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Virgona, Crina. "Seeking convergence : workplace identity in the conflicting discourses of the industrial training environment of the 90s : a case study approach." Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/7863.
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Wang, Ching-Huang Peter. "Self-guided bibliotherapeutic experiences related to identity issues case studies of Taiwanese graduate students in American university settings /." online access from Digital Dissertation Consortium access full-text, 2002. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3076072.
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Naidu, Narainsamy. "Impact of social relation on the self actualization of the adolescent." Thesis, University of Zululand, 2007. http://hdl.handle.net/10530/1157.
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Submitted in accordance with the requirements for the degree of Doctor of Education in the Department of Educational Psychology at the University of Zululand, South Africa, 2007.This study is on the impact of copyright law on the provision of information by libraries with special reference to computerized databases. For the purposes of this study, four hypotheses were set, being: the appropriateness of copyright law; the restriction on access to information; author's remuneration for his work; and the interpretation of the law of copyright. A literature review was done on the origin and development of copyright, from the ancient cultures through the Middle Ages and the invention of the printing period to the enactment of the first copyright law in history (the Statute of Anne) which is the fundamental basis of the modern copyright as a legal protection for an author, artist or composer that restricts any form of reproduction. In general, copyright law grants the autln,r an exclusive right to his works and also grants the pucil J the right to use intellectual works within th^ limits of the doctrine of 'fair use* that would not cripple the economic conditions of the author. In chapter three, it is indicated that recent developments in computer technology, telecommunications technology and reprography have made it possible for information to be easily and cheaply copied and transmitted over distances (transborder data flow) for the use of many users. Such indiscriminate access withholds from the copyright holder legitimate royalties for his work and the protection by legal copyright. To restrict such access on the other hand, inhibits the use of the work which is also contrary to the interests of the author and to the intent of copyright law. Libraries are a primary source of disseminated information and as such are required to observe the legal conventions of the country. With the recent developments of a wide range of technological advancements in information transfer, and an increased demand for information sharing, it is becoming increasingly difficult and in some cases impossible for libraries to fully uphold and enforce the provisions of the copyright law. Nowadays, intellectual property has become a tradeable commodity and the recent problem is one of economic threat brought about by changing technology. Librarians depend upon the originality and products of authors and publishers in the provision of information services to users and must therefore observe the copyright law to give incentive to those with the ability to write. The results of this study confirm the hypotheses that copyright law is not appropriate in the reproduction of all forms of copyrighted material from computerized databases; that copyright law restricts the free access to information; that authors have the right to expect remuneration for their works; and that the interpretation of copyright law is a problem and therefore confusing to libraries.
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Shepherd, Ngaire. "Seeing themselves : cultural identity and New Zealand produced children's television : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Arts in Media Studies /." ResearchArchive@Victoria e-Thesis, 2008. http://hdl.handle.net/10063/927.
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Jordan, C. Greer. "Rethinking Inclusion: Case Studies of Identity, Integration, and Power in Professional Knowledge Work Organizations." Cleveland, Ohio : Case Western Reserve University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=case1238548485.
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Thesis (Ph.D.)--Case Western Reserve University, 2009Title from PDF (viewed on 30 July 2009) Department of Organizational Behavior Includes abstract Includes bibliographical references Available online via the OhioLINK ETD Center
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Cacciattolo, Marcelle 1971. "Coping with breast cancer : women's lived experiences with illness and dying and the role of faith in facilitating well-being." Monash University, School of Political and Social Inquiry, 2001. http://arrow.monash.edu.au/hdl/1959.1/8636.
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Leverett, Justin Samuel. "Stigmatization and Mental Illness: the Communication of Social Identity Prototypes through Diagnosis Labels." PDXScholar, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/4681.
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This study tested whether participants exposed to a vignette describing an individual experiencing symptoms of depression, which included only the specific diagnosis label of "depression," would report significantly less stigmatized responses than participants exposed to an otherwise identical vignette which included only the non-specific diagnosis label "mental illness." The study is grounded in past research on stigmatization of mental illness and is informed by three theoretical frameworks, the social identity perspective, attribution theory, and labeling theory. Participants were randomly assigned to read one of the two alternate vignettes, then respond to a series of measures testing desire for social distance, negative emotion (affective reaction), beliefs about people with mental illness, and perceived dangerousness of the character in response to the vignette they viewed.
The results showed that labelling the character in the vignettes as struggling with "mental illness" did lead to greater perceived dangerousness of the character described, although labelling did not lead to more stigmatization in any of the other measures. This research demonstrated that people tend to consider a character in a vignette as less trustworthy and more of a risk based solely on the label "mental illness." The experiment also tested if people who have had a personal relationship with someone who has experienced mental illness will have less stigmatized responses to mental illness vignettes, but no significant difference was shown. Overall, the results imply that use of specific language in communication labelling an individual as experiencing a mental health condition is less stigmatizing than non-specific language and may improve chances for successful treatment-seeking and future patient outcomes.
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Holmgren, Johan. "Psychology of Political Leaders : a case study of George W Bush." Thesis, Jönköping University, JIBS, Political Science, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-1164.
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The purpose of this thesis is to examine whether the individual political leader is important for the analysis of international relations. Traditionally the focus of investigation in international relations has been on the nation-state, or the systems level, and as a result the individual level has been somewhat neglected. Using the theory of political psychology there is a possibility of finding nuances that might not be found if the focus of the investigation is on the nation-state. With the help of key concepts such as personality, emotion, cognition, and social identity decision making that has affected world politics have been examined. An empirical examination of the political psychology has been made by applying the theory to a case study, George W Bush. By applying the theory of political psychology to the decision making process used by George W Bush and his Administration it will be shown that the individual can impact world politics, especially in the case of the invasion of Iraq. Furthermore, one of the flaws of the theory of political psychology, its problem in handling the concept of global terrorism, is briefly discussed. The conclusion that has been drawn in this thesis is that the individual level of analysis is just as important as the systems level or the domestic level of analysis.
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Mora, Teresa Aida. "Adios, memories: a reconstruction of identityand memory : a case study of L2." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945120.
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Sol, Nicole. "Outside looking in : case studies of the effects of study abroad on female African American university students' identities." Thesis, University of Cambridge, 2014. https://www.repository.cam.ac.uk/handle/1810/245237.
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In the 2010-2011 academic year, Black university students comprised only 4.8% of all study abroad students in the United States, despite being 14.5% of all university students. In an attempt to better foster the experiences of these students, this thesis seeks to understand the evolution of Black women’s self-concept from studying abroad. This qualitative empirical research focuses on the individual experiences of five U.S. Black university women who studied outside of the United States for one term or academic year during 2011-2012. These case studies gathered data through interviews and field texts, including oral history interviews prior to the participants’ departure, field texts collected while the students were on their abroad experiences, and a follow-up interview after their repatriation back to the United States. Too often, academics seek refuge of analysis in conventional theorists to look for new connections and understandings. Using these frameworks with marginalised communities does a disservice to these individuals. We cannot hope to understand the experience of alternative ways of being if we presume that all people fall into mainstream cultural theory. Therefore this study uses African American psychologists (instead of White psychologists) to examine the participants’ understanding of their identity. Specifically I utilise intersectionality and Africentric theory to understand how these women regard themselves in relation to their family structure, nationality, and religion. Black feminist thought is also employed to analyse the participants’ understanding of their gender with regards to sexualised imaging, physical appearance, and hair. I examine academic achievement (including personal and professional advancement, as well as racial contribution) through a Black psychological lens. This research found that study abroad does indeed have a powerful impact on Black women’s identities. All five women expressed higher self-confidence and shifts in how they understood the various aspects of their identities. Yet the shifts that occurred varied for the individual woman, which I attribute not only to the different destinations where these women studied abroad, but also to the complex and unique identities (and individual understanding of those identities) that each woman carried with her into her study abroad experience. These differences indicate that study abroad practitioners should be attentive in offering custom support to every student to allow him or her to reap the most growth from their time abroad.
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Heaton, Pamela Jane. "A narrative study of teachers' life stories and their work identity." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1002498.
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Media coverage of the poor state of this country's education system has described public images of the teaching profession which provide a context for the research described in this paper. The research is concerned with how and to what extent work identity is reflected in the life stories of five female teachers from a rural village in the Eastern Cape. A social constructionist approach is taken to the meaning and construction of identity, and the paper describes the process of a narrative method of analyzing and interpreting the stories. An initial analysis reveals that the participants had few career options and little choice of career. Further analysis is concerned with interpreting how the teachers create coherence in their stories around this lack of choice as well as within the larger social and historical context. Simultaneously there is an interpretation of the participants' work identity. The teachers create coherence in their narratives around their families and their socioeconomic or cultural circumstances, but make no explicit reference to the political context of their work choices, which were made in the context of the restraints of the Apartheid era. From each teacher's story an understanding of their unique work identity emerges. These alternative understandings provide a contrast to the images constructed by the media.
