being a reader: Prekindergarten dual language learners’ reading identities." Journal of Early Childhood Literacy 18, no. 1 (December 9, 2017): 5–37. http://dx.doi.org/10.1177/1468798417739668.
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This study explores the interplay between early reading, identity and bilingualism. Reading identities, or understandings about what reading is and whom one is as a reader, have been linked to reading achievement and the development of reading skills. Only a small portion of the overall research on reading identities has included dual language learners. This exploratory study provides a description of the reading identities of three dual language learners in prekindergarten. Data include child-centered interviews, child and classroom observations, teacher interviews and a family questionnaire. Methods centered on the use of child-oriented data collection protocols, and the inclusion of children in the interpretation of their own work and language. Through the exploration of three cases, this study documents the ways that reading identities were constructed, taken up and expressed by the participants. This study provides evidence that dual language learners are actively constructing ideas about reading, bilingualism/biliteracy, and whom they are as readers as they learn to read. These findings show that framing early reading in an identity perspective presents opportunities to look more holistically at the language and reading practices of dual language learners as they learn to read and navigate two or more languages at home and school.
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Medaille, Ann. "Librarians View Instruction as Integral to Their Professional Identities." Evidence Based Library and Information Practice 6, no. 4 (December 15, 2011): 120. http://dx.doi.org/10.18438/b8rk6q.
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Objective – To explore the ways that professional and non-professional library staff experience and relate to their instructional roles.
Design – Online survey.
Setting – All types of Canadian libraries, including public, school, post-secondary, medical, special, and other libraries.
Subjects – A total of 788 library staff persons with instructional responsibilities.
Methods – In 2009, the authors constructed a 20-minute anonymous survey that contained questions about the nature of librarians’ instructional work, their preparation for doing instruction, and their experiences as instructors. Subjects were recruited via several electronic mail lists. The authors used SPSS to analyze the quantitative data and NVivo to analyze the qualitative data.
Main Results – The study found that the majority of subjects believed instruction to be integral to their professional identities, although some viewed it as an imposition. The nature of instructional work varied greatly, but included short presentations; a series of sessions; semester-length courses; and one-on-one instruction. Subjects prepared for instruction through on-the-job training; reading professional literature; attending workshops and conferences; taking a formal course in instruction; and other methods. On the whole, training helped library staff to feel more prepared for teaching and to embrace instructional work as integral to their professional identities. Study participants derived enjoyment from instruction in the form of satisfaction with facilitating student learning; relationship building; personal development; task variety; and appreciation of the heightened profile of library staff. Subjects also described several barriers to teaching, including administrative, technological, and logistical barriers; client and faculty interactions; and interpersonal challenges such as nervousness or lack of preparation. Finally, subjects described the ways that instruction has changed with the impact of new technologies, increased expectations, and changing pedagogical practices.
Conclusion – Library administrators should support the teaching duties of librarians and library staff by helping to provide them with adequate preparation time, resources, emotional support, and training. In addition, formal preparation for instruction should be integrated into professional library training programs, including MLIS programs, to better prepare librarians and other library staff to participate in information literacy instruction.
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León Rosales, René. "Att säga som det är." Educare - vetenskapliga skrifter, no. 4 (December 16, 2019): 16–41. http://dx.doi.org/10.24834/educare.2019.4.2.
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In this article the author analyses how boys in upper secondary schools do identity work and masculinities mainly through verbally performing acts of both intolerance and tolerance in group discussions. The analytical focus highlights how both tolerance and intolerance are actualized in balancing acts that are based on an awareness of what is perceived to be linked to one or the other, and how identities are constructed through discursive resources and specific performances resulting in the production of masculinities. This performative balancing act is conceptualized as (in)tolerance as a masculine performance.
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Lynch, Thomas. "Social construction and social critique: Haslanger, race, and the study of religion." Critical Research on Religion 5, no. 3 (September 27, 2017): 284–301. http://dx.doi.org/10.1177/2050303217732133.
