Dissertations / Theses on the topic 'Critical identity'
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1
Birkett, Holly. "Identity transitions : towards a critical realist theory of identity." Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/44047/.
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This thesis explores the relationship between paid employment and individual identity. It aims to understand how paid employment impacts identity. In order to do so, the thesis focuses on work transitions; times when people relinquish one working identity and potentially acquire other forms of identity. As such, these transitions are also viewed as identity transitions. The thesis is split into two major sections. First, there is a review of the current Organization Studies literature on individual identity, which provides a critique of the current dominant perspectives on identity: Social Identity Theory, which focuses on group membership and role identification; narrative approaches to identity, which focus on reflexive processes and the agency involved in developing a coherent story of self during times of change; and, finally, discursive theories of identity which focus on the dominant discourses in society and their role in creating individual identity. Each of these approaches is discussed, their strengths are highlighted and their weaknesses explained. This critical review of the literature leads me to conclude that the current literature on identity has a tendency to under-theorize and under-explain the role of social structure, and capital resources in particular, on identity over time. This is a problem as it means that the current explanations we have for working identity and identity transitions exaggerate agency, the role of group membership or cultural discourses and, therefore, only offer a partial explanation of identity transitions. This research aims to demonstrate the crucial role of capital resources (Bourdieu: 1986) in identity transitions, thus highlighting the role of social structures. Secondly, the research examines the relationship between structure, agency and discourse in identity transitions by exploring the interaction between capital resources, narratives and reflexivity and discourse during two different identity transitions. The thesis therefore makes a number of contributions to knowledge. Firstly, it clearly critiques the current literature on identity and identity transition. Secondly, it identifies and examines the missing link in the current literature in terms of a systematic conceptualization of the role of social structure, using Bourdieu‘s concept of capital resources. Thirdly, the thesis begins to develop a new approach to identity which incorporates social structure and theorizes the relationship between social structure, agency and discourse in identity development. This approach is informed by Margaret Archer‘s morphogenetic approach (1995) and Bourdieu‘s (1986) concept of capital resources. The final substantive contribution this thesis offers is an empirical one. The thesis presents rich empirical data about two very different work transitions, retirement and downshifting, which see the respondents undergoing different forms of identity transition. This empirical data particularly adds to the literature in the downshifting case by exploring an under-researched transition. The thesis is also novel in that it explores career transitions from an identity perspective and offers extensive qualitative data on individual work and identity transitions. Finally, the empirical chapters of this thesis allow me to examine the utility of the approach to identity transitions, which I develop in this thesis, which explicitly recognizes the role of social structures. Thus, the empirical data helps to refine this approach for use in future research on identity transitions.
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Clarkson, Robert D. "Identity Verification Systems as a Critical Infrastructure." Thesis, Monterey, California. Naval Postgraduate School, 2012. http://hdl.handle.net/10945/6777.
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Identity management systems are essential to U.S. homeland and economic security. Systemic fragility has been exploited to facilitate terrorist travel and criminal evasion. The widespread dissemination and use of fraudulent identity documents exponentially complicates efforts to target terrorists and other persons who pose a threat to homeland security. Underage drinkers and illegal immigrants are common supporters and users of the fraudulent document industry. No single source can determine the net effect that these entities have in degrading identity system utility. Identity verification systems are large networks, susceptible to degradation, and vital to other sectors of critical infrastructure. Current attempts to analyze identity systems are segmented and fractured. Analyzing these systems as a comprehensive critical infrastructure provides a necessary framework of language and concepts that are familiar to policymakers. This thesis is focused on providing a thorough understanding of the vulnerabilities associated with weak identity systems and analyzing identity systems as a critical infrastructure.
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Spivey, Michael. "Identity politics of a southern tribe a critical ethnography /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0010/NQ27323.pdf.
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Davis, Andrea M. "Dragging Identity: A Critical Ethnography of Nightclub Space(s)." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1213893377.
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Estee-Wale, Ricardo Solario. "Deafness, discourse and identity : critical issues in deaf education." Thesis, Durham University, 2004. http://etheses.dur.ac.uk/3058/.
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It has long been acknowledged that the main problem associated with deaf education is one of language. To remedy this issue, education polices and methods have focused on the children's inability to communicate effectively in the majority language and have imposed strict regimes within schools aimed at enabling deaf children to talk. This thesis offers a critical examination of such methods and also of the relevant discourses influencing deaf children within education. This thesis argues that the problems associated with deaf children’s experience within education starts, not at their point of entry into formal education, but at birth. My research highlights the fact that deafness is not primarily the deprivation of sound; it is the deprivation of a functional language. The arbitrary imposition of particular language policies within schools be it sign or spoken languages do not really address the underlying issues. This thesis is primarily a critique of the relevant discourses which are complemented by the experiences of the deaf children highlighted in my sample. This thesis show that without the consideration of deaf children’s views and experiences the problems inherent within deaf education will not be addressed adequately
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Narayan, Usha. "Critical Analysis of Tradition and Identity in Indian Architecture." Thesis, The University of Arizona, 1993. http://hdl.handle.net/10150/596934.
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Benson, Kristen Edith. "Gender Identity and the Family Story: A Critical Analysis." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/27443.
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This research explored how transgender people and their partners experience the process of disclosing their gender identity, experiences of mental health, and how couple and family therapists can be helpful to relationships involving transgender people. The purpose of this study was to better understand transgender relationships to prepare couple and family therapists to work with this population. Participants were seven self-identified transgender people and three of their partners. In-depth interviews were used to explore experiences of transgender peopleâ s relationships. Nine themes were identified: decision to disclose, the road to acceptance, perceptions of sexual orientation, change, delineating between purposes for seeking mental health services, belief that therapists are not well-informed about transgender issues, value of well-informed therapists, couple and family therapists should be well-informed, and loved ones understanding of gender identity. This study provides insight into transgender peopleâ s relational issues relevant to couple and family therapy. Phenomenological, narrative and feminist lenses provide frameworks to view these findings. Implications for future research and clinical practice are discussed.Ph. D.
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Borchers, Tyler. "Communicating Contradictory Selves: A Critical Postmodern Perspective on Identity Formation." Ohio University Honors Tutorial College / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1400122385.
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Reid, Irene A. "Shinty, nationalism and cultural identity, 1835-1939 : a critical analysis." Thesis, University of Stirling, 2000. http://hdl.handle.net/1893/1519.
