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Journal articles on the topic 'Critical identity'

To see the other types of publications on this topic, follow the link: Critical identity.

Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

O'Hara, Daniel T. "American Studies and Critical Identity." PMLA/Publications of the Modern Language Association of America 118, no. 5 (October 2003): 1337. http://dx.doi.org/10.1632/003081203x67938.

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2

Clark, Irene L. "Critical Thinking, Identity, and Performance." Pedagogy 21, no. 2 (April 1, 2021): 225–40. http://dx.doi.org/10.1215/15314200-8811415.

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Abstract Referencing current research in neuroscience, this article argues that although knowledge about logic and evidence are important for helping students become critical thinkers, teachers should devote attention to the nonrational biases currently being evoked for persuasion, plan additional class time for students to reflect on their own emotional biases, and encourage students to self-identify as critical thinkers, so that they will continue to think critically in other courses and contexts. To attain this goal, approaches involving performance and reflection should be given further attention to help students develop the habit of questioning the credibility of information.

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3

Qu, Weiguo. "English, Identity and Critical Literacy." Changing English 18, no. 3 (September 2011): 297–307. http://dx.doi.org/10.1080/1358684x.2011.602837.

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4

Ferrell, Richard A., and Jayanta K. Bhattacharhjee. "Ward's identity in critical dynamics." Journal of Statistical Physics 41, no. 5-6 (December 1985): 899–914. http://dx.doi.org/10.1007/bf01010009.

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5

Bromley, Hank. "Identity Politics and Critical Pedagogy." Educational Theory 39, no. 3 (June 1989): 207–23. http://dx.doi.org/10.1111/j.1741-5446.1989.00207.x.

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6

Peña, Edlyn Vallejo, Lissa D. Stapleton, and Lenore Malone Schaffer. "Critical Perspectives on Disability Identity." New Directions for Student Services 2016, no. 154 (June 2016): 85–96. http://dx.doi.org/10.1002/ss.20177.

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7

Hauge, Åshild Lappegard. "Identity and Place: A Critical Comparison of Three Identity Theories." Architectural Science Review 50, no. 1 (March 2007): 44–51. http://dx.doi.org/10.3763/asre.2007.5007.

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8

Hindy, Assist prof Dr Hassan Salim. "Identity Crisis in the critical discour." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 219, no. 1 (September 1, 2018): 1–28. http://dx.doi.org/10.36473/ujhss.v219i1.506.

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The challenge facing our nation at the level of identity and privacy of the most dangerous forms of the challenge and the most lethal in the entity of the nation, and it seems this fresh in the social, political and economic aspects illustrated at its peak in the intellectual, literary and cultural aspects, and tools responsible for evaluating namely Monetary who is suffering from a crisis of identity and belonging .otbdo the features of this crisis in several directions: those related to the impact of doctrines expatriate cash and curricula that are not consistent in its premises and perceptions and ideas with the nature of Arab literature and privacy, including with regard to the language of criticism itself transformed by the translator and the tendency philosophical to another crisis transformation without understanding the critical texts , with which it has complete chaos on the level of use of terms and localization adding new problematic and other crisis. This comes in the whole framework of the unclear position of heritage in general and monetary Heritage in particular.

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9

Mahlomaholo, Sechaba. "Critical emancipatory research and academic identity." Africa Education Review 6, no. 2 (October 2009): 224–37. http://dx.doi.org/10.1080/18146620903274555.

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10

van Ham, Peter. "Europe's Postmodern Identity: A Critical Appraisal." International Politics 38, no. 2 (June 2001): 229–52. http://dx.doi.org/10.1057/palgrave.ip.8892572.

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11

Isselkou, Ould Ahmed-Izid-Bih. "Critical boundary constants and Pohozaev identity." Annales de la faculté des sciences de Toulouse Mathématiques 10, no. 2 (2001): 347–59. http://dx.doi.org/10.5802/afst.995.

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12

Kadir, Djelal. "American Studies and Critical Identity - Reply." PMLA/Publications of the Modern Language Association of America 118, no. 5 (October 2003): 1337–38. http://dx.doi.org/10.1632/s003081290016729x.