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De, Barros Khym Isaac. "Hues of brown a case study of the psychotherapeutic process exploring racial and cultural identity between a Black West Indian female client and an African American female therapist /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3350513.
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Flynn, Sydney. "Applying Psychological Theories of Personality, Identity, and Intergroup Conflict to Radical Violence: A Case Study of Extremist Behavior." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/cmc_theses/1890.
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This paper aims to address possible psychoanalytical explanations for the heinous acts in which terrorists, particularly ISIS, engage. It focuses on Harold D. Lasswell’s principles of the id, ego, and superego as well as Tajfel and Turner’s social identity theory. Within the framework of these two theories, relevant psychological and social psychological theories are discussed in order to explore a possible connection between the psyche of violent perpetrators and their actions. By exploring these connections, I find that there may be more nuanced psychological explanations for these violent acts, which could lead to new methods of weakening perceived biases, intergroup conflicts, and extremist behavior.
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Xiang, Li. "Survive or Thrive: a Mixed Method Study of Visiting Chinese Language Teachers' Identity Formation in the U.S. Classrooms." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3618.
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In recent years in the United States, an increasing number of people are learning Mandarin, the dominant Chinese language in China. Because of the shortage of Mandarin teachers, many visiting teachers from China with Chinese educational background are teaching Mandarin in the U.S. schools. In the U.S. classrooms, these teachers are challenged to adapt to a new setting. This experience can lead them to changing their teaching identity, that is, their basic beliefs, attitudes and practices about teaching. Understanding how Chinese teachers may form a new teaching identity in the U.S. context serves to inform future professional development activities designed to increase their competence as teachers in U.S. classrooms. The purpose of this study was to describe and explain what is visiting Chinese language teachers' identity and how the identity changes might take place when they teach Mandarin in U.S. classrooms. The broader goal is to find ways to encourage Chinese language teaching competency in the U.S. classrooms and to foster cross-cultural communication.
In this study, I used mixed methods research to study 14 visiting Chinese language teachers with Chinese educational background to find out how they perceive their teaching and how they teach in the U.S. classrooms. My findings were: (a) visiting Chinese language teachers changed their teaching attitudes, beliefs, and teaching practice in U.S. classroom; (b) teachers with a high teaching identity on Teaching Identity Survey maintained a high level of teaching identity after four months of teaching in U.S. classrooms; and, (c) visiting Chinese language teachers who changed their teaching identity engaged in critical reflections on their teaching practice, and learned from both Chinese and U.S. teachers. To have a positive impact on Chinese language teachers' identity and increase the likelihood of success, two implications are evident. First, Chinese language teachers could benefit from the professional development program with a focus on cultural differences and U.S. classroom management strategies. Second, U.S. schools and Chinese language programs need to create opportunities for teachers to learn from each other and build a professional community.
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Sundberg, Dianne. "Exploring the consequences of perceptions of the divine, and the church, in the making of self-identity: a case study of congregants from Roman Catholic and Charismatic communities in East London, South Africa." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003086.
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This thesis explores the impact and consequences of the teachings of the church, perceptions of The Divine [God] and of Mary, in the making of personal identity. In spite of secularisation and the prediction that the church would collapse in the face of modern science, recent evidence suggests that - in its various forms - religion, and belief in a higher power remain important and potentially powerful aspects in society. A foundation stone of the Christian faith is the doctrine of Imago Dei: humanity created in the image of The Divine. Although not male, The Divine is repeatedly spoken of - and addressed - in anthropomorphic masculine terms, but perceived in gender-specific stereotypical terms. Alongside The Divine - in the Roman Catholic Church - is Mary, the mother of Jesus. She is spoken of in feminine terms, but is also perceived in gender-specific stereotypical terms. Although not officially considered to be divine, Mary fulfils important needs in the life of the believer and it is in this context that her influence is evaluated. The role of the church as a community - and social institution - is also explored, based on Giddens’ theories of identity development. Belonging to a church community can provide a context for relationship, continuity, and trust. However, this potentially positive environment can have negative implications on self-identity in that restrictions on self-expression and personal choice can be as limiting as the sense of belonging is liberating. The patriarchal nature of the church is deemed to be of immense relevance. In order to establish the role of the church, The Divine, and Mary in the making of self-identity, in-depth interviews were conducted with twelve research participants belonging to Charismatic and Roman Catholic congregations, and Giddens’ criteria for self-identity development was used as the standard for evaluating participants’ personal sense of self-identity. Explored from the perspective of feminist theology, the findings of this qualitative research project suggest that it is more than gender language regarding The Divine that affects the agent’s perception of The Divine, and that the role of the church in identity formation is not uniform in its influence. It also concludes that perceptions of Mary can be influential in the development of selfidentity.
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Shearer, Helen Dianne, and n/a. "Intercultural Personhood: A 'Mainstream' Australian Biographical Case Study." Griffith University. School of Curriculum, Teaching and Learning, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040921.082235.
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This thesis explores the question of intercultural personhood in two 'mainstream' Australian cases within interpersonal, intercultural relations in Australian contexts in the second half of the twentieth century. The problem is viewed through three disciplinary lenses: those of communication, psychology and sociology. A qualitative, interdisciplinary approach integrates these through an inductive biographical research design. Within cross-cultural communication studies, a host culture such as that of the Anglo-Australian majority is seen in a monolithic and static way to which Australians of other cultural backgrounds are seen to adapt. These studies give no place to the changes which members of the majority undergo. 'Intercultural personhood', a term coined by Kim (1988, 2001), describes the kinds of 'ethnic' individuals who through negotiating their identities within personal, social and mass communication contexts, both host and ethnic, move beyond the bounds of their own cultural heritage to embrace both their former cultural identity and the new 'host' (viz Australian) identity. In this thesis, the elements of cross-cultural adaptation theory and of 'intercultural personhood' are applied to the intercultural experience of 'mainstream' Australians. From preliminary memory work workshops and focus groups, the cases of two mainstream individuals who show some evidence of 'intercultural personhood' and make identity claims comparable with 'ethnic' adapters are then developed through biographical method. Their life accounts are drawn on for the exploration of issues of identity and personhood within interpersonal, intercultural relations. Major focus is given to the social psychology of Harre (1983, 1993, 1998), whose work provided both a conceptualisation and a methodological tool for the problem. In Harre's work, three dimensions of personhood, namely consciousness, agency and biography are identified together with the psycho-social processes through which an individual's identity and orientation to their culture is appropriated, transformed and publicised. This publication is then rejected or incorporated into the culture through processes of conventionalisation. These four psycho-social processes are explored in my study through an adaptation of assisted biography method (De Waele & Harre, 1979). The strength of the psycho-social approach of Harre lies in its ability to get below the surface behaviours to an analysis of the theory of self which individuals, as 'singular' beings, bring into play in their interactions within themselves and with one another. While this approach draws on social contexts to support the transformations, it is not designed to explicate to a sufficient degree the conditions under which such theories of self are activated and within which changes in identity occur and are maintained. For this reason it is essential to incorporate a sociological framework to understand the influence of the conditions within which such experiences are played out. Bourdieu's (1984, 1987) cultural, relational sociology is coupled with Harre's (1983, 1993, 1998) theory of personal and social being in that it brings together the individual and the society in a way which proves fruitful for ongoing analysis of the biographical data collected within the communication and psycho-social framework of the earlier research. Bourdieu's critique of a methodology based on biography points to the 'illusion' that is created through a biographical interview process. Taking this critique of biography into the study of interpersonal, intercultural relations meant a shift from the communication interactions and psycho-social analysis undertaken to an analysis of the various social constructions evident within the elements of the life account and a search for the cognitive imprint of social structures as durable dispositions within the persons. These dispositions are evident from within a social trajectory of the life and they are applied to the intercultural encounters recounted by the participants in their autobiographies. The addition of Bourdieu's (1984, 1987) sociology strengthens the ability to view the individual and the society through a single lens and to position the individual life course as secondary within a broader and primary analysis of social structure and social structuring as a means of interpreting lives. Its weakness lies in the degree of 'voluntariness' brought into effect as individuals both chart their course through life and are pushed and pulled by the various social forces at work within their trajectories. Within the scope of this thesis, these two approaches, that is, a psychological and a sociological one, are illustrated and incorporated into an interdisciplinary model for the study of interpersonal, intercultural relations. Further rigorous research to validate the components and the relationships of the model and to investigate these strengths and weaknesses more thoroughly is foreshadowed. This interdisciplinary model of interpersonal, intercultural relations is the major contribution of this work to the field of intercultural communication. Advances which are achieved through use of psychology, sociology and biographical research method as a tool through this study are also identified. The thesis concludes with a review of the contributions of the thesis and a discussion of the implications for future research on interpersonal, intercultural relations.