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The significance of sport is now emerging as an important dimension of the broader scholarship that examines the social, cultural and political aspects of Scottish society. A prominent facet of this emerging body of literature has examined the multiple ways in which sport contributes to and is constitutive of Scottish nationalism and culture. This thesis builds upon previous studies of sport to examine the connections between shinty, nationalism and cultural identity. The rationale that underpins the thesis asserts that in order to understand more fully expressions of nationalism, it is necessary to examine the social and cultural forces that have contributed to different ideas about the nation in specific historical circumstances. At the heart of the thesis it is argued that the sport-nationalism-identity axis in Scotland has sought to assert different forms of autonomy. The concept of autonomy, articulated through civil society, provides an original conceptual framework for the critical analysis of shinty, nationalism and cultural identity between 1835 and 1939. The development of shinty during this period coincided with the emergence of a number of cultural and political movements that were par of a relatively autonomous Highland civil society, and which became the repository of a paricular strand of Celtic radicalism. A number of the leading proponents of Celtic radicalism were advocates of various aspects of Scottish nationalism that oscilated on the political landscape of Britain after 1886. Using a multi-methodological research approach, the thesis examines the extent to which the development of shinty intersected with key elements of Celtic radicalism and nationalism. It is concluded that shinty provided the terrain upon which paricular cultural identities could be ariculated, and was also a vehicle for paricular expressions of nationalism that reinforced different aspects of the autonomy of the Highlands within Scotland. This original and unique synthesis provided in this thesis makes a small contrbution to our understanding of sport in Scottish culture.
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Milward, Andrew. "Group Efficacy, Self Identity & Workplace Behaviour : A Critical Analysis." Thesis, Lancaster University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.518328.
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Ranjha, Wajid Ali. "Critical theory, modernity and the question of post-colonial identity." Title page, contents and abstract only, 1998. http://web4.library.adelaide.edu.au/theses/09PH/09phr197.pdf.
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Shobe, Hunter W. "Place, identity and Futbol Club Barcelona : a critical geography of sport /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3201699.
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Thesis (Ph. D.)--University of Oregon, 2005.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 222-239). Also available for download via the World Wide Web; free to University of Oregon users.
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Blake, Charles. "Identity, modernity and repetition in the critical theory of Wyndham Lewis." Thesis, University of Oxford, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.418842.
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Gagnon, Suzanne. "Compelling identity : a critical analysis of two global leader development programs." Thesis, Lancaster University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.533104.
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Richards, Nathan. "Normative dimensions of cultural identity." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82669.
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Dominant theories of aboriginal rights articulate the relation between rights and identity in terms of a logic which treats identity as an irreducible good and rights as the instrumental means of its protection. However, identity claims and legal claims emerge in our use of language. Identity and the institutions in which identities are expressed and experienced are constituted in speech. A close analysis reveals the degree to which law and identity are a systemic imbrication of normative claims characterized by an innate indeterminacy. This indeterminacy renders all rights and identity claims contingent on their reception and validation by others.
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Wang, Eileen. "Deadly Viper Character Assassins: Cyber Discourse on Asian American Marginalization and Identity." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/communication_theses/98.
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This study examines how Asian Americans articulate their marginalization and identity, as well as other issues related to race, through the use of blogs. Specifically, I look at discourse surrounding the Deadly Viper Character Assassins publication controversy on three different blogs. I draw upon critical discourse analysis (CDA) to compile patterns, themes, and anomalies from the online discussions. This paper highlights key findings, given the scarceness of Asian American voices in public culture, that prompt ongoing discussions about identity and the use of blogs as a platform to speak and conceptualize Asian American identity.
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Blake, Charles LaTrobe Graham. "The machinery of self identity, modernity and repetition in the critical theory of Wyndham Lewis." Thesis, University of Oxford, 2005. http://ora.ox.ac.uk/objects/uuid:666abd7d-da76-4a96-a1ee-f614507f4899.
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Of the major literary modernists writing in English in the early years of the twentieth century, arguably the most misunderstood and critically neglected has been Wyndham Lewis. It is the contention of this dissertation that Lewis should be reassessed, not only as a vitally important writer and artist, but also as one the most significant critical theorists of modernity. Accordingly, the central aim of this dissertation is to demonstrate that Lewis, whose oeuvre extended from fiction, drama, poetry and literary criticism to radical experimentation in painting and drawing, to a considerable range of non- fictional, political and philosophical writings which would now be classified as critical and cultural theory, was not only a highly significant theorist of his own period, but also, pre-emptive of many of the concerns that have come to be identified with postmodernism and its aftermath. The essence of this untimeliness, it is argued, lies firstly with his consistent engagement with the nihilism hat he believed to be the engine of modernity, and secondly, with his creative deployment of the ideas of a range of continental philosophers from Kant and Schopenhauer to Nietzsche and Bergson to counter that nihilism and in Nietzsche's terminology to "overcome" it. In the process, and particularly in his exploration of temporality and spatiality as they configure human identity, Lewis provided a philosophical commentary on the modern that in many ways paralleled and prefigured the intellectual trajectory of major twentieth century thinkers such as Theodor Adorno, Walter Benjamin, and subsequently, Gilles Deleuze and Jean Baudrillard. The genealogy of these parallels and pre-figurations will be traced through the use of the concept of repetition as it is deployed by Lewis in his critical theory and fiction, from his early short stories to his final theological fantasies.
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Romero, Augustine Francis. "Towards a Critically Compassionate Intellectualism Model of Transformative Education: Love, Hope, Identity, and Organic Intellectualism Through the Convergence of Critical Race Theory, Critical Pedagogy, and Authentic Caring." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194496.
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This critical race qualitative research study examines the perspectives of Chicanas\os regarding their educational experiences. Critical race theory in education has been critical in the effort to bring a deeper understanding of the racism that is experienced in American schools by Chicanas\os and other children of color. This study examines the intersectionality of American education; the Chicana\o social, political and historical experiences; and racism.This study is informed by theoretical frames from the disciplines of critical race theory, Latino critical race theory and their educational implications, new racism, Chicana/o authentic caring, and critical pedagogy. These theories expose inequality and injustice that adhere in American schools, and they help me understand that Chicana/o students, their parents and their communities are constructors of knowledge and facilitators of critical transformation.The study triangulates qualitative data through two critical components: interviews and an archival evaluation of the academic impact of the Social Justice Education Project and its Critically Compassionate Intellectualism (CCI) model of transformative education. The interview component consists of one open-ended focus group interview and one open-ended interview. In the archival segment, I evaluate informal open-ended student interviews, end of the year progress reports, post-program surveys, and achievement and graduation data.These data indicate that racism remains a key variable within the educational experiences of Chicanas\os students in SUSD schools. Additional findings indicate that the student cohorts that participate in the Social Justice Education Project and experience the CCI model of transformative education have a higher AIMS pass rate and higher graduation rates than those students cohorts that do not experience both the Social Justice Education Project and its CCI model.Given these findings, the study proposes that educational leaders demonstrate the political will that is needed to discover and implement multiple forms of critical transformative educational praxis. In addition, the need for more research that centers the voices of students and that focuses on racism and the Chicana\o contemporary experience.