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13

Radenovic, Sandra. "National identity, ethnicity, (critical) memory culture." Filozofija i drustvo, no. 31 (2006): 221–37. http://dx.doi.org/10.2298/fid0631221r.

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This article deals with the analysis of concepts of national identity and ethnicity (ethnic identity) as the "cluster of ideas" and/or concepts which have similar constitutive elements. This article intends to analyze the relationship between these concepts and the concept of (critical) memory culture. Finally, the author is attempting to discuss the concept of (critical) memory culture as the segment of cultural identity.

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14

Viefhues-Bailey, Ludger. "Critical Catholic Studies as Identity Studies?" American Catholic Studies 125, no. 3 (2014): 24–27. http://dx.doi.org/10.1353/acs.2014.0031.

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15

Baek, Jin. "Re-conceptualizing Critical Subjectivity and Identity in Critical Regionalism: Phenomenological Inputs." Architectural research 13, no. 2 (June 30, 2011): 23–30. http://dx.doi.org/10.5659/aikar.2011.13.2.23.

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16

Dougherty, Michael, and Jon McCammond. "Critical points, critical values, and a determinant identity for complex polynomials." Proceedings of the American Mathematical Society 148, no. 12 (September 18, 2020): 5277–89. http://dx.doi.org/10.1090/proc/15215.

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17

길병휘. "A Critical Review on Communitarian Narrative Identity." KOREAN ELEMENTARY MORAL EDUCATION SOCIETY ll, no. 31 (December 2009): 225–64. http://dx.doi.org/10.17282/ethics.2009..31.225.

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18

Iwamura, Jane Naomi, Haeyoung Yoon, Leng Leroy Lim, David Kyuman Kim, Rita Nakashima Brock, and Rudy V. Busto. "Critical Reflections on Asian American Religious Identity." Amerasia Journal 22, no. 1 (January 1996): 161–96. http://dx.doi.org/10.17953/amer.22.1.p858930n575n08l1.

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19

이학준 and Yang,Eun-Seok. "Critical Discussion of Taekwondo Identity and Direction." TAEKWONDO JOURNAL OF KUKKIWON 8, no. 4 (December 2017): 1–25. http://dx.doi.org/10.24881/tjk.2017.8.4.1.

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20

., Kanchan. "Caste, Identity and Literature: A Critical Analysis." RESEARCH REVIEW International Journal of Multidisciplinary 05, no. 05 (May 15, 2020): 79–83. http://dx.doi.org/10.31305/rrijm.2020.v05.i05.017.

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21

Goodrich, Kristopher M., and M. Kathryn Brammer. "Cass's Homosexual Identity Formation: A Critical Analysis." Journal of Multicultural Counseling and Development 49, no. 4 (October 2021): 239–53. http://dx.doi.org/10.1002/jmcd.12228.

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22

Billig, Michael, Dominic Abrams, and Michael A. Hogg. "Social Identity Theory: Constructive and Critical Advances." Contemporary Sociology 20, no. 6 (November 1991): 944. http://dx.doi.org/10.2307/2076221.

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23

Cobban, A. B. "History in Transit: Experience, Identity, Critical Theory." English Historical Review CXXI, no. 493 (September 1, 2006): 1202–4. http://dx.doi.org/10.1093/ehr/cel246.

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24

Van Cleve, James. "ENTITY, IDENTITY, AND ACTUALITY: A CRITICAL REVIEW." Philosophical Papers 20, no. 1 (May 1991): 37–50. http://dx.doi.org/10.1080/05568649109506352.

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25

Burton, Dawn. "Ethnicity, Identity and Marketing: A Critical Review." Journal of Marketing Management 16, no. 8 (November 2000): 853–77. http://dx.doi.org/10.1362/026725700784683735.

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26

Ainsworth, Susan, and Cynthia Hardy. "Critical discourse analysis and identity: why bother?" Critical Discourse Studies 1, no. 2 (October 2004): 225–59. http://dx.doi.org/10.1080/1740590042000302085.

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27

Celuch, Kevin, Gary Black, and Bradley Warthan. "Student Self-Identity as a Critical Thinker." Journal of Marketing Education 31, no. 1 (October 13, 2008): 31–39. http://dx.doi.org/10.1177/0273475308324088.