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Rayford, Debra D. "A Phenomenological Case Study of Seventh-Grade African American Male Students at the Africentric School in Columbus, Ohio." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1334597826.
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Sebuhoro, Célestin. "Quête de l'identité chez l'adolescent rwandais rescapé du génocide: approche développementale et différentielle." Doctoral thesis, Universite Libre de Bruxelles, 2005. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210928.
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Hedge, Stephanie Lorie. "Investigating student identity practices across material spaces and social software : from the classroom to digital environments." 2013. http://liblink.bsu.edu/uhtbin/catkey/1709335.
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This study is based on a semester-long qualitative study that investigates student
perceptions of and interactions with social software and mobile technologies, particularly as they move between digital and physical spaces. As digital technologies become more ubiquitous, both within the classroom and without, it becomes increasingly important to investigate the ways these technologies are influencing lived writing practices, particularly if instructors are incorporating these technologies into their teaching. In particular, this dissertation investigates constructions of student identities in technology-rich environments, and the ways that digital, mobile, social, and spatial factors both afford and constrain student identities.
This dissertation focuses on movement—of students and information—between
academic and non-academic spaces. The research focuses on the lived practices of students as they use mobile technologies and social software as a part of their writing practices and habitus, and this study explores in depth both their physical contexts and their habits and attitudes
towards the ways the digital meets the physical. This study is based on 10 semester-long qualitative case studies which followed students as they engaged in writing activities, both within class and without. The findings from this study point to the ways that contemporary students are rapidly embracing an existence which incorporates machines into their self constructions: their identities and their physical bodies.
These students have adapted their writing styles to incorporate multiple kinds of physical technologies, and almost all interactions in their social sphere are mediated through social software and digital technology. This dissertation presents the findings from this study, arguing for
a conceptualization of student as cyborg.Methods and methodologies -- Findings : cyborg bodies -- Findings : cyborg identities.
Department of English
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Bukman, Marie-Jeanne. "The development of a new identity through the process of bereavement counselling : a qualitative study." Thesis, 2017. http://hdl.handle.net/10500/22649.
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The purpose of this qualitative study is to explore how narrative therapy may facilitate not only a lessening of distressing symptoms for bereaved persons, but may also facilitate growth in identity. Five case studies are presented. The participants were chosen to illuminate different grief experiences. The case studies include a description of grieving people from different backgrounds, each with a unique relationship with the person or people who died, all of whom had different causes of death such as suicide, murder and natural causes. These differences provide an opportunity to explore the application of the therapy model with a range of grief experiences.
A full and rich description of the experiences of the participants yield insight into the shared themes such as the impact of social expectations of how a grieving person should conduct him or herself, difficult physical and emotional experiences, the many losses flowing from the death, as well as an in-depth discussion of the identity growth that takes place as the bereaved person takes on different roles and tasks.
Postmodern epistemology and social constructivism informed the praxis and interpretation of narrative therapy as bereavement model. Narrative therapy is shown as especially effective for grief therapy with therapeutic tenets such as deconstructing and creating richer narratives and alternative stories that enables the bereaved to explore diverse aspects of their character. The emphasis on what remains rather than what is lost, and the concept of remembering the loved one who died in the community of those who stay behind, transmute the loss-story to one of remembering and incorporating, which tends to bring significant emotional relief.
This study contributes towards the field of growth through bereavement for which there seems to be a paucity in research. Furthermore, it provides additional evidence for post-traumatic growth in general, especially with the assistance of narrative therapy.Psychology
Ph. D. (Psychology)
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Schwartz, Ann Elizabeth. "Facing connective complexity: a comparative study of the effects of kinship foster care and non-kinship foster care placements on the identity of African American adolescents." Thesis, 2005. http://hdl.handle.net/2152/2306.
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King, Mary Podmolik 1949. "The lived experience of becoming a first-time, enlisted, army, active-duty, military mother." 2006. http://hdl.handle.net/2152/13056.
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Smyth, Lillian. "Putting the student in context : a social and normative model of learning approaches and their outcomes." Phd thesis, 2014. http://hdl.handle.net/1885/155918.
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The focus of the current thesis is on developing and extending research on the role for social identification in the determination of learning approaches in tertiary students and the consequent outcomes. The social identity approach literature (Tajfel & Turner, 1986; Turner, Hogg, Oakes, Reicher, & Wetherell, 1987) has practical and theoretical advances to offer here, in the form of a clear and practically applicable model of social influence. We apply this model of social influence processes to the tertiary education context across a variety of courses and disciplines, to explore how social influence might be embedded in the process of learning. This process of student learning in a tertiary context has been characterised (Biggs, 1989) as comprising three stages ("the 3 Ps"): Presage, Process and Product. The current thesis builds on this model in two ways. First, by taking into account the explicitly social nature of the learning process, exploring the normative and identity processes that have influence on learning. Second, we develop the original model by exploring explicit links between aspects of the presage (student attributes and aspects of the learning environment), differing processes (learning approaches) and several products of interest. A series of six studies explores social influence processes and normative processes over time in an educational context. Study 1 is undertaken in a PBL-based context, replicating a cross-lagged longitudinal model of social identity in education (Platow, Mavor, & Grace, 2013) wherein discipline-related social identification and deep learning approaches are in a dynamic, reciprocal relationship. Findings mirror the original paper and suggest the inclusion of a normative element in the model. Study 2 expands on this model, including perceived norms and both learning approaches. Both the cross-lagged model and a model drawing on the theory of planned behaviour, are tested. Findings indicate the value of including a normative component in the model and that deep learning behaviours are associated with higher grades. Study 3 then takes this model into a more traditional learning context and tests it across courses, disciplines and year-groups, while also accounting for personal and contextual influences. Findings indicate that discipline social identification, perceived norms and their interaction have influence on learning approaches, above and beyond presage factors. Study 4 accounts more explicitly for discipline variations and tests the identity-based normative-influence, using a clustered SEM model. Findings indicate that both deep and surface learning approaches are subject to identity-based normative influence and demonstrate impacts on several outcomes. Studies 5 and 6 draw these threads together, testing models in a dataset comprising both cross-sectional and longitudinal data. Overall, findings suggest that the ways in which students approach learning, evaluations of the course, intentions to continue and grades are all influenced by their social identification and the norms they perceive, as well as alignment between the two. These findings can inform ways in which tertiary courses are taught, such that the inclusion of activities to foster discipline identification and deep learning norms could positively influence student adoption of deep learning approaches, and, ultimately, academic outcomes.
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Conrady, Lara Lee 1977. "A phenomenological case study of mentoring outcomes : benefiting the mentor in student development, self-esteem, and identity formation." 2007. http://hdl.handle.net/2152/15892.
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This qualitative study sought to provide a list of outcomes that mentors have as a result of being involved in a service-learning course over the course of one academic semester. The service learning course, Leadership in the Community, requires the enrollees to serve as a mentor to a local middle school student. Specifically, this study examined the mentoring outcomes of student development, self-esteem, and personal reflection. Data included semistructured interviews, researcher observations, Rosenberg Self-Esteem Scale (RSE), mentor journals, and personal reflection papers. Twenty-one participants were included in this study. An analysis of the data sources illustrated how each participant experiences mentoring and its outcomes and was informed using literature on mentoring, self-esteem, student development, and service-learning including: Maslow (1976), Chickering and Reisser (1993), Boyer (1990), Kram (1985), and Rosenberg (1965). In summary, this study's purpose was to identify mentoring outcomes and how participation in a service- learning course can contribute to changes in student development, self-esteem levels, and personal reflection. This study found that participants enrolled in the course for specific reasons, which included (a) forming relationships, (b) providing hope and promoting personal development, and (c) modeling goal setting. In regards to self-esteem development, the Leadership in the Community course provided the participants with a positive support system, a forum for sharing personal accomplishments, and an outlet to serve the local community by serving as a mentor. The participants displayed the ability to personally reflect about themselves and their mentoring experience in classroom interactions, mentor journals, interviews, and personal reflection papers. Themes and patterns noted in the participants' personal reflection were reflections about (a) personal growth, (b) identity formation, (c) past experiences, and (d) experiences with their classmates. This study suggests that service-learning courses that require mentoring as an enrollment requirement provides participants with an opportunity to develop as a student and as a person by contributing to the local community, increasing self-esteem, and reflecting upon one's past experiences. This study also makes a contribution to the literature by examining the mentoring relationship from the mentor's perspective. This departure from the existing literature on the mentoring relationship provides a new perspective for future research.text
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Segura, Tatiana Borisovna 1974. "Defining self : negotiating cultural, gender, and ethnic identity in a short-term study abroad program in Russia." 2008. http://hdl.handle.net/2152/18286.