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Wray, Amanda B. "Lived Histories and the Changing Rhetoric of White Identity." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/145299.
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Through open-ended interviews and oral history, this ethnographic project captures unique histories of cultivating critical race consciousness as a White subject in social contexts of continuing overt and covert racisms. The project studies the legacy of racist and prejudiced discourses in how White research participants embody, theorize, and perform White consciousness. I explore a spectrum of White consciousness that corresponds to shifting conceptualizations of racism (Jim Crow, Colorblind, and Critical Race Consciousness), unstable ideologies of activism and antiracism (reflecting whether or not and how subjects act against prejudice), and the changing politics of rhetorical practice in backstage settings (that is, how subjects represent and construct racialized realities in these discourse situations). The project concludes that storytelling can be strategically and effectively used in activist research and everyday conversation as a vehicle for positive social change to cultivate critical dialogue about and rearticulate lived histories of race, racialized identities, racial privileges, and racisms.
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Mitev, Petar I. "Identity & Building: Engaging in Dialogue with Context Through Architecture." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1459439638.
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Ryynänen, K. (Katja). "Constructing physician's professional identity - explorations of students' critical experiences in medical education." Doctoral thesis, University of Oulu, 2001. http://urn.fi/urn:isbn:9514265211.
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Abstract
The formation of a physician's professional identity and conception
of
him/herself as a doctor is often taken for granted and considered a
by-product of learning. During professional socialization, medical
students internalize knowledge, skills, attitudes, behavioral models as
well as ethical and moral values of medicine. However, certain critical
experiences may trigger an active construction of professional identity.
The aim of this research was to explore the process of constructing
professional identity during medical education in the framework of
cultural-historical activity theory. Multiple methods (questionnaires,
videotapes of medical students' reflection group sessions, and interviews
of the supervisors) were used in data collection and analysis.
Medical students were found to have differing orientations towards
learning and practising medicine. Some of the students, more commonly
females, expressed a need for more support for their professional
development. Reflection groups offered medical students a possibility to
share their experiences of critical situations. The topics of discussion
dealt with career choice, medical education (teaching, patient encounters,
communication), working experiences and career opportunities. Medical
students' narratives of their experiences in university hospital learning
situations revealed the way in which various interaction situations laid
the basis for the development of professional identity. In constructing a
physician's professional identity, medical students had to solve dilemmas
encountered in three different activity systems: Personal life, Medical
education and Work.
Encountering critical situations is part of the daily practice in
medical
schools. These situations may induce reflection on action and conscious
development of professional identity. Medical students should be provided
with more possibilities to elaborate on especially dilemmas concerning
professionalism, communication skills, encountering death, and biomedical
versus psychosocial aspects of medicine during their medical education.
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Clare, Angela. "Reason, aesthetics and emancipation : questions of identity and representation in critical theory." Title page, contents and abstract only, 1997. http://web4.library.adelaide.edu.au/theses/09PH/09phc5908.pdf.
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Bibliography: leaves 294-316. This thesis looks at the question of representation in critical and feminist theory. The discussion is framed in terms of the relation between reason and aesthetics in a number of key thinkers: Jurgen Habermas, Jean-Francois Lyotard, Theodor Adorno and Judith Butler, and others.
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Perriton, Linda Jayne. "Private lives/public spectacles : the 'critical' identity in management education in organisations." Thesis, Lancaster University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365893.
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Adiv, Ehud. "Politics and identity : a critical analysis of Israeli historiography and political thought." Thesis, Birkbeck (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286283.
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Kuo, Kelly Chien-hui. "Archi-cultural identity : reflections on critical regionalism in twentieth-century Taiwanese architecture." Thesis, University of Nottingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288757.
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Aloneftis, Rebecca. "Discursive strategies in negotiating the voice hearing identity : a critical discursive approach." Thesis, City, University of London, 2017. http://openaccess.city.ac.uk/18144/.
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Few studies and interventions address the impact of the experience of hearing voices on identity. Identity issues are particularly salient due to the discrimination and stigma that these individuals face. The current study draws on a critical discursive approach to identify discursive strategies that participants use to negotiate the voice hearing identity. Semi-structured interviews were conducted with eight participants recruited from the Hearing Voices Network. Analysis took a micro-focus looking at interpretative repertoires, ideological dilemmas and subject positions, as well as a macro-focus looking at the broader discourses of voice hearing present in society. Two contrasting interpretative repertoires were identified. On the one hand voice hearing was constructed as a distressing and difficult experience. On the other it was constructed as a normal, ordinary experience. Normalising the experience of hearing voices in the interest of establishing a closer proximity with the rest of the population results in the distress that voice hearers experience being missed. In addition, participants used six discursive strategies to negotiate identity. The ‘positioned as object’ strategies of blaming, disclaiming and justifying are overt and reject the social identity on offer, increasing the gap between voice hearers and non-voice hearers. The ‘positioned as subject’ strategies of normalisation, trivialisation and reframing are covert and construct a preferable identity that helps people who hear voices integrate with society. The findings suggest that these discursive strategies have implications in delivering interventions and point towards the need to take an outside-in approach by addressing identity issues in therapy.
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Cheung, Chi Kin. "Chinese nationalism : a critical understanding of Chinese identity in a transnational context." Thesis, University of Manchester, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.521639.
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Smith, Aled. "Identity, decontextualisation, interconnectivity, perspective : a critical reflection upon my recent creative practice." Thesis, Manchester Metropolitan University, 2017. http://e-space.mmu.ac.uk/620085/.