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28

Sleeter, Christine. "Critical Family History, Identity, and Historical Memory." Educational Studies 43, no. 2 (March 28, 2008): 114–24. http://dx.doi.org/10.1080/00131940801944587.

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29

VANBESELCAERE, NORBERT. "Social Identity Theory: Constructive and Critical Advances." British Journal of Social Psychology 33, no. 3 (September 1994): 363–66. http://dx.doi.org/10.1111/j.2044-8309.1994.tb01032.x.

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30

Montalvo, Frank F. "The Critical Incident Interview and Ethnoracial Identity." Journal of Multicultural Social Work 7, no. 3-4 (August 20, 1999): 19–43. http://dx.doi.org/10.1300/j285v07n03_02.

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31

Huddy, Leonie. "From Social to Political Identity: A Critical Examination of Social Identity Theory." Political Psychology 22, no. 1 (March 2001): 127–56. http://dx.doi.org/10.1111/0162-895x.00230.

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32

Sitaraman, Srini. "Globalization, State, Identity/Difference." American Journal of Islam and Society 15, no. 3 (October 1, 1998): 133–35. http://dx.doi.org/10.35632/ajis.v15i3.2161.

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What is reality? Is reality what we see? How do we tell what is real, and how do wedifferentiate “real” from “false” or uncover the truth in an objective fashion? The searchfor reality or understanding the dynamics of human interaction in an institutionalized settinghas resulted in a vibrant debate in international relations (IR) theory over the metatheoreticalfoundations of knowledge production. Positivists and realists claim that truth andreality can be and have been uncovered by thorough and patient research. Truth is, after all,“out there” somewhere in the real world, and it is the task of social scientists to uncover it.Critical social theorists, however, argue that social science is not akin to physical or evennatural sciences, for human behavior is dynamic and varies both spatially and temporally.“Reality” or “truth” can never be discovered or known completely because of the nature ofsocial activity. Furthermore, there are no fixed foundations for judging what is “real,”“true,” or “false.” Hence, the attention of critical social inquiry has focused predominantlyon the epistemological and ontological foundations of social scientific methods.By concentrating on epistemology and ontology, critical social theorists have shownthe structural weakness of positivist and realist theories. Furthermore, the inability of positivesocial science to go beyond surface structures to explore deep structures of knowledgealso has been exposed by critical social theorists. The unequivocal outcome of critical socialtheory is that knowledge, interest, and preference matter and, therefore, cannot be assumed.The critical social theorist does not focus on the cognitive manifestations of knowledge,interests, and preferences, but rather on how they are formed, created, or constructed.However, despite its ombudsman-like value and importance, critical social theoryhas yet to emerge as an effective alternative to positive social science. Critical social theoryhas remained true to its name and has continued to play the role of a harsh but valuablecritic. Keyman seeks to buck this trend by providing a basis for using critical socialtheory not just as an epistemological critique to challenge the extant theoretical hegemony,but also to deploy it as a “first-order theorizing tool”-an ambitious goal indeed. Hisbook is an attempt to bridge the theory-metatheory gap found in IR theory and, at the sametime, elevate critical social theory to the level of such first-order theories as the muchmaligned Waltzian theory of international relations. The challenge of deploying criticalsocial theory not just as a captious force, but rather as a constructive theory, is a difficultand slippery task. Critical social theory should be able to criticize and dismantle withoutrelying on foundational support (i.e., without relying on positivistic moments). In addition,it also should resist succumbing to the temptation of assuming the discourse of thehegemon, in which the “other” becomes the subject.Keyman attempts to traverse these intellectual minefields by emphasizing the need fordialogical interaction between discourse (object) and subject. The object and subject should ...

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33

Jurkovich, Gregory J. "Identity." Journal of Trauma: Injury, Infection, and Critical Care 68, no. 4 (April 2010): 753–60. http://dx.doi.org/10.1097/ta.0b013e3181d692f5.

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34

Fikri, Muhammad Subhan. "English Café Identity Construction: A Critical Discourse Analysis." EBONY: Journal of English Language Teaching, Linguistics, and Literature 2, no. 2 (July 29, 2022): 9–28. http://dx.doi.org/10.37304/ebony.v2i2.5275.