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Study abroad programs are a common component of many foreign language programs across the United States. Of these university-based study abroad programs, short-term language-focused programs are becoming increasingly popular in the United States. Despite the growing popularity of short-term study abroad programs, there is little research on students’ sociocultural experiences under these short, intensive language-immersion conditions. Relatively few studies have addressed the issue of gender in the study abroad context. Brecht et al. in their longitudinal study on the effects of a study abroad stay on language proficiency gains in Russian found that gender was one of the significant predictors of language learning. The impact of gender on the process of second language and culture acquisition becomes particularly important in countries like Russia where perception and construction of gender roles is very different from that in the United States. These gender-related differences may cause students to have negative attitudes towards the Russian language and culture. Students belonging to ethnic minorities have different study abroad experiences from students who belong to the ethnic majority or mainstream culture. In the rise of terrorist attacks administered by Chechen separatists on the territory of Russia in the past several years, native Russians are becoming less tolerant with representatives of ethnic minorities and therefore, more suspicious and hostile towards individuals with non-Caucasian features. Being constantly racially-profiled can turn an otherwise pleasant language and culture learning experience into a nightmare. A better understanding of how race and ethnicity affect learning processes in a study abroad setting will result in rethinking of how learners’ differences (and the outcomes of those differences) enter the formal language teaching curriculum. The present study investigates how American college students visiting Russia on a five-week-long study abroad program perceive and describe their cultural, gender, and ethnic experiences. The results of this ethnographic case study are analyzed through the lens of critical theory that argues that human society is essentially oppressive and that societal inequality is reproduced through the dominant ideology.text
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Vetter, Amy Maurine. "Creating new spaces: investigating opportunities for identity exploration in a high school English classroom." Thesis, 2007. http://hdl.handle.net/2152/3059.
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Vetter, Amy Maurine 1976. "Creating new spaces : investigating opportunities for identity exploration in a high school English classroom." 2007. http://hdl.handle.net/2152/13238.
Full text
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"The construction of movement identity in lifestyle movements: a case study of Choi Yuen Village livelihood place." 2012. http://library.cuhk.edu.hk/record=b5549207.
Full textAbstract:
本研究關注以文化改變為目標的生活風格運動的身份建構過程。以往身份研究主要集中於以政治為目的的傳統社會運動。傳統運動的運動身份是由社會結構所決定的，並由社會運動團體所代表。傳統運動的身份建構過程基本上是建立起「我們」，以别於敵人的「他們」。但由於生活風格運動的目標是文化改變，主要手段是將運動價值透過個人和群體的生活風格展示出來，組織和行為更為私人化和分散。故此，傳統社會運動的理論並不足以描繪生活風格運動的運動身份建構過程。為補充此社會運動理論的不足，我提出生活風格運動的運動身份建構是一個將運動價值實踐的過程。參加者透過個人反省將抽象的價值具體化成演繹和行動，建立另類生活風格或組織，以回答「我們應如何生活？」的問題及引發社會的意識轉變。具體來說，在群體層面，運動身份的建立過程包括(1) 透過加入其他生活風格運動的元素、(2) 按成員個人理解將運動與其他運動區別出來和(3) 協調衝突的價值；在個人層面，(4) 參加者需要結合運動和個人追求以個人化運動身份。本文研究菜園村生活館，探討生活風格運動的運動身份建構過程。研究顯示，由於運動身份不再是由社會結構導向，運動身份建構過程變得更流動，而個人的反思及小組的身份工作也成為生活風格運動的身份建構的重要部份。本研究的重要性是補充傳統社會運動理論對生活運動身份建構解釋的不足及豐富我們對香港生活風格運動的認識。This study is concerned with movement identity construction processes in lifestyle movements (LMs). Identity in social movements is mostly studied in the context of traditional social movements, in which the movement identity is derived from a social structure and embodied in formal social movement organizations aiming at affecting state policy. Its identity construction is a process differentiating “we“ from “our enemy“. However, as LMs are value-oriented, diffused, individualized in action, small-sized group in organization and aimed at cultural change, the traditional social movement literature does not help us to understand the identity construction of LMs. It is the gap to be studied here. I argue the process of movement identity construction of LMs is fluid. It is a reflexive actualization of conceptual movement values into concrete interpretations and repertoires of actions. Alternative lifestyles and examples are set up to answer “how should we live?“ and for promoting conscious shifts of specific issues. The actualization of values at the group level takes place in (1) the incorporation of movement ideas in accordance to the local needs, (2) interacting with people of other movements, and (3) negotiation over other conflicting values and practices. The actualization at individual level is (4) a personalization of the movement by blending the movement with a pursuit of authentic self. I conclude that the distinctiveness of LMs’ movement identity construction is the fluidity of the process, group identity work and reflexivity. A case study of Choi Yuen Village is carried out to examine the movement identity construction in LMs, filling the gap in social movement literature and enriching our understanding of LMs in Hong Kong.
Detailed summary in vernacular field only.
Lo, Sin Chi.
Thesis (M.Phil.)--Chinese University of Hong Kong, 2012.
Includes bibliographical references (leaves 91-95).
Abstracts also in Chinese.
ABSTRACTS --- p.i
論文摘要 --- p.ii
ACKNOWLEDGEMENTS --- p.ii
TABLE OF CONTENTS --- p.iii
LIST OF TABLES --- p.iv
LIST OF FIGURES --- p.iv
ABBREVIATIONS --- p.iv
Chapter 1. --- INTRODUCTION --- p.1
Chapter 1.1. --- Diffused Lifestyle Movements in Post-capitalist Society --- p.2
Chapter 1.2. --- Defining Movement Identity --- p.5
Chapter 2. --- LITERATURE REVIEW --- p.9
Chapter 2.1. --- Identity work --- p.9
Chapter 2.2. --- Movement Identity Construction in Traditional Social Movements --- p.10
Chapter 2.3. --- Identity Work in Diffused Lifestyle Movements --- p.11
Chapter 3. --- METHODOLOGY --- p.13
Chapter 3.1. --- Case Study --- p.13
Chapter 3.2. --- Case Description --- p.14
Chapter 3.3. --- Data Collection --- p.21
Chapter 3.4. --- Sample Profile --- p.23
Chapter 3.5 --- Gaining Access and Gaining Trust --- p.23
Chapter 3.6. --- Informed Consent and Ethical Issues --- p.25
Chapter 4. --- THE MOVEMENT IDENTITY CONSTRCUTION OF LMS --- p.25
Chapter 4.1. --- Background - Movement Values of and Needs Shared among LP --- p.26
Chapter 4.2.1. --- Incorporating Movements’ Ideas as Participants’ Need --- p.35
Chapter 4.2.2. --- Interacting with other Social Movement Participants to create Personal Interpretation --- p.63
Chapter 4.2.3. --- Negotiation over Conflicting Values --- p.68
Chapter 4.2.4. --- Blending Movement Values and Personal Lives --- p.76
Chapter 5. --- CONCLUSION --- p.84
APPENDIX --- p.89
REFERENCES --- p.91
29
"高校管理體制改革背景下大學初任教師的學術身份及其建構: 中國兩所大學的個案研究." 2013. http://library.cuhk.edu.hk/record=b5884251.
Full textAbstract:
張銀霞."2013年8月".
"2013 nian 8 yue".
Thesis (Ph.D.)--Chinese University of Hong Kong, 2013.
Includes bibliographical references (leaves 313-339).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstracts in English and Chinese.
Zhang Yinxia.
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Mackenzie, Susan, University of Western Sydney, College of Arts, and School of Education. "Men leaving hierarchy : on the path of the Phoenix." 2007. http://handle.uws.edu.au:8081/1959.7/32328.