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Recent critiques of the category religion discuss the category as socially constructed, but the nature of this social construction remains underdeveloped. The work of Sally Haslanger can supplement existing discussions of “religion” while also offering a new perspective on the connection between social construction and social critique. Her analysis of race provides resources for developing a philosophical account of the social construction of religion and can help scholars of religion conceptualize racialized religious identities. I offer an example of this approach by using Haslanger’s work on race to consider historical and contemporary intersections of race and Muslim identity. I conclude that the ongoing ideological work of “religion” means that the concept remains an analytically useful term, but that scholars should aim at the gradual abolition of “religion.”
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Shriver, Thomas E., Annika Wilcox, and Laura A. Bray. "Elite Cultural Work and Discursive Obstruction of Human Rights Activism." Social Currents 7, no. 1 (August 16, 2019): 11–28. http://dx.doi.org/10.1177/2329496519870554.
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When challenged, states frequently respond with discursive campaigns meant to undercut the legitimacy of social movements. However, we know little about how the social and cultural status of challengers affects the state’s discursive response. We address this gap by analyzing an important historical case of human rights activism in Communist Czechoslovakia. Despite its long history of violence and repression, Czechoslovakia signed several international human rights covenants during the 1970s to improve its reputation. A group of citizens that included well-known political, social, and cultural figures soon formed a domestic movement for human rights known as Charter 77. Drawing on state media articles, we analyze the state’s public response to Charter 77. Results highlight four discursive strategies through which the state sought to undermine the cultural legitimacy of the movement: vilification through character assaults, message distortion that constructed activists as enemies of socialism, symbolic amplification of socialist values, and the co-optation of culturally valued identities to speak as state proxies. By further developing the concept of discursive obstruction, we show how the state navigated the complex cultural field in its effort to suppress high-profile human rights activists.
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Epstein, Terrie. "The relationship between narrative construction and identity in History Education: implications for teaching and learning." Educar em Revista, no. 60 (June 2016): 161–70. http://dx.doi.org/10.1590/0104-4060.46024.
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Abstract The purpose of the research is less about producing little historians and more about taking into account students' cultures or identities in the teaching and learning of historical narratives. In my work, I have examined the national historical narratives that children and adolescents in the United States have constructed in order to assess the effects of young people's racial/ethnic identities on their understandings of the past. I have found that young people's racial identities had a significant impact on their interpretations of the U. S. history and that their teachers' instruction had some but not much impact on their views. Researchers within and beyond the U. S. have found similar results, attesting to the significance of "identity" (a person's sense of self and the communities s/he affiliates with, including nationality, gender, ethnicity, religious orientation, etc.) in the construction and/or critique of historical narratives. In the following pages, I review and synthesize the studies that I and others have conducted on the effects of identity on history teaching and learning, and conclude with a discussion of the implications for teaching and learning history in diverse democratic societies.
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Hammock, Amy C. "Identity Construction through Theatrical Community Practice." Qualitative Social Work 10, no. 3 (August 9, 2011): 364–80. http://dx.doi.org/10.1177/1473325011408481.
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Despite the longstanding use of theatrical techniques in community social work practice, the role of theater in the construction of identity is understudied in the social work literature. Drawing on over 100 hours of observation and 22 in-depth interviews with members of a theatrical community education troupe for youth, I describe how participation as performers in a play to prevent dating violence constructed youths’ identities as survivors of violence. Findings reveal that the process of identity construction through theatrical community practice occurred in three overlapping phases: first, learning the language to name the identity; next, embodying a character experiencing dating violence; and third, publicly claiming the identity in group interaction with audience members. Based on these findings, I draw implications for community social work practice with youth.
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Lugg, Catherine A. "“Why's a Nice Dyke like you Embracing this Postmodern Crap?”." Journal of School Leadership 18, no. 2 (March 2008): 164–99. http://dx.doi.org/10.1177/105268460801800203.