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This commentary illustrates significant developments in my recent creative practice, as demonstrated in the accompanying portfolio of compositions. Over the period of research, spanning three years and resulting in a substantial body of new work, I have developed and explored the configuring of a compositional architecture which addresses and emphasises the creation of restrictive boundaries in the composition process. These restrictions are placed to control development, whereby strict objectives are set but paths of reaching those goals allow for creative freedom. The interconnections between composer/score/performer/receiver are also examined. This segues into exploring the pragmatic decision–making during the writing process. Paths of enquiry and development within my creative output are outlined and discussed. These relate specifically to: development of a harmonic methodology which abandons conventional chords and progressions in favour of hyper-chromatic harmonic fields; non– teleological structural approaches which explore self-similarity, scaling and intersemiosis; exploration of material identity, morphology and interconnectivity; as well as consideration of instrumentation alternatively through compositing, synthesis, ‘opening’ and extended techniques. Each chapter in the following document examines the works in the accompanying portfolio individually, as a set of small case studies. A discourse is established which discusses each work as well as connecting and establishing context between works — as a body. Developments are demonstrated through analysis and comparison between my own works and those of other creatives.
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Savi, Melina Pereira. "Central Station and issues of identity in film form and critical debates." reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/92355.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2009Made available in DSpace on 2012-10-24T08:06:42Z (GMT). No. of bitstreams: 1 276265.pdf: 2689065 bytes, checksum: d2efed7c2e55798081ab4b8c260a5a69 (MD5)
O presente trabalho trata de questões relacionadas à construção de uma identidade cultural brasileira no filme Central do Brasil, dirigido por Walter Salles, a partir da perspectiva fílmica e também relacionada aos debates críticos que o filme gerou em resenhas americanas e brasileiras. Argumenta-se que o filme é uma metáfora da busca por identidade, argumento usado pelo próprio diretor. Esta busca se dá no nível pessoal, no caso das personagens principais, Dora e Josué, e nacional, já que o filme encoraja a associação da jornada das personagens a uma busca pela identidade nacional brasileira. A pesquisa buscou encontrar os elementos fílmicos que remetem a essa hipótese de que o filme é uma metáfora da busca por identidade, bem como de que forma (e se) os debates críticos gerados a partir do filme identificaram essa questão da busca. Para teorias de identidade, autores como Stuart Hall, Zygmunt Bauman e Robert Stam foram usados. Para teoria fílmica foram usados trabalhos de David Bordwell e Marcel Martin. Para estudos em cinema brasileiro, leituras de trabalhos de Luiz Zanin Oricchio, Robert Stam e Sidney Ferreira Leite foram realizadas. A análise mostrou que o filme, de fato, traz elementos que podem ser relacionados à metáfora da busca por identidade.
This research addresses questions related to the construction of a Brazilian cultural identity in the film Central Station, directed by Walter Salles, from the perspective of film form, and concerning the critical debates prompted by the film in Brazilian and American reviews. The film is argued to be, by the director himself, a metaphor for the search for identity, both personal, in the case on the main characters, Dora and Josué, and national, since the film encourages the association of the characters' journey to a search for a Brazilian identity. What this research sought to find were the elements in film form that relate to this hypothesis of the film as a metaphor for the search of identity, and how and if the critical debates prompted by the film identified the issue of identity. For the issue of identity, critics such as Stuart Hall, Robert Stam, and Zygmunt Bauman were invoked. For Film Studies, theorists such as Bordwell and Marcel Martin were used. For readings in Brazilian Cinema, the works of Luiz Zanin Oricchio, Robert Stam and Sidney Ferreira Leite were used. The analysis showed that the film, indeed, brings elements that can be related to a metaphor for the search for identity.
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Allen, Keyona. "Critical Consciousness, Racial Identity, and Appropriated Racial Oppression in Black Emerging Adults." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5687.
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The present study explored private regard and public regard, two subcomponents of racial identity, as mediators of the association between critical consciousness and appropriated racial oppression. In a sample of 75 Black emerging adults, ages 18-25, the current study examined (1) the relationships between critical consciousness, racial identity, and appropriated racial oppression and (2) whether racial identity mediates the relationship between critical consciousness and appropriated racial oppression. Relationships in the expected direction were evident between private regard and both critical consciousness and appropriated racial oppression. Relationships in the expected direction were evident between public regard and critical consciousness. Further, mediation analyses indicated that the relationship between critical consciousness and appropriated racial oppression was mediated by private regard. These findings indicate how critical consciousness and private regard may play a significant role in influencing appropriated racial oppression in Black emerging adults.
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WONG, Yuk Ying Sonia. "Learning to be a lesbian : identity and sexuality formation among young Hong Kong lesbians." Digital Commons @ Lingnan University, 2017. https://commons.ln.edu.hk/cs_etd/32.
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While the LGBT equal rights movements in Hong Kong have become increasingly visible and popular in recent years, and lesbians, when compared to homosexual male, seem to enjoy high visibility in the city’s public space and relevant safety from violent discrimination, their presence in the public sphere continue to be low. Writings by local queer activists and scholars such as Mary Kam Pui Wai (2001) and Denise Tang (2011) point out that instead of violent attacks, since the beginning of local LGBT activism, female have been facing systematic silencing and marginalizing within the community, their presence invisible, and their problems often ignored or trivialized. However, lesbians are not imagined to be, and do not perceive themselves as, the most oppressed and disadvantageous members within the larger LGBT community.
This study proposes that this seeming apolitical attitude and lack of acknowledgement of their marginalized position are the results of the unique “lesbian learning” taken place in the Hong Kong context that render their positions invisible and their problems unspeakable. I want not only to explore what these young women conceptualize as lesbian identity and sexuality, but through proposing the notion “lesbian learning”, offer a new framework to articulate and examine the formation and construction of the “field of sensible” that conditions their learning about lesbian(ism) in terms of perceptual equipment, information flow, as well as strategies of management and application, to see the meanings attributed to this identity, and the nuanced struggle for and negotiation of their lesbian identity formation, as both gender and sexual identity.
The findings of this study shows that their conceptualization of lesbian identity as gender and sexual identity is largely conditioned by how they have learned to be female, with normative gender social expectations having a huge influence on how they perceive their sexual identity and sexuality, and their priority. Through documenting and examining the process of their learning the lesbian identity and ways of managing it, I hope to shed light on the mechanisms behind the social construction of female subjectivity that conditioned the specific configuration of lesbian identity and sexuality in the Hong Kong context, and the close ties between the two.