Full textAbstract:
Research into transitions which explore the personal changes of those undergoing them, especially men, are still rare, particularly in regards to a changing sense of self and life world. Research into the movement of men out of hierarchy, the dominant structures of work institutions in the western world, is rarer still. Using hermeneutic and phenomenological frameworks, this study tracks the journeys of six men by in-depth interviews and discussions as they move out of hierarchical structures to recreate their work and, in varying degrees, themselves. As a means of looking beyond events, and for their metaphoric and philosophic perspectives, the Hero and Phoenix myths are used to further explore levels of meaning identified within the transition processes. Drawing on the work of Jung, Bridges, Neville, Campbell, O’Connor and Gareth Hill, the six stages into which I have organised the transitions are compared to the six key phases of the Phoenix myth. A Jungian framework informs the interpretation of the underlying significances demonstrated in the men’s processes of regeneration. The men’s individual responses to their transitions are also identified and described, from subjective and proactive perspectives. Changes in the men’s self perceptions and their changing relationships to authority, brought about by their shifting loci of control, are documented. Analysis of the stages most likely to be suitable for proactive intervention (as conscious or organised responses to the process), are indicated. Primary and secondary preconditions for successful transitions out of hierarchies are postulated. The men’s self-reflections illuminate experiences of uncertainty and clarity, confidence and exploration, compartmentalisation and synthesis. The role of an ‘inner voice’ (an unchanging core identity) and their changing relationship with these aspects of Self, is articulated as critical factors in the men’s ‘successful’ transitions. Integral to this research is the concept that the power of an individual’s experience can inform those who share a similar experience. Therefore applications of the research, and strategies to manage and facilitate transitions out of hierarchical environments, are suggested. This thesis is written in support of my hypothesis that transitions can be mapped; that they are journeys on several levels of personal and practical transformation; and that to proactively engage with transition processes requires not only an understanding of the stages of the process itself, but also an understanding that changes in self-perception and self-relationship will also occur for those undergoing them.Doctor of Philosophy (PhD)
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"中学职前教师的专业身份建构: 实习教师的专业学习历程的个案研究." 2012. http://library.cuhk.edu.hk/record=b5549340.
Full textAbstract:
身份转变是成为教师的一个重要部分，不少研究者因此强调教师教育在职前教师专业身份形成中的作用，亦有研究者发现实习是职前教师身份转变的关键阶段。然而到底职前教师是如何通过专业学习来建构和发展期专业身份的，却一直缺乏相关实证研究。有鉴于此，本研究尝试从职前教师专业学习历程中去理解专业身份的建构和发展，从职前教师的视角去考察当前教育实习为他们提供了怎样的身份建构情境。研究以情境视角下的学习观和身份建构观为理论背景(Lave&Wenger,1991; Wenger,1998)，采个案研究方法，通过深度访谈和田野观察来跟踪两所实习学校内的四名高中实习教师的专业学习历程，以理解实习教师的身份建构和改变的过程，并以此为线索梳理了实习情境中影响其身份建构的主要因素及其互动关系。
研究发现，实践参与式的学习确实改变着实习教师的专业身份。四个个案实习教师的专业身份经过实习后都在不同方面不同程度地发生了改变。驱使这种改变的最为核心的力量是他们在实习前业已形成的职业承诺和教师角色认知。而它们也是实习教师在实践场域中定位自我的最为关键的两个身份定位点。职业承诺决定了职前教师参与实践和建构身份的意愿。根据自己的学生身份所形成的教师角色认知则是实习教师识读实习情境扮演角色的主要根据。既有的角色认知与实习场域中的角色脚本的冲突则是启动身份重构的关键。
另一方面，实习学校的实践文化、实习指导教师所构成的实习情境共同框定了实习教师的实践参与的方式和内容。而实习教师总是基于自己原有的职业承诺和角色认知投入实习情境，与角色对手展开互动。身份的协商正是在这种互动的参与中展开。传记性因素、情境性因素和经历性因素在这个过程中以不同方式影响着身份的协商和建构，而它们三者之间的互动最后形塑了职前教师在整个实习期间的参与轨迹，导向了不同的专业身份。
基于此，研究尝试为学界理解职前教师如何通过专业学习以建构其专业身份提供概念框架和实践启示，并提议建立专业身份建构型的教师学习观。
As the identity transformation is essential for becoming a teacher, researchers have emphasized the role that the teacher education play in the shaping and forming of pre-service teachers’ professional identities, with teaching practice as the critical stage in transforming the identities of pre-service teachers. However, few empirical studies have been conducted to investigate how the pre-service teachers construct and develop their professional identities through professional learning. To this end, this research explores the professional learning trajectories of pre-service teachers to understand the construction and development of their professional identities. Furthermore, this study looks into the teaching practice from the angle of pre-service teachers in order to depict a picture of the context for the professional identity construction.
Using the framework of learning concept and identity construction (see Lave & Wenger, 1991; Wenger, 1998), the research employed the case study method, carrying out both in-depth interviews and field observations to gather qualitative data. Four student teachers from two placement schools participated in the research as four cases. The four teachers’ learning experiences as well as their identity construction and change were investigated to explore factors constructing and changing the professional identities of the four student teachers.
The research, on the one hand, has confirmed the importance of learning as participation in changing the student teachers’ professional identities. In the four cases, the professional identities of the student teachers were all found to be changed after the teaching practice in different ways and at different levels. The major motivation for the change was attributed to the professional commitment and the concept of teacher role, which had been formed prior to the teaching practice of the four student teachers. Moreover, the professional commitment and the concept of teacher role were the two anchoring points of student teachers to locate themselves in the field of teaching practice. Regarding the two anchoring points, the professional commitment determined the willing of student teachers to participate in the teaching practice and construct their professional identities; the concept of teacher role, taking shape out of their self-as-student, was the frame of reference for the four student teachers’ understanding of the teaching practice context as well as the role playing. The clash between the four student teachers’ concept of teacher role and the role script embedded in the culture of the two schools was the trigger of the four student teachers’ identities reconstruction.
The research, on the other hand, has indicated that, the four student teachers participated in the teaching practice and interacted with the role partners according to their own original professional commitment and concept of teacher role, although the teaching practice context, comprising the placement school culture and the mentors, shaped the way and the content of the four student teachers’ participation. Therefore, the negotiation of identity took place between the four student teachers and the teaching practice context, which was influenced in different ways by the three factors, namely, the biography, the context and the experience. The interaction among the three factors subsequently built up the participation trajectories of the four student teachers through the whole teaching practice, guiding the four student teachers to achieve different professional identities.
On the whole, the research has contributed to conceptual understanding as well as practical implications in the construction of pre-service teachers’ professional identities through professional learning. In future research and practice, it is proposed that learning to teach be explored from the perspective of professional identity construction.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
张倩.
Thesis (Ph.D.)--Chinese University of Hong Kong, 2012.
Includes bibliographical references (leaves 304-315).
Abstracts in Chinese and English.
Zhang Qian.
中文摘要 --- p.I
英文摘要 --- p.II
致谢 --- p.IV
目录 --- p.V
图表目录 --- p.VII
导言 --- p.VIII
Chapter 第一章 --- 问题陈述 --- p.1
Chapter 第一节 --- 研究的缘起--寻惑与解惑的起点 --- p.1
Chapter 第二节 --- 研究的背景 --- p.3
Chapter 一、 --- 教师身份的提出 --- p.3
Chapter 二、 --- “学教的再概念化 --- p.4
Chapter 三、 --- 情境学习的视角 --- p.5
Chapter 四、 --- 教育实习的样貌 --- p.6
Chapter 第三节 --- 研究的目的与问题 --- p.8
Chapter 第四节 --- 研究的意义 --- p.9
本章小结 --- p.12
Chapter 第二章 --- 文献述评 --- p.13
Chapter 第一节 --- 西方研究中的“学教 --- p.13
Chapter 一、 --- “学教研究的脉络梳理 --- p.14
Chapter 二、 --- 再概念化的“学教 --- p.17
Chapter 三、 --- 本研究的“学教概念框架 --- p.22
Chapter 四、 --- 小结 --- p.32
Chapter 第二节 --- 教师专业身份的研究脉络 --- p.34
Chapter 一、 --- 教师专业身份的意涵 --- p.35
Chapter 二、 --- 教师专业身份研究的主要理论脉络 --- p.41
Chapter 三、 --- 实习教师专业身份研究的现状 --- p.46
本章小结 --- p.58
Chapter 第三章 --- 研究的设计与方法 --- p.59
Chapter 第一节 --- 研究框架与研究问题 --- p.59
Chapter 一、 --- 研究的概念框架 --- p.59
Chapter 二、 --- 相关概念的操作性定义 --- p.61
Chapter 三、 --- 研究问题的阐述 --- p.63
Chapter 第二节 --- 研究的设计与方法 --- p.64
Chapter 一、 --- 质化研究取向 --- p.64
Chapter 二、 --- 个案研究的策略 --- p.64
Chapter 三、 --- 研究的整体设计 --- p.65
Chapter 第三节 --- 研究的效度与伦理 --- p.75
Chapter 一、 --- 研究的效度 --- p.75
Chapter 二、 --- 研究伦理 --- p.76
Chapter 第四节 --- 研究局限 --- p.78
本章小结 --- p.79
Chapter 第四章 --- 实习教师的专业身份发展 --- p.80
Chapter 第一节 --- 个案实习教师的专业身份发展 --- p.80
Chapter 一、 --- 薇的专业身份发展 --- p.81
Chapter 二、 --- 凯的专业身份发展 --- p.96
Chapter 三、 --- 玲的专业身份发展 --- p.108
Chapter 四、 --- 慧的专业身份发展 --- p.122
Chapter 第二节 --- 实习教师专业身份发展的特点 --- p.139
Chapter 一、 --- 实习前职前教师的专业身份特点 --- p.139
Chapter 二、 --- 实习前职前教师专业身份的主要区别 --- p.145
Chapter 三、 --- 实习后职前教师的专业身份特点 --- p.147
Chapter 第三节 --- 小结 --- p.152
Chapter 第五章 --- 实习情境中的学教与身份发展 --- p.156
Chapter 第一节 --- 个案实习教师的实习故事 --- p.156
Chapter 一、 --- 薇的实习故事 --- p.157
Chapter 二、 --- 凯的实习故事 --- p.176
Chapter 三、 --- 玲的实习故事 --- p.191
Chapter 四、 --- 慧的实习故事 --- p.209
Chapter 小结 --- p.227
Chapter 第二节 --- 专业身份的形塑--实习情境的识读与应对 --- p.228
Chapter 第三节 --- 专业身份的建构--情感体验与自我反思 --- p.236
Chapter 第四节 --- 小结 --- p.240
Chapter 第六章 --- 实习教师身份发展的主要影响因素 --- p.243
Chapter 第一节 --- 传记性因素 --- p.243
Chapter 第二节 --- 情境性因素 --- p.247
Chapter 第三节 --- 经历性因素 --- p.263
Chapter 第四节 --- 小结 --- p.275
Chapter 第七章 --- 结论 --- p.277
Chapter 第一节 --- 研究的结论 --- p.277
Chapter 第二节 --- 研究意义 --- p.285
Chapter 第三节 --- 研究反思与建议 --- p.292
Chapter 附录一 --- 第一次访谈提纲 --- p.296
Chapter 附录二 --- 第二次访谈提纲 --- p.298
Chapter 附录三 --- 第三次访谈提纲 --- p.300
Chapter 附录四 --- 文献综述中的“学教 --- p.300
参考文献 --- p.304
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"Social networks, intercultural adjustment and self-identities: multiple-case studies of PRC students from a Hong Kong university who participated in a semester-long exchange program in an English-speaking country." 2013. http://library.cuhk.edu.hk/record=b5884328.