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Having a specific identity helps English cafe to be one of popular English courses in Jogjakarta. This research aims to understand the discourses in the social interaction for English cafe identity construction and how each discourse construct its identity as an English learning institution. This research used Critical Discourse Analysis as the approach to answer the question about the identity construction. To collect the data, the researcher used three data collection techniques; interview, observation, and document review. The result of the research is that English cafe uses several media, such as website, social media, banner, poster and flyer, to convey their identity for their future customers. Setting, relationship of the class participants, and interaction modes are parts of the learning process that strengthen the identity construction. Daily talk premium, questionnaire, and management weekly meeting are English cafe’s effort to maintain the construction when there are complaints from its costumers. To conclude, English Cafe has a unique and different concept compared to the other conventional English course. The institution does not only offer a concept, but also constructs its identity in their customers and future customers perception.

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35

Grayson, Mara Lee. "Information, Identity, and Ideology." Pedagogy 21, no. 2 (April 1, 2021): 259–75. http://dx.doi.org/10.1215/15314200-8811449.

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Abstract This article examines the role of critical reading in a racial literacy-focused composition curriculum. The author draws on student-produced data to demonstrate how the racial literacy curriculum prepares students to explore the situatedness of language, how individual positionalities influence the construction and interpretation of text, and how sociocultural ideologies are represented and disseminated through seemingly innocuous or objective reporting. Broadly, this article offers strategies for teaching critical reading to help teachers of writing improve students’ rhetorical awareness and engage them more fully as participants in a textually mediated society.

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36

Jassim, Diwali Haji. "Islamic Literature ... Term and Identity Theoretical Critical Study." Journal of University of Human Development 1, no. 3 (August 31, 2015): 129. http://dx.doi.org/10.21928/juhd.v1n3y2015.pp129-148.

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في فضاء من التفريغ المعرفي، وفي لحظة من غياب الوعي عنا، استفقنا فإذا بنا أمام موجة جرارة قد استحكمت في مقدراتنا الحركية المادية والمعنوية، ولم نشعر إلا ونحن في حالة فقدان للذاكرة الحضارية، كالفاقد للمناعة الجسدية المعرضة للسقوط أمام أدنى درجات المرض، اذ الخلل من الداخل يغني عن التسويغ لكرّات الخارج. وهكذا أفقنا ونحن في عالم جديد، تغير فينا كل شيء، بحيث لا نملك أصالة ورصانة الماضي ولا إمكانية مجاراة المستقبل، وساحتنا امتلأت عن أخرها بالمصطلحات الغازية بمفاهيمها وملابستها وظروفها التاريخية. والمصطلح هو: (كلمة .. تطلق اليوم ليراد بها المعنى الذي تعارف عليه الناس، واتفقوا عليه في استعمالهم اللغوي الخاص، أو في أعرافهم الاجتماعية، وعاداتهم السائرة، وتساعد الظروف الاقتصادية والسياسية والاجتماعية والدينية على أن تحمل كلمة ما معنى غير الذي وضعت له في أصل اللغة التي تنتمي إليها، ويسير هذا المعنى الجديد بين الناس حتى يصبح في استعمالهم اليوم شيئاً مألوفاً ينس معه ذلك المعنى اللغوي الأساس أو يكاد)(

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37

Petrilli, Susan. "Identity Today and the Critical Task of Semioethics." American Journal of Semiotics 31, no. 1 (2015): 55–116. http://dx.doi.org/10.5840/ajs2015311/23.

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38

Petrilli, Susan. "Identity Today and the Critical Task of Semioethics." southern semiotic review 2021 ii, no. 15 (December 31, 2021): 77–145. http://dx.doi.org/10.33234/ssr.15.4.

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The critical task of semioethics implies recognition of the common condition of dialogical interrelation and the capacity for listening, where dialogue does not imply a relation we choose to concede thanks to a sense of generosity towards the other, but on the contrary is no less than structural to life itself, a necessary condition for life to flourish, an inevitable imposition. With specific reference to anthroposemiosis, semioethics focuses on the concrete singularity of the human individual and the inevitability of intercorporeal interconnection with others. The singularity, uniqueness of each one of us implies otherness and dialogism. Semioethics assumes that whatever the object of study and however specialized the analysis, human individuals in their concrete singularity cannot ignore the inevitable condition of involvement in the destiny of others, that is, involvement without alibis. From this point of view, the symptoms studied from a semioethical perspective are not only specified in their singularity, on the basis of a unique relationship with the other, the world, self, but are above all social symptoms. Any idea, wish, sentiment, value, interest, need, evil or good examined by semioethics as a symptom is expressed in the word, the unique word, the embodied word, in the voice which arises in the dialectic and dialogical interrelation between singularity and sociality.