To this end, 26 women between the ages of 20 - 30 were interviewed, additionally I spent 2 years conducting in-depth follow-up interviews and participant observation. With the help of social constructionist accounts of contextualization, interactionist accounts of meaning-making, the theory of sexual scripts, and Foucauldian notions of discourse and discipline, I seek to analyze how the Hong Kong lesbian subject is created, maintained, and regulated, both within different institutions operating at specific sites, namely family, school, and pornography, and by the lesbians themselves. By proposing the notion of “lesbian learning”, this study seeks to offer a new methodological tool of intervention, to examine the network of conditions of intersectional positions, and the negotiated agency of their understanding and imagination of identity, gender, and sexuality in the context of Hong Kong.
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Peim, Nick. "Rethinking the teaching of English in schools : theory and the politics of subject identity." Thesis, De Montfort University, 1999. http://hdl.handle.net/2086/4137.
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Ciszek, Erica L. "Identity, culture, and articulation| A critical-cultural analysis of strategic LGBT advocacy outreach." Thesis, University of Oregon, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3640180.
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This study examines how LGBT activists and LGBT youth make meaning of a strategic advocacy campaign. By examining activist and advocacy efforts aimed at youth, this research brings to light how LGBT organizations use campaigns to articulate identity and, conversely, how LGBT youth articulate notions of identity. Through the lens of the It Gets Better Project, a nonprofit activist organization, this dissertation uses in-depth interviews with organizational members and chat-based interviews with LGBT youth to study the meanings participants brought to the campaign.
Strategic communication has been instrumental in construction of LGBT as a cohesive collective identity and has played a vital role in the early stages of the gay rights movement. This research demonstrates how contemporary LGBT advocacy, through strategic communication, works to shape understandings of LGBT youth.
Instead of focusing on the Internet as a democratic space that equalizes power differentials between an organization and its publics, this study shows that the construction of identity is the result of a dynamic process between producers and consumers in which power is localized and does not simply belong to an organization or its public.
This research challenges the Internet as a democratic space and demonstrates that identity is a discursive struggle over meaning that is bound up in the intimate dance between producers and consumers of a campaign. In contrast to functionalist understandings of public relations that privileges the organization, this dissertation contends that a cultural-economic approach focuses on the processes of communication. A cultural-economic approach gives voice to the diverse audiences of a communication campaign and addresses the role communication plays as a discursive force that influences the construction of identities.
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Adams, Matt. "The reflexive self : a critical assessment of Giddens's later work on self-identity." Thesis, Nottingham Trent University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369253.
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Ali, Afiza Mohamad. "Reasoning strategies, dispositions and identity in critical reading-thinking among Malaysian EAP students." Thesis, Lancaster University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440398.
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Kim, Kyoung-Hoan. "The identity of the preacher : a homiletical-critical study in Korean Presbyterian church." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5432.
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Thesis (DTh (Practical Theology and Missiology))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: This dissertation deals with the relationship between the problems of the Korean Presbyterian Church and the identity of the Korean Presbyterian preachers. The study offers guidelines for the future by analyzing and evaluating the Korean Presbyterian Church context related to the Korean history according to Thomas Long.s guidelines. Chapter 1 is a statement of the problems faced by the Korean Presbyterian Church such as the blessing of success rather than the blessing of suffering, false success and a distortion of the preacher.s identity, the idolization of the preacher, secularization during the period of economic growth, and the inheritance of authority, fame, and status. Through an analysis and evaluation of these aspects, we are able to suggest guidelines for the future. Chapter 2 is the analysis of the Korean context, which shows us that many foreign missionaries dedicated themselves to the Korean people, led the Korean Presbyterian preachers to hold a herald image though theological, social, political, economical, and cultural factors made the Korean Presbyterian preachers choose between three positions, viz. conservative, progressive, and centralist. In addition, this chapter shows that the difference of theological, political, and social opinion, localism, and the problem of WCC joining, and so forth positioned Hyung-Nong Park (1897-1978), Jae-Jun Kim (1901-1987), Sang-Dong Han (1901-1976), and Kyung-Chik Han (1902-2000) at the centre of the split of the Korean Presbyterian Church. Chapter 3 is the homiletical evaluation of the identity of four Korean Presbyterian preachers according to Thomas Long.s guidelines. This evaluation shows that Hyung-Nong Park and Sang-Dong Han had a herald image, Jae-Jun Kim a pastoral and storytelling image, and Kyung-Chik Han a witness image as regards their respective lives and theological views. Chapter 4 analyzes and evaluates the identity of contemporary Korean Presbyterian preachers based on 145 Korean Presbyterian preachers. question sheets according to Thomas Long.s guidelines. In addition, the chapter shows that these preachers have a positive idea concerning the relationship between God, the preacher, the Bible, and the congregation and are trying to maintain the merits of the four metaphors. Chapter 5 offers guidelines for the future, which suggests the role of the Holy Spirit and prayer as an alternative to overcome the Korean Presbyterian Church.s problems such as an identity distortion, idolization, and secularization of the preacher based on a relationship between God, the preacher, the Bible, and the congregation. The Holy Spirit is the greatest Preacher, the co-worker with the preacher and vindicator of the preacher.s authority. Prayer invigorates, strengthens and energizes the preacher. In conclusion, this chapter suggests the acceptance of ¡°the unity of diversity¡±, preachers. sincere, faithful, and devotional life, and the restoration of the power of God.s Word, prayer, and the Holy Spirit as guidelines for the future.