Full textAbstract:
Cui, Jiaying.Thesis (Ph.D.)--Chinese University of Hong Kong, 2013.
Includes bibliographical references (leaves 410-426).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstract also in Chinese.
33
"殖民地後期環境的音樂認同: 香港政府音樂事務處青年中樂團團員個案研究." 2005. http://library.cuhk.edu.hk/record=b6073895.
Full textAbstract:
林詠璋.呈交日期: 2004年7月
論文(哲學博士)--香港中文大學, 2005.
參考文獻 (p. 307-323).
Cheng jiao ri qi: 2004 nian 7 yue
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Mode of access: World Wide Web.
Abstracts also in English.
Lin Yongzhang.
Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2005.
Can kao wen xian (p. 307-323).
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(5930933), Temiloluwa O. Wright. "Organizational Identity at a Nigerian Integrated Food Processing Company: The Case of Feed Me Ventures Limited." Thesis, 2019.
Find full textAbstract:
Research in organizational identity as pioneered by Albert and Whetten (1985) provides that organizational identity is central, enduring and distinctive. As Gioia et al. (2013) put it, “what we know about organizational identity, including its dynamic aspects, is based on the study of organizations located within a single and uniform geographic market (U.S./European) and/or stable institutional environment (developed markets)” (p. 180). This study thus carries research in organizational identity forward by locating it at an integrated food manufacturing company, Feed Me Ventures Limited, in the non-western, developing country, Nigeria. As businesses expand globally, it becomes pertinent for global organizations and managers in organizations outside the West to become aware of possibly divergent forms of organizational identity and formation processes that may exist. Nigeria is a community faced with unstable and corrupt leadership, a volatile economy directly impacted by its own created as well as global instabilities as well as a culture that is very different from those of the communities in which organizational identity has traditionally been studied. To accomplish the goals of this study, an inductive analysis is conducted using ethnographic observation, document analysis and grounded theory interviewing. This method is deemed most appropriate as this is an exploratory study to find what organizational identity may look like in Nigeria. Findings provide that while the conceptualization of organizational identity in the literature hold true, the environment greatly affects organizational identity. The founder of Feed Me Ventures Limited had developed organizational identity in direct opposition to societal values thereby emphasizing the distinctiveness dimension of organizational identity more than would normally be expected. Also, there is an adaptational dimension to organizational identity at Feed Me Ventures Limited which allows it to adapt to different needs in the environment in order to survive and retain its core identity. This is similar to adaptive instability which is already established in the literature except that at Feed Me Ventures Limited, when new identity dimensions are adapted in reaction to the environment, these dimensions only serve to help the organization retain its core identity. Furthermore, the relationship between organizational identity claims and organizational identity understanding among organizational members revealed the existence of an organizational identity gap (OI gap). This refers to a situation where claims about “who we are” from senior management does not align with understanding of “who we are” by organizational members. Also interesting is that social constructionist views about organizational identity being developed through the interactions of organizational members is found to be true at Feed Me Ventures Limited where organizational members, in their social interactions, begin to form notions of “who we are” that are not derived from claims about “who we are” from management. This study concludes that it is important for organizational leaders to acknowledge environment variables, engage in organizational diagnosis to find OI gaps and consider further this concept of adaptation and how this might serve organizations in environments similar to Nigeria.
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Nelli, Adriana. "1954, Addio Trieste ... the Triestine community of Melbourne." Thesis, 2000. https://vuir.vu.edu.au/15651/.
Full textAbstract:
Triestine migration to Australia is the direct consequence of numerous disputations over the city's political boundaries in the immediate post-World War II period. As such the triestini themselves are not simply part
of an overall migratory movement of Italians who took advantage of Australia's post-war immigration program, but their migration is also the reflection of an important period in the history of what today is known as the Friuli Venezia Giulia Region. By examining the migrant experience of both first and subsequent generations of Triestines in the Australian city of Melbourne in a historical context, this study highlights the importance of both the past and the present experience in the process of migrant settlement and identity construction.
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Davel, Coriena. "The mobile phone as an extention of the self : a study among adolescents in a secondary school." Thesis, 2017. http://hdl.handle.net/10500/22819.
Full textAbstract:
The mobile phone forms part of a teenager’s life world and reality today and can be regarded as a tool with which they not only communicate, but also use them to gain access to the Internet, social media and social networking sites. The primary aim of this study was to determine if the mobile phone, with all its functionalities, has an impact on the development of the adolescent’s identity formation, social development and communication skills as well as the sense of the self. Another objective of this study was to determine what the opinions and perceptions are of older generations with regard to mobile practices of the youth. A concurrent triangulation mixed method design was utilised for the purpose of the study. The quantitative and qualitative studies were conducted simultaneously and the data and results from each method were integrated and interpreted as a whole. The quantitative data gathering method was short self-structured questionnaires that were completed by learners (190), teachers (35) and parents (21) to provide a general overview of mobile usage among adolescents. A single-group pre-test post-test experimental design and individual interviews were conducted with eight volunteers. Lastly, 12 learners took part in a focus group interview as a confirmation technique for all the information that was gathered. The findings of the empirical investigation revealed that the mobile phone is used nowadays as a social tool, a planning tool and a convenience tool. The constant connectedness the mobile phone provides, strengthens the adolescents’ self-esteem and self-confidence and contributes strongly to their self-worth. The mobile phone is used as a self-expressive personalised tool and forms part of the sense of the adolescent self. It was also found that adolescents build their relationships with others on a two-dimensional platform that involves online and offline communication and activities. A definite gap exists between older generations’ perceptions and adolescents in connection with the ways that adolescents use their mobile phones nowadays. Parents and teachers have to accept the fact that technology forms part of today’s youth and they should change their mind-sets with regard to this complicated and complex phenomenon.Psychology of Education
D. Ed. (Psychology of Education)
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Rostom, Mustafa. "Outsiders in a distant land : a case study of ten Islamic Lebanese families and their views on citizenship." Thesis, 1997. https://vuir.vu.edu.au/15343/.
Full textAbstract:
This thesis is concerned with issues of ethnicity, identity and citizenship. In particular, it focuses on the views of Islamic Sunni Lebanese families on the issue of citizenship as a notion of rights and participation. The key question which the thesis addresses is, in what ways can universal
notions of citizenship be reworked to simultaneously address issues of justice and difference.
38
Botes, Anna Elizabeth. "Verhalende weergawe van volwasse enkel-tweelinge na die verlies van hul mede-tweeling." Thesis, 2017. http://hdl.handle.net/10500/22694.