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In this article, I present a historical overview of the queer rights movement in the United States, from the late 1940s to today, weaving snapshots of my own life into the narrative, from living in the closet to being totally out, both personally and professionally. Because I was closeted at the beginning of my career my research agenda did not initially address issues of queer rights. Instead, my central focus was U.S. political right-wing movements in general and the Protestant Right in particular and how they worked to shape educational politics and policy. I also illustrate how intersectional and multidimensional analyses can uncover the ways that shifting/multiple identities shape the policies and practices of U.S. public schooling by drawing on the work of scholars and activists who acknowledge the intersections and multidimensionality of our constructed and assembled identities (Francisco Valdes, Darren Lenard Hutchinson, Kenji Yoshino and Riki Wilchins). I also draw from the earlier work of social scientist Erving Goffman, who examined how stigmatized populations navigated their social worlds. I conclude this article by exploring the notion of differentiated citizenship and what mplications it may hold for public school policy and the politics of education.
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Yuan, Zhou-min. "Identity rhetoric in Chinese radio-mediated medical consultation." East Asian Pragmatics 5, no. 1 (March 31, 2020): 41–65. http://dx.doi.org/10.1558/eap.39001.
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While previous studies highlight the dynamic feature of identity construction, little attention has been paid to the identity work within the overall structure of a conversation and to the interrelations between different aspects of identity constructed. Drawing on a sizable recording of radio-mediated medical consultations (RMMC), this study aims to explore the various aspects of medical consultants' identities and the dynamic shift among the different aspects. It is found that the consultants construct three prominent aspects of identity, namely, a consultant with medical expertise, a consultant with peer friendships, and a consultant as a sales representative, each manifesting some variability in terms of pragma-linguistic realisations and occurrences in different stages of the overall structure of RMMCs. By intermingling the three aspects and using each at appropriate times, the consultants skilfully direct the conversation to what they want. Thus, they demonstrate what might be termed as identity rhetoric in constructing, performing, and deploying their identities to achieve some communicative needs.
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Preece, Jenny. "Belonging in working-class neighbourhoods: dis-identification, territorialisation and biographies of people and place." Urban Studies 57, no. 4 (September 24, 2019): 827–43. http://dx.doi.org/10.1177/0042098019868087.
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This article draws on repeated, biographical interviews with 18 households to explore how people construct a sense of belonging in two post-industrial neighbourhoods in the ‘ordinary’ urban areas of Grimsby and Sheffield, UK. It argues that experiences of low-paid, precarious work undermine the historic role that employment has played in identity construction for many individuals, and that places perform a crucial function in anchoring people’s lives and identities. Three active processes in the generation of belonging are elaborated. Through identification, dis-identification and the micro-differentiation of space, people constructed places in order to belong with others ‘like them’. Residents also internalised the symbolic logics of places through their daily movement, territorialising space as they learned how to be in particular environments. Finally, places were temporally situated within relational biographies and experienced in relation to past and imagined futures. Places fulfilled an important psycho-social function, anchoring people’s identities and generating a sense that they belonged.
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Shams, Shamim Ara, and Zia Ul Haq Anwar. "Linguistic Identity Construction of Shina Speakers: An Ethnographic Study." Global Social Sciences Review IV, no. III (September 30, 2019): 278–83. http://dx.doi.org/10.31703/gssr.2019(iv-iii).36.
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The present research intends to investigate the linguistic identity construction of Shina speakers in different contexts. The objective of the study is to study the pure Shina identity and to see how language use varies according to context. An ethnographic study was conducted to find out how Shina speakers construct their linguistic identities in different contexts. The sample for this research was purposive which included multilingual Shina speakers and the data was collected through interviews. The data was analyzed using Markedness Model by Myers- Scotton (1993). The findings of the study revealed that multilingual Shina speakers construct their linguistic identity in their interaction through code- switching and code mixing. It was found that a pure Shina identity is constructed at home and in close circles whereas a hybrid identity is constructed at the work place and formal context.
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Langer-Osuna, Jennifer M. "Authority, Identity, and Collaborative Mathematics." Journal for Research in Mathematics Education 48, no. 3 (May 2017): 237–47. http://dx.doi.org/10.5951/jresematheduc.48.3.0237.
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The field of mathematics education research has seen a resurgence of interest in understanding collaborative learning because students in K–12 classrooms are increasingly expected to make sense of mathematics problems together. This research commentary argues for the importance of understanding student authority relations in collaborative mathematics classrooms. How intellectual authority becomes constructed, organized, and distributed among students has implications for both mathematics learning and the development of mathematics-linked identities. This research commentary suggests directions for future work to gain clarity on the mechanisms that undergird the distribution of authority in order to support powerful mathematics classrooms.