AFRIKAANSE OPSOMMING: Hierdie proefskrif handel oor die verhouding tussen die probleme van die Koreaanse Presbiteriaanse Kerk en die identiteit van die Koreaanse Presbiteriaanse predikers. In die lig van Thomas Long se riglyne, verskaf die studie leidrade vir die toekoms deur middel van . analise en evaluasie van die konteks van die Koreaanse Presbiteriaanse Kerk in verband met die geskiedenis van Korea. Hoofstuk 1 vermeld die probleme wat die Koreaanse Presbiteriaanse Kerk in die gesig staar soos die seen van sukses eerder as die seen van lyding, valse sukses en . verdraaiing van die prediker se identiteit, die verafgoding van die prediker, sekularisasie gedurende die periode van ekonomiese groei en die vererwing van mag, roem en status. Deur middel van . analise en evaluasie is dit vir ons moontlik om riglyne vir die toekoms aan te bied. Hoofstuk 2 is . analise van die Koreaanse konteks waardeur aangetoon word dat baie buitelandse sendelinge hulself aan die mense van Korea gewy het, die Koreaanse Presbiteriaanse predikers gelei het om aan . boodskapper beeld vas te hou alhoewel teologiese, sosiale, politiese, ekonomiese en kulturele faktore die Koreaanse Presbiteriaanse predikers laat kies het tussen die konserwatiewe, progressiewe en sentralistiese posisies. Daarbenewens toon die hoofstuk aan dat die verskil in teologiese, politieke en sosiale mening, lokalisme en die probleem van die WCC aansluiting en so meer, Hyung-Nong Park (1897-1978), Jae-Jun Kim (1901-1987), Sang-Dong Han (1901-1976), en Kyung-Chik Han (1902-2000) in die middel van die Koreaanse Presbiteraanse Kerk skeuring geplaas het. Hoofstuk 3 is . homiletiese evaluasie van die identiteit van vier Koreaanse Presbiteriaanse predikers volgens die riglyne van Thomas Long. Hierdie evaluasie toon aan dat, in terme van hulle onderskeie lewens en teologiese opvattings, die beeld van boodskapper op Hyung-Nong Park en Sang-Dong Han van toepassing was, die beeld van herder op Jae-Jun Kim en beeld van getuie op Kyung-Chik Han betrekking gehad het. Hoofstuk 4 analiseer en evalueer die identeit van hedendaagse Koreaanse Presbiteriaanse predikers gebasseer op 145 Koreaanse Presbiteriaanse prediker vraelyste op grond van Thomas Long se riglyne. Daarbenewens toon die hoofstuk aan dat hierdie predikers . positiewe seining het rakende die verhouding tussen God, die prediker, die Bybel en die gemeente en poog om dit wat wesentlik is aan die vier metafore te behou. Hoofstuk 5 bied riglyne vir die toekoms aan wat die rol van die Heilige Gees en gebed as alternatiewe voorstel om die probleme van Koreaanse Presbiteriaanse Kerk soos identiteitsverdraaiing, verafgoding en sekularisasie van die prediker, in die lig van die verhouding tussen God, die prediker, die Bybel en die gemeente, die hoof te bied. Die Heilige Gees is die grootste Prediker, die medewerker van die prediker en verdediger van die prediker se gesag. Ter afsluiting stel hierdie hoofstuk die aanvaarding van geenheid in verskeidenheid h, predikers se opregte, getroue en toegewyde lewens en die herstel van die krag van God se Woord, gebed en die Heilige Gees as riglyne vir die toekoms voor.
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Elliott, Anthony. "Modern social theory and psychoanalysis : critical perspectives on self-identity and the unconscious." Thesis, University of Cambridge, 1990. https://www.repository.cam.ac.uk/handle/1810/272729.
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Helland, Kristin Ingrid. "Multilingualism, Identity, and Ideology in Popular Culture Texts: A Multimodal Critical Discourse Analysis." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/578722.
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In recent years a paradigm shift has occurred in second language acquisition and applied linguistics, moving away from a monolingual approach toward a multilingual one that emphasizes the social, political, and historical contexts of languages in contact. Scholarly recognition of multilingualism has led to research studies focusing on multilingual practices such as code-switching in a range of contexts and genres, e.g., film, hip hop, advertising and social networking sites. These studies reflect a shift in research focus from spontaneous speech to scripted texts, and also from the communicative to the symbolic function of code-switching, as seen in studies of Mock Spanish (Hill, 1998) and linguistic fetishism (Kelly-Homes, 2005). The emphasis on the symbolic and ideational is reflected in an increased interest in multimodality and how language interacts with other semiotic codes (e.g., visual imagery, gesture, dress, body ornamentation, and soundtrack) to convey messages of identity and ideology. Recently, several scholars have called for an expanded framework that would incorporate systematic multimodal analysis in studies of multilingualism in popular culture texts (Androutsopoulos, 2012; Stamou, 2014). The present study responds to this call with a genre-based project incorporating a sociolinguistic and multimodal studies approach with critical discourse analysis and genre analysis, which focuses on a comparison of three different types of popular culture texts: 1) a bilingual English-Spanish film from the U.S. (From Prada to Nada), 2) multilingual music videos from Japan (by the artist Mona AKA Sad Girl), and 3) a bilingual television ad from the U.S. (by Taco Bell). The study adapts and extends O'Halloran et al.'s (2011) model of multimodal critical discourse analysis based on social semiotic theory (Kress and van Leeuwen, 2001) to examine how semiotic codes work together to either reinforce or challenge racial, linguistic, gender, and age-related stereotypes and dominant discourses. This model draws from Bakhtin's notion of heteroglossia and intertextuality and Barthes' concept of myth to examine how language and other multimodal features at the micro-level interact with macro-level discourses to create multi-layered meanings. The dissertation also explores how creators of popular culture texts utilize intertextual references to convey meaning through multiple semiotic codes and how texts become re-contextualized as they circulate globally. Taking into account the multiplicity of readings by diverse audiences, which in part depend on viewers' familiarity with intertextual references, this study addresses issues of reception by analyzing re-mediatized discussions about the texts in online comments, reviews, and articles, in order to gain added insights into the variety of ways the texts are interpreted. The findings of this study show how multilingual, multimodal features in popular culture texts cross genre, linguistic, national, and ethnic boundaries by means of global (re)circulation and local (re)contextualization through the agency of re-mediatization, which is made possible because of internet technology. In the process of recirculation these features become "semiotic metaphors" (O'Halloran 1999, 2008), representing discourses of identity and ideology which are in turn re-interpreted, influencing the way language, visual images and auditory modes are used to create new meanings in different contexts. By showing how semiotic metaphors cross many different types of borders, this study helps to account for emerging local-global hybrid identities and linguistic hybridization and supports previous calls for a more localized perspective of transnationalism (Lam & Warriner, 2012). Finally, it substantiates the need to move beyond traditional monolingual and monomodal notions of language and culture toward a more multi-dimensional view that transcends traditional boundaries.
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LeMaster, Benjamin. "Queer Intersectionality: Queering the Limits of Identity Studies in Critical Intercultural Communication Research." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/dissertations/1221.