Full textAbstract:
Text in AfrikaansDie doel van hierdie studie was om te bepaal hoe volwasse enkel-tweelinge hul lewens ervaar na die verlies van hul mede-tweeling. ‘n Kwalitatiewe empiriese ondersoek is gedoen met die doel om die behoeftes van enkel- tweelinge tydens die hantering van tweelingverlies en die rouproses te bepaal. Literatuur toon aan dat die oneffektiewe hanteringsvaardighede wat gebruik word tydens tweelingverlies kan lei tot emosionele, kognitiewe, identiteits-, verhoudings- en gedragskwessies. Die literatuur dui verder aan dat daar agt temas is wat bepaal of hierdie kwessies tydens die lewe van die enkel-tweeling gaan voorkom. Die agt temas is naamlik die effek van ouerlike gesindheid, negatiewe aspekte om ‘n tweeling te wees, skuldgevoelens, polarisasie, die tweelingband, versagtende omstandighede en die effek van die verlies op die verhouding met ander. ‘n Meervoudige gevallestudie met ‘n narratiewe analitiese proses is in die studie gevolg. Agt deelnemers het ‘n self-opgestelde vraelys voltooi. Daarna is semi-gestruktureerde onderhoude gevoer om die temas wat verband hou met die vraelys verder te ondersoek. ‘n Opvolg in-diepte onderhoud is ‘n maand later met elke deelnemer gevoer waartydens hulle hul ervaring as enkel-tweeling bespreek het. Die eerste verwagte uitkoms was om die behoeftes van die enkel-tweeling wat tweelingverlies hanteer, te verstaan. Die tweede verwagte uitkoms was om by te dra tot kennis oor tweelingverlies en rou by die enkel-tweeling. Die bevindinge toon aan dat vier onverwagse temas vanuit die studie na vore gekom het, naamlik geheimhouding rakende die bestaan van ‘n mede- tweeling, voel soos ‘n aangenome kind, die kwessie van geloof as prominente faktor in die genesingsproses en die tweeling identiteit wat behou wil word. Riglyne is aan opvoedkundige sielkundiges gegee om hul toe te rus om die enkel-tweeling se verlies en rou te verstaan. ‘n Bydrae ten opsigte van kennis oor tweelingverlies en rou by enkel-tweelinge is gemaak.
The purpose of this study was to determine how adult twinless twins experience life following the loss of their co-twin. A qualitative empirical investigation was conducted in order to establish the needs of twinless twins in dealing with twin loss and the bereavement process. Literature indicates that ineffective coping mechanisms used in the loss of a twin, could result in emotional, cognitive, identity, relationship and behavioural issues. The literature further indicates that there are eight themes which determine whether these problems will culminate during the life of the twinless twin. These eight themes are: the effect of parental attitude, negative aspects of being part of a twin, feelings of guilt, polarisation, the twin connection, mitigating circumstances and the effect of loss on the relationship with others. The study followed a multiple case study research design with a narrative analytical approach. Eight participants completed a self-structured questionnaire. Thereafter semi-structured interviews were conducted to further explore themes related to the questionnaire. A follow-up in-depth interview was conducted with each participant one month later during which they described their experiences of being a twinless twin. The first anticipated outcome was an understanding of the needs of a twinless twin in dealing with loss of his or her twin. The second expected outcome was to add to the body of knowledge about twin loss and bereavement in twinless twins. The findings show that four unexpected themes emerged from the study, namely: secrecy regarding the existence of a co-twin; feeling like an adopted child; the issue of faith as a prominent factor in the healing process, and maintaining a twin identity. Guidelines are given to equip educational psychologists to understand twin loss and bereavement in twinless twins. The study contributed towards knowledge of twin loss and bereavement in twinless twins.
Psychology of Education
D. Ed. (Sielkundige Opvoedkunde)
39
Hoflich, Gabriel. "The competency passport as an asset based approach for empowerment in Bosnia-Herzegovina : an empirical case study." Diss., 2018. http://hdl.handle.net/10500/25424.
Full textAbstract:
Text in EnglishThis study examines the successes and limitations of the Competency Passport (CP) for the empowerment of unemployed citizens in Bosnia and Herzegovina (BiH). The CP was designed to identify formally, informally and non-formally acquired competencies of people with the help of a counsellor. In the process, the CP uses the asset-based approach which focuses on the strengths of people. The investigation was conducted on the basis of qualitative interviews and a focus group discussion. The results have shown that the CP was able to identify competencies and, thereby, has helped to increase the self-confidence of people. In the area of employment, the impact of the CP showed some limitations as it was not yet sufficiently recognized by the society of BiH. Employers have given little feedback on the CP. The public sector, especially, needs a paradigm shift in the recognition of informally and non-formally acquired competencies by the CP.
Development Studies
M.A. (Development Studies)
40
Thamaga, Mangakane Rebecca M. "Exploring the indigenous religious identities of African adolescents in selected South African secondary schools." Diss., 2018. http://hdl.handle.net/10500/26908.
Full textAbstract:
This study was undertaken to explore the indigenous religious identities of African adolescents in selected secondary schools in Mpumalanga province, South Africa. The empirical investigation used a qualitative, phenomenological collective case study design. The framework for the study was provided by constructivist theory and African indigenous knowledge and was justified by an extensive literature study. Purposive sampling was used to select forty-two learners from Grades 8 to 11, thirty- three of whom were from African initiated churches, eight belonged to various Christian denominations and one was an atheist. The most significant finding was that the indigenous religious identities of adolescents are not adequately accommodated and supported in South African secondary schools. Accordingly, recommendations were made for affirming adolescents’ indigenous religious identities in the implementation of RE in the classroom.Lolu cwaningo lwenziwa ngenhloso yokuhlaziya nokuhlolisisa izimo nezici zobunjalo bentsha empisholo esesigabeni sokuthomba (adolescents) elandela izinkolo zomdabu noma zendabuko efunda ezikoleni ezingamasekhondari ezikhethiweyo esifundazweni saseMpumalanga, eNingizimu Afrika. Lolu cwaningo obelugxile ezintweni eziphathekayo nezibonakalayo lwasebenzisa idizayini yocwaningo lwezigameko ekhwalithethivu ebhekisisa isigameko ngasinye ngenhloso yokuhlaziya izimo kanye nezinto ezinokufana okuthile phakathi kweqoqwana lwezigameko ezimbadlwana (phenomenological collective case study design). Uhlaka locwaningo kwahlinzekwa yitiyori egxile ekutheni abantu bakha ulwazi kanye nokuqonda kwabo ngokususela ezimweni abadlule kuzona futhi abahlangabezane nazo ezimpilweni zabo (constructivist theory) kanye nolwazi lwendabuko lwase-Afrika, futhi lokhu kwasekelwa kwaphinde kwafakazelwa ngohlaziyo olubanzi lwemibhalo ephathelene nezihloko ezihlobene nalokhu. Kwasetshenziswa indlela yokukhetha ababambiqhaza ngokubheka izimo nezici zabo kanye nezinhloso zocwaningo (purposive sampling) futhi ngaleyo ndlela kwaqokwa abafundi abangama-42 abafunda iBanga lesi-8 kuya kwele-11; futhi abangama-33 kulaba bafundi ngabalandeli bamabandla endabuko ase-Afrika, kanti abayisishiyagalombili bebevela emabandleni obuKhrestu ahlukahlukene, futhi bekunomfundi oyedwa ongumhedeni (ongakholelwa kuNkulunkulu). Umphumela osemqoka kakhulu owatholwa ocwaningweni wukuthi azibhekelelwa futhi azisekelwa ngokwanele nangokugculisayo izimo nezici zobunjalo bentsha esesigabeni sokuthomba elandela izinkolo zendabuko efunda ezikoleni ezingamasekhondari eNingizimu Afrika. Ngenxa yalokho-ke kwenziwa izincomo zokuthi kumele zibhekelelwe izimo nezici zobunjalo bentsha esesigabeni sokuthomba elandela izinkolo zomdabu ekufundisweni kwesifundo sezenkolo (RE) ekilasini.
Psychology of Education
M. Ed. (Psychology of Education)
41
"身份的寻索: 林语堂与基督教关係研究." 2013. http://library.cuhk.edu.hk/record=b5549686.