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Bartlett, Emily. "Reassembling Disabled Identities: Employment, Ex-servicemen and the Poppy Factory." Journal of Social History 54, no. 1 (November 26, 2019): 210–36. http://dx.doi.org/10.1093/jsh/shz111.
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Abstract This article explores popular understandings of disability, work, and gender in the context of charitable employment schemes for disabled ex-servicemen after the First World War. It offers a case study of the British Legion–funded poppy factories in Richmond and Edinburgh, which employed war-disabled men to manufacture artificial flowers from 1922 onward. In so doing, this article demonstrates that press reports and charitable publications surrounding the schemes rhetorically incorporated the factories into wider twentieth-century understandings of Taylorist/Fordist productivity and manufacturing and reimagined the sites as sprawling production lines that churned out millions of flowers per year. This discourse positioned flower making as a highly skilled, masculine occupation, and relatedly constructed war-disabled flower makers as successful, productive, and physically capable workers. As one of the most publicly visible employment schemes—which catered to the most severely disabled ex-servicemen—the factories symbolized the potential of all war-disabled men for employment and went some way to challenge widespread perceptions of disabled people as idle, dependent, and useless. Moreover, this discourse represented modern, scientific methods of manufacturing as a way to make disabled bodies efficient and useful. Charitable reports positioned Taylorist/Fordist production as a solution to the problem of mass disability and ultimately countered widespread British discontent with American manufacturing ideals.
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Ngo, Anh. "A Case Study of the Vietnamese in Toronto: Contesting Representations of the Vietnamese in Canadian Social Work Literature." Refuge: Canada's Journal on Refugees 32, no. 2 (September 2, 2016): 20–29. http://dx.doi.org/10.25071/1920-7336.40262.
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This article argues that the lived experiences and challenges of the Vietnamese community in Toronto are not reflected in the social work literature that continues to represent them as exceptional refugees. Over forty years after the fall of Saigon, a qualitative research study, “Discrimination in the Vietnamese Community, Toronto,” reveals that the Vietnamese community continues to experience intergroup conflicts stemming from war- and displacement-mediated identities of region, class, and temporal periods of migration. A critical review of the social work literature, using the theoretical lens of critical multiculturalism, traces the construction of the Vietnamese Canadians as successful “boat people” as part of the larger narrative of multiculturalism. This discourse of exceptionalism allows the needs of those who fall outside the constructed identity to remain unseen and underserved. Participant responses from this small pilot study will inform future investigation into the impact of intergroup conflicts hidden under the veneer of successful integration and adaptation of refugee and migrant groups.
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Walker, Alicia. "Revenge of the Beta Boys: Opting out as an exercise in masculinity." Articles 49, no. 1 (July 3, 2014): 183–200. http://dx.doi.org/10.7202/1025777ar.
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This study examines the factors influencing underachieving boys on a high-performing high school campus. Unlike the “laddishness” often seen in studies of underachievement among boys, the boys in this study were quiet, unobtrusive, and compliant within the classroom. Using qualitative interviews and observations conducted over a one-year period, the study showed the formation of student identities in response to the hegemonic masculinity of the “golden boy” portrayed by the popular boys on campus, which included high academic performance. The boys constructed an alternate masculinity, the Beta Boy, designed to demonstrate superior intellect through eschewing in-class work and homework but performing particularly well on tests.
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Porath, Nathan. "‘They have not progressed enough’: Development's negated identities among two indigenous peoples (orang asli) in Indonesia and Thailand." Journal of Southeast Asian Studies 41, no. 2 (May 4, 2010): 267–89. http://dx.doi.org/10.1017/s0022463410000056.
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This paper is ethnographically concerned with two differentorang aslicommunities: the Meniq living in Southern Thailand and the Orang Sakai in Riau, Indonesia. The focus is on the different discursive rhetorics of development in the two nation-states. These rhetorics have been absorbed by the two indigenous groups to form part of their own modern cultural discourses within their respective countries. These rhetorics of development define the indigenous groups as somewhat lacking in culture and provide them with new understandings of themselves that devalue their customary way of life. The post-development indigenous identity work (such as the development of an ethno-cultural identity) will therefore usually be constructed through these negated developmental foundations.