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At the heart of this dissertation project is my interest in the internal conflict that emerges in the mundane navigation and maintenance of relational and contextual penalty and privilege. That is to say, I am interested in how individuals maneuver their/our concurrent identity/ies as oppressor and oppressed. I argue that this simultaneous identity is a holistic embodiment that demands complex maneuvering and that requires our vigilant attention. In addition, I am interested in the critical potential of such maneuvering for activism. In this vein, I introduce my intent to queer the limits of identity research in critical intercultural communication research while contributing to, and drawing on, what others have referred to as queer intersectionality (Bilge, 2012; Rosenblum, 1994). I envision queer intersectionality as an ontological modality that yields heuristic potentiality that can aid critical intercultural communication researchers explore the ways in which we embody a simultaneous oppressor-oppressed identity. In order to understand queer intersectionality as an ontological modality, I offer embodied contexts that give rise to oppression and power in given and fleeting moments. Halualani and Nakayama (2010) remind us that “critical work recognizes that there is no theory in advance and no social process of culture without some theoretical sense-making; it travels through a trajectory of theory from and towards context” (p. 9). Centralizing the directed attention upon the significance of context, I intend queer intersectionality to be an embodied modality that critical intercultural communication researchers can use to explore and theorize simultaneous oppressor-oppressed identity performances and critically envision the co-constitutive relationship between privilege and disadvantage.
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Ciszek, Erica. "Identity, Culture, and Articulation: A Critical-Cultural Analysis of Strategic LGBT Advocacy Outreach." Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/18364.
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This study examines how LGBT activists and LGBT youth make meaning of a strategic advocacy campaign. By examining activist and advocacy efforts aimed at youth, this research brings to light how LGBT organizations use campaigns to articulate identity and, conversely, how LGBT youth articulate notions of identity. Through the lens of the It Gets Better Project, a nonprofit activist organization, this dissertation uses in-depth interviews with organizational members and chat-based interviews with LGBT youth to study the meanings participants brought to the campaign.
Strategic communication has been instrumental in construction of LGBT as a cohesive collective identity and has played a vital role in the early stages of the gay rights movement. This research demonstrates how contemporary LGBT advocacy, through strategic communication, works to shape understandings of LGBT youth.
Instead of focusing on the Internet as a democratic space that equalizes power differentials between an organization and its publics, this study shows that the construction of identity is the result of a dynamic process between producers and consumers in which power is localized and does not simply belong to an organization or its public.
This research challenges the Internet as a democratic space and demonstrates that identity is a discursive struggle over meaning that is bound up in the intimate dance between producers and consumers of a campaign. In contrast to functionalist understandings of public relations that privileges the organization, this dissertation contends that a cultural-economic approach focuses on the processes of communication. A cultural-economic approach gives voice to the diverse audiences of a communication campaign and addresses the role communication plays as a discursive force that influences the construction of identities.
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Klimanova, Liudmila. "Second language identity building through participation in internet-mediated environments: a critical perspective." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/5001.
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Using a data-driven qualitative approach and drawing from language socialization and communities of practice theories, this dissertation study examines the second language (L2) identity-building strategies of 22 American learners of Russian who engaged in a six-week telecollaborative project with Russian native speakers in two genres of Internet-mediated communication: in one-on-one interactions with an assigned native Russian speaking keypal and in selected virtual communities populated predominantly by native Russian speakers. The investigation of L2 identity enactment in Internet-mediated environments was guided by three research questions pertaining to (1) the nature of the discourse Russian (L2) learners use in interactions with native speakers in two genres of online interactions, (2) the discursive manifestations of L2 learner and speaker identity performances in the learners' online discourse; and (3) the learners' perceptions of their online experiences in two genres of online interactions with native-speaking peers. The methods of critical discourse analysis and interpretative phenomenological analysis were employed to examine the Russian learners' online interactional discourse and offline metatalk regarding their online experiences in the two genres.
The analysis of the Russian learners' discourse revealed the complex nature of discursive L2 identity enactment as they moved into and out of the frames of language learners to complete class assignments and negotiate their competent L2 speaker positions in conversations with Russian-speaking peers. The findings indicate that the two genres of online interaction evoked distinct participation patterns and interactional practices. In both genres, L2 identity enactment involved three dimensions: the macro-level of global identity categories, the locally assigned identity positionings (e.g., heritage speaker, multilingual speaker), and interactionally negotiated stances and temporary positions that evoked self- or other-initiated L2 learner/speaker identity performances.
The author concludes that L2 identity, when enacted in Internet-mediated environments, represents a continuum of L2 learner-speaker performances that rely on the contextual factors of the online encounter, learners' global identity tokens, and the dynamics of power relations in native-nonnative speaker interaction. Performing an L2 identity online is construed as a critical experience of re-evaluating one's association with the target language and transformation into a new kind of socially oriented multilingual subject.
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Wijesiri, Narayana Don Nimal Wijesiri. "Representation of identity in Sinhala theater: The impact of the religious/charity model." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/235387/1/Nimal%2BWijesiri%2BThesis%2B%282%29.pdf.
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This study used a critical disability studies analysis of historical and contemporary theatre work, informed by interviews with theatre practitioners and spectators to understand how disability, ethnic, racial, gender, and sexual identity is being representing in Sinhala theatre in Sri Lanka. The thesis explored how theatre practitioners and audiences want to see identity representations evolve in future, to create change in Sri Lankan society.
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McCutcheon, Stephanie. "The process of belonging: a critical autoethnographic exploration of national identity in transnational space." Diss., Kansas State University, 2017. http://hdl.handle.net/2097/35434.
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Doctor of PhilosophyCurriculum and Instruction Programs
Kakali Bhattacharya
Thomas Vontz
The purpose of this study was to better understand constructs of national identity in transnational space by illuminating the processes and relations of national identity disruption and development. This study is pertinent as cultural and social identities are traditionally framed by nation-centric processes in education. However, the effects of globalization continue to transform education through learning abroad initiatives and changing migration behaviors, which necessitates perspectives de-centering the nation as an assumed boundary. The theoretical framework for this study was transnationalism. A transnational perspective has brought new focus to educational research and national identity development by questioning the multiculturalist assumption of nationality as stable national identity and exploring the concepts of national identity and nationalism in transnational spaces created by globalization. The methodological approach was critical autoethnography as informed by narrative inquiry, in which I critically examined my own disruptive experience as a teacher in the Marshall Islands by engaging in retellings of experiences with one of my former Marshallese students as an informant. The method of interactive interviewing with an informant was necessary to develop a critical lens and to connect individual reflexivity with writing ethnographically to relate to broader human experience. Qualitative coding methods were applied to our retellings as thematic analysis to categorize accounts in the narrative. Finally, writing as a method of inquiry and analysis was used to explore emotions, positionality, and perspective. Through iterations of performing narrative with the informant and applying narrative analysis I found that the theme of belonging was apparent as a personal feeling in our narrative. Recognizing this as the theme posed another question; how does this address the original guiding question: what is a sense of belonging in terms of relations and processes? To answer this I considered space-sensitive understandings of belonging as a transnational perspective. This conclusion reconceptualized and grounded national identity development in the materiality of belonging as a feeling to reflect (1) the material consequences of physical characteristics, (2) the allocation of resources, and (3) language as power. In curriculum and instruction, this understanding of belonging as process could reinforce the ideological inclusivity of multiculturalism while liberating constructs of identity from the constraints of the nation. This perspective could have implications on the development of students’ national and transnational identities, allowing for the recognition of diversity without diminishing issues of difference such as racism, sexism, classism, and xenophobia in society creating students capable of celebrating difference while recognizing inequity and promoting social critique.