Full textAbstract:
中国基督徒的身份问题一直是中国基督宗教研究领域的热点问题。做一个基督徒与做一个中国人，两种身份如何统一？怎样协调中国文化与基督教之间的张力？这是每一个中国基督徒都会面对的难题。中国现代著名作家林语堂（1895-1976）以跨文化双语写作蜚声海内外，他以英文写就的《吾国吾民》、《生活的艺术》等著作畅销全世界，使其成为20 世纪享有最高国际知名度的中国现代作家。鲜为人知的是，林语堂是一个有着特殊信仰经历的基督徒。他生于闽南一个基督教家庭，父亲是长老会牧师。他从小接受基督教教育，曾就读于著名教会学校上海圣约翰大学，青年时期却宣布离基督教，自称为“异教徒，到晚年又宣布重回基督教怀抱。这既是一条追寻上帝的信仰之旅，也见证了林语堂作为一个中国基督徒对自我身份的努力寻索。
本文将林语堂的一生划分为六个时期，通过分析他在不同时期与基督教的关系来研究他如何面对与解决中国基督徒的身份认同问题。方法论上本文借鉴了心理学家埃里克森的身份认同理论以及当代文化研究关于文化身份的学说。研究资料除了林语堂大量的中英文作品，还包括他的信件、手稿、相关档案等第一手资料。
本研究发现，林语堂之离基督教是出于身份危机，在做中国人与做基督徒之间产生矛盾的情况下他选择做中国人。尽管长达三十多年以“异教徒自居，并不意味着他放弃信仰。对他笔下的“异教徒一词需审慎辨析。尽管对基督教有公开批判，林语堂并不是反基督教作家。自童年时期形成的基督教价值观一直影响着他，他从来没有停止过信仰上帝，只是出于各种原因与基督教保持距离，直到他找到适合自己的信仰方式，融合基督教与中国文化，形成具有中国人文主义色彩的基督教思想，建立起既是中国人又是基督徒的身份认同。
The identity problem of Chinese Christians has always been a hot issue in the studies of Chinese Christianity. Chinese Christians are generally caught at the horn of a dilemma as how to unify their Chinese identity and Christian identity, and how to handle the tensions between Chinese culture and Christianity.
Lin Yutang (1895-1976), one of the most influential modern Chinese writers, was renowned for his extensive writings in both Chinese and English. His best-sellers in English, including My Country and My People and The Importance of Living, earned him highest international fame among modern Chinese writers. A less-known but momentous facet of him is his special encounter with Christianity. Lin Yutang was born into a Christian family in a poor mountain village in Southern China, his father being a Presbyterian minister in a local church. He received secondary education at Talmage College, and tertiary education at St.John’s University, both of which were missionary schools. However, Lin renounced Christianity in his twenties and claimed to be a pagan for over thirty years until declaring his return to Christianity in his sixties. Lin’s journey of faith witnessed his lifelong search for the identity as a Chinese Christian, which was constantly undergoing transformation and construction.
In addition to the general introduction and conclusion, this thesis consists of six main chapters, each of which elaborates Lin’s relationship to Christianity during the different stages of his life, focusing on the ways in which he encountered and solved the identity problem of being a Chinese Christian. This thesis adopts E.H. Erikson’s theory on identity as an overall framework, while also referring to theories on cultural identity proposed by some scholars of cultural studies like Stuart Hall. This research makes extensive use of primary materials including Lin’s letters, manuscripts, and other relevant archives apart from his published works.
According to the findings of this research, Lin renounced Christianity in the midst of his identity crisis when he was compelled to choose between being a Chinese and being a Christian. He had described himself a “pagan for more than thirty years, but it doesn’t mean that he forsook his Christian faith. Lin’s particular use of “pagan necessitates careful interpretation and scrutiny. Lin should not be regarded as an anti-Christian writer in spite of his open criticisms of Christianity. It can be seen that Christianity had always been a major contributing factor in shaping Lin’s values and morality since his childhood. In fact, Lin Yutang had never ceased in his faith in God, even though he deliberately kept some distance from Christianity until he found his own way of worshipping God. When he returned to Christianity, he personally merged Christianity and Chinese culture, and established his Christian thoughts characterized with Chinese humanism, and hence reconstructed his identity as a unique Chinese Christian.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
楊柳.
"2013年7月".
"2013 nian 7 yue".
Thesis (Ph.D.)--Chinese University of Hong Kong, 2013.
Includes bibliographical references (leaves 175-191).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstract in Chinese and English.
Yang Liu.
中文摘要 --- p.I
Abstract --- p.III
致谢 --- p.IV
Chapter 绪论 --- p.1
Chapter 一、 --- 选题意义 --- p.1
Chapter 二、 --- 研究现状 --- p.3
Chapter 三、 --- 研究资料、研究方法与论文框架 --- p.7
Chapter 第一章、 --- 基督教的保护壳（1895-1911） --- p.18
Chapter 一、 --- 永远的典范：牧师父亲 --- p.19
Chapter 二、 --- 宗教体验：山地的孩子 --- p.23
Chapter 三、 --- 另一种福音：与西方文明的初次接触 --- p.28
Chapter 四、 --- 正统与孤立：寻源中学的宗教教育 --- p.30
Chapter 五、 --- 小结 --- p.33
Chapter 第二章、 --- 身份的焦虑：基督教保护壳的延续（1911-1916） --- p.35
Chapter 一、 --- 西化中的民族身份：半个洋人VS中国人 --- p.37
Chapter 二、 --- 宗教身份的动摇：基督教教义VS现代性 --- p.39
Chapter 三、 --- 《约翰声》上的三篇英文短篇小说 --- p.42
Chapter 四、 --- 小结 --- p.50
Chapter 第三章、 --- 身份的危机：从基督徒到“异教徒（1916-1919） --- p.52
Chapter 一、 --- 边缘者的叩问：在中国做一个基督徒有什么意义？ --- p.53
Chapter 二、 --- 逆流而上：新文化运动的“非典型影响 --- p.58
Chapter 三、 --- 政治与文化的双重民族主义 --- p.62
Chapter 四、 --- 现代性的挑战 --- p.66
Chapter 五、 --- 最后的一击：从神本到人本 --- p.67
Chapter 六、 --- 小结 --- p.69
Chapter 第四章、 --- 身份的暧昧：徘徊在“自我与“他者之间（1919-1935） --- p.70
Chapter 一、 --- 心系文学革命：白话文运动的海外支持者 --- p.71
Chapter 二、 --- 取法西洋、整理国故：短暂的语言学家生涯 --- p.76
Chapter 三、 --- 自我东方主义：“根本败类的民族VS“爽爽快快讲欧化 --- p.82
Chapter 四、 --- 在基督教青年会工作：为欧战华工服务 --- p.87
Chapter 五、 --- 论基督教与文化侵略 --- p.90
Chapter 六、 --- 声援赛珍珠：批判基督教在华传教事业 --- p.92
Chapter 七、 --- 小结 --- p.98
Chapter 第五章、 --- 离散（Diaspora）：身处中、西话语的边缘（1936-1957） --- p.99
Chapter 一、 --- 前奏：30年代“大转向--谁是西崽？ --- p.101
Chapter 二、 --- 被别人表述：“西洋传教士的眼睛 --- p.107
Chapter 三、 --- 戴着脚镣的自我表述：补足式的叙事策略与被他者化 --- p.112
Chapter 四、 --- 边缘者的宣告：我是异教徒 --- p.120
Chapter 五、 --- 小结 --- p.124
Chapter 第六章、 --- 回家：文化融合与身份重建（1957-1976） --- p.126
Chapter 一、 --- 返台背后的政治认同与文化认同 --- p.127
Chapter 二、 --- 反共与返教：现代社会宗教信仰之必要性 --- p.131
Chapter 三、 --- 文化的差异与融合：“趋向于全人类的共同遗产 --- p.133
Chapter 四、 --- 道不远人：林语堂的“近情基督教思想 --- p.138
Chapter 五、 --- 以耶释道：一个中国基督徒对《道德经》的解读 --- p.149
Chapter 六、 --- 叠合的身份认同（adhesive identities）与包容的宗教观 --- p.153
Chapter 七、 --- 小结 --- p.155
结论与反思 --- p.157
Chapter 一、 --- 对林语堂与基督教关系的新诠释 --- p.157
Chapter 二、 --- 引发的争议 --- p.160
Chapter 三、 --- 历史意义 --- p.165
参考书目 --- p.168
42
Carr, Tessa Willoughby 1970. "Recovering women: autobiographical performances of illness experience." Thesis, 2007. http://hdl.handle.net/2152/3809.
Full textAbstract:
This dissertation layers trauma studies theory with feminist theories of performance and autobiography to investigate how women's autobiographically based performances of illness experience disrupt and/or reinforce master discourses of medicine, identity, and knowledge. Feminist theories of performance and autobiography share with trauma studies the distrust of traditional frames and mechanisms of representation, and seek to discover new methods of interpreting experiences that lie "outside the realm" of normative discourse. These theories are further linked by their shared focus on agency and identity construction and an understanding of autobiography that emphasizes the limitations of language and memory which allows for aporia, contradiction, and dissonance, and the belief that testimony functions as a politicized performative of truth. Employing these theoretical perspectives, Carr investigates how these performances witness to radical reconfigurations of identity through the transference of trauma into conveyable life narrative -- even when those narratives falls outside the paradigm of traditional storytelling structures. Carr questions how the structures and content of these performances reveal what traumas are inflicted not