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Adler-Nissen, Rebecca, Charlotte Galpin, and Ben Rosamond. "Performing Brexit: How a post-Brexit world is imagined outside the United Kingdom." British Journal of Politics and International Relations 19, no. 3 (June 15, 2017): 573–91. http://dx.doi.org/10.1177/1369148117711092.
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Theresa May’s claim that ‘Brexit means Brexit’ demonstrates the malleability of the concept. The referendum campaign showed that ‘Brexit’ can be articulated to a variety of post-Brexit scenarios. While it is important to analyse how Brexit gives rise to contestation in the United Kingdom, Brexit is also constructed from the outside. Brexit signifies more than the technical complexities of the United Kingdom withdrawing from the European Union. It works both as a promise of a different future and performatively to establish a particular past. Brexit works as a frame with potential to shape perceptions in three domains. The first is identity. How does ‘Brexit’ shape national and European identities in distinct national environments? The second is how Brexit shapes understandings of geopolitical reality and influences conceptions of what is diplomatically possible. Third is the global economy. How does ‘Brexit’ work within intersubjective frames about the nature of global economic order?
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Niemistö, Charlotta, Jeff Hearn, Mira Karjalainen, and Annamari Tuori. "Interrogating silent privileges across the work–life boundaries and careers of high-intensity knowledge professionals." Qualitative Research in Organizations and Management: An International Journal 15, no. 4 (July 14, 2020): 503–22. http://dx.doi.org/10.1108/qrom-06-2019-1775.
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PurposePrivilege is often silent, invisible and not made explicit, and silence is a key question for theorizing on organizations. This paper examines interrelations between privilege and silence for relatively privileged professionals in high-intensity knowledge businesses (KIBs).Design/methodology/approachThis paper draws on 112 interviews in two rounds of interviews using the collaborative interactive action research method. The analysis focuses on processes of recruitment, careers and negotiation of boundaries between work and nonwork in these KIBs. The authors study how relative privilege within social inequalities connects with silences in multiple ways, and how the invisibility of privilege operates at different levels: individual identities and interpersonal actions of privilege (micro), as organizational level phenomena (meso) or as societally constructed (macro).FindingsAt each level, privilege is reproduced in part through silence. The authors also examine how processes connecting silence, privilege and social inequalities operate differently in relation to both disadvantage and the disadvantaged, and privilege and the privileged.Originality/valueThis study is relevant for organization studies, especially in the kinds of “multi-privileged” contexts where inequalities, disadvantages and subordination may remain hidden and silenced, and, thus, are continuously reproduced.
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Droney, Damien. "Ironies of Laboratory Work during Ghana's Second Age of Optimism." Cultural Anthropology 29, no. 2 (May 19, 2014): 363–84. http://dx.doi.org/10.14506/ca29.2.10.
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While Ghana is touted as an African success story, the young employees of a large herbal medicine research center in Ghana make sardonic and cynical remarks about the state of science in contemporary Africa. They decry the improvisation that characterizes doing science on the continent, point out what is lacking from their laboratories, and mock the ways in which their work appears embarrassingly peculiar. They claim that their labs are “not modern” and ironically refer to dissatisfying aspects of their work as “African science,” a second-rate version of science done elsewhere. This is what Achille Mbembe has called negative interpretation, where social life is understood primarily in the ways in which it differs from an assumed Western standard. These jokes reference an earlier period in Ghanaian history, when African science formed part of the project of postcolonial nation building. Scientists of the independence period constructed the scientific and medical infrastructure of Ghana to both provide for the needs of its people and to represent the status of modern Africa to the world. The apparently incongruous relationship between the cynicism of these jokes and the strain of Afro-optimism that has recently surrounded Ghana indicates a sustained shift in the identity politics of African professionals since independence. Their jokes signal their attempts at disentangling their identities from the project of African modernity, and at positioning themselves as scientists working in the context of Ghana.