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39

Stukator, Angela. "Critical Categories and the (Il)logic of Identity." Canadian Journal of Film Studies 2, no. 2-3 (October 1993): 117–28. http://dx.doi.org/10.3138/cjfs.2.2-3.117.

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40

Lily Lin, Yenyu. "Fostering students’ professional identity using critical incident technique." Medical Education 46, no. 11 (October 18, 2012): 1132–33. http://dx.doi.org/10.1111/medu.12040.

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41

Asher Golden, Noah, and Jessica Zacher Pandya. "Understanding identity and positioning for responsive critical literacies." Language and Education 33, no. 3 (December 18, 2018): 211–25. http://dx.doi.org/10.1080/09500782.2018.1497648.

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42

Toyosaki, Satoshi. "Communication Sensei's Storytelling: Projecting Identity into Critical Pedagogy." Cultural Studies ↔ Critical Methodologies 7, no. 1 (February 2007): 48–73. http://dx.doi.org/10.1177/1532708606288643.

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43

Arrowsmith, Aidan. "Debating diasporic identity: nostalgia, (post) nationalism, ‘critical traditionalism‘." Irish Studies Review 7, no. 2 (August 1999): 173–81. http://dx.doi.org/10.1080/09670889908455632.

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44

Zhou-min, Yuan. "Understanding identity discourse: a critical and sociolinguistic perspective." Journal of Multicultural Discourses 8, no. 1 (March 2013): 79–85. http://dx.doi.org/10.1080/17447143.2012.749881.

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45

Sprenger, Elodie. "Inequalities, Social Capital and Identity: A Critical Review." International Journal of the Humanities: Annual Review 9, no. 6 (2012): 107–16. http://dx.doi.org/10.18848/1447-9508/cgp/v09i06/43259.

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46

Saddiqa, Ayesha, and Nadia Anwar. "Objectified Migrant Identity Through Multimodal Critical Discourse Analysis." Global Social Sciences Review IV, no. I (March 30, 2019): 187–94. http://dx.doi.org/10.31703/gssr.2019(iv-i).25.

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The images of migrants have inundated our media lately. However, migrant representation has been largely done through the lens of ‘others’, mostly by the foreign-media, whereas the discourse on the localized version of reality is unaccounted for. This search for self-narrative led us to the analysis of photographic work of Aziz Hazara, an Afghan student of Fine Arts, who envisions migrants as equal to the ‘made-to-migrate’, ‘used’ and sometimes even ‘deformed’ toys from the flea market. The article highlights the portrayal and identity construction of migrants through the lens of an Afghan visual artist by excavating the discourse informing the analogy between the toys and the migrants along with the application of Paul Gee’s identity tool. A multimodal critical discourse analysis of the data reveals that toys ventrilocate the condition of the migrants charac

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47

ON, BAT-AMI BAR. "Reading Bartky: Identity, Identification, and Critical Self Reflection." Hypatia 8, no. 1 (February 1993): 159–63. http://dx.doi.org/10.1111/j.1527-2001.1993.tb00634.x.

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48

Denton, J. Michael. "Critical and Poststructural Perspectives on Sexual Identity Formation." New Directions for Student Services 2016, no. 154 (June 2016): 57–69. http://dx.doi.org/10.1002/ss.20175.

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49

Yazan, Bedrettin. "Toward identity-oriented teacher education: Critical autoethnographic narrative." TESOL Journal 10, no. 1 (June 22, 2018): e00388. http://dx.doi.org/10.1002/tesj.388.

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50

Ingrassia, Brian M. "Identity and Myth in Sports Documentaries: Critical Essays." Journal of Sport History 41, no. 2 (July 1, 2014): 347–48. http://dx.doi.org/10.5406/jsporthistory.41.2.347.

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