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Day, Carolyn. "The Rhetoric of Corporate Identity: Corporate Social Responsibility, Creating Shared Value, and Globalization." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5209.
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In today's global political and media climate, the stakes are high for corporations, local or otherwise, to create and maintain an `ethical' perception of not only their daily business activities and how they can benefit society or protect the environment, but also their enduring characteristics or `corporate identity' (Conrad, 2011) for numerous, sometimes conflicting stakeholder audiences (Cheney, 1983). This dissertation examines how such forms of `socially responsible' corporate identities are created and maintained through the use of persuasive language. In particular it examines the role and implications of rhetoric within the contexts of Corporate Social Responsibility (CSR), as well as Creating Shared Value (CSV) the latest management phenomenon embraced by academics and corporations alike (Porter & Kramer, 2006, 2011). The use of a critical rhetorical approach as both theory and praxis to these topics supports the idea that CSR rhetoric is a fruitful avenue for firms to generate a particular form of `ethos' or social legitimation as reparation for the consequences of their actions (i.e. Ihlen, 2009, 2011). Meanwhile I illustrate how the conception of shared value itself functions as a rhetorical `toolkit' of success or explicit set of instructions for corporations to follow that informs them on how to present to their stakeholder audiences what is supposedly a mutually beneficial social and economic agenda. While both approaches initially appear to be widely divergent, both purse the same goal: to produce positive conceptions of a firm's identity as a form of rhetoric. Through the case studies presented here, I show how such rhetoric works to promote a sense of `identification' (Burke, 1950) with stakeholder audiences through the common ground technique (Cheney, 1983) or `god' terms (Burke, 1945) as a tactic of appeal wherein firms express concern for their stakeholders and the environment as a way of engaging their `buy-in.' Such a symbolic tactic takes place on a global stage and thus despite utopian promises of producing value for society, must continue to face the inherent political, historical, and economic issues embedded within the material inequalities between firms and civil society actors. A major contribution of such work is not to provide a `breakthrough' analysis or documentation of corporate efforts towards social responsibility but rather to make accessible to researchers outside of rhetorical studies and even communication studies the importance of the role of rhetoric in constructing corporate identities within the contexts of social responsibility and globalization.
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Prieto, Godoy Kaitlin Ann. "Bisexual College Students' Identity Negotiation Narratives." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586948071736854.
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Brojakowski, Benjamin. "Digital Whiteness Imperialism: Redefining Caucasian Identity Post-Boston Bombing." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1499383965589843.
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Adams, Gloria. "Rural Whiteness, Realizing Race: White Race Identity in Rural Northwestern Pennsylvania: A Critical Review." Oberlin College Honors Theses / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1314103162.
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McInnes, Margaret Fiona. "It's who you are, not what you do : socialisation, student nurses and gendered professional identity." Thesis, University of Huddersfield, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289468.
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Swearingen, Elizabeth. "The performance of identity as embodied pedagogy : a critical ethnography of Civil War reenacting /." For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2004. http://uclibs.org/PID/11984.
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Thesis (Ed. D.)--University of California, Davis, 2004.Joint doctoral program with California State University, Fresno. Degree granted in Educational Leadership. Includes bibliographical references. Also available via the World Wide Web. (Restricted to UC campuses)
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Worley, Claire Louise. "Identity, community and community cohesion : a critical engagement with policy discourses and the everyday." Thesis, University of Huddersfield, 2006. http://eprints.hud.ac.uk/id/eprint/5975/.
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Using three different methods, this thesis critically explores New Labour policy discourses of community cohesion, alongside and in relation to, the construction and performance of gendered and racialised identities in a northern England town. The research is located at the intersection of feminist theory, critical race studies and critical social policy, and draws upon post structuralist approaches. Through an examination of community cohesion policy texts and in depth interviews with policy actors (used to refer to a diverse group of participants in the policy process), I consider how discourses of community cohesion are negotiated and constructed within the policy making process. I also explore how these policy stories contribute to gendered and racialised constructions of local 'communities'. Drawing upon ethnographic research conducted within a 'multicultural' women's group, I consider how communities and identities are negotiated and lived out in the 'everyday', and -in turn how these community stories both challenge and connect with community cohesion policy stories and policy actors' constructions of communities. My findings suggest that community cohesion can be understood as part of the wider New Labour project, drawing upon the ambiguous concept of 'community' central to the agenda of the 'Third Way'. My analysis of community cohesion policy texts indicate that whilst discourses of community cohesion are presented as a coherent agenda, they are multiple and muddled. The search for a set of common 'British' values alongside the management of diversity relies upon notions of integration, which resonate with attempts at assimilation. Moreover, my findings suggest that whilst gender blind, community cohesion policy discourses are deeply gendered and racialised, contributing to particular constructions of race and gender 'difference'. Nevertheless, it is evident that discourses of community cohesion have become rapidly entrenched within the language and practice of local government and local practitioners, bringing with it a 'new' framework governing race relations in the UK. My analysis of policy actors' interpretations of community cohesion policy points to the complexities facing policy actors engaged in 'making sense' of government policies; alongside and in relation to their personal and professional identifications. My findings suggest that New Labour discourses of 'community cohesion' enable practitioners to adopt a safer form of de-racialised language to talk about issues of race and ethnicity. Yet policy actors are also active in the construction of 'expert' knowledge about 'communities', which at times draw upon 'common sense' ideas. These narratives of 'community' and 'identity' often deny the ambiguous nature of identities and the 'messiness' of 'doing community' within the 'everyday'. Indeed, the findings from my ethnographic research conducted with women from different racial and ethnic positionings emphasise the multiple, complex and contradictory ways in which gendered and racialised identities are performed within and across 'communities'. These 'everyday' stories of 'community' both complicate and disrupt policy actors' narratives of community and the community cohesion policy agenda, whilst at the same time suggesting alternative ways of 'getting along' (see also Amin, 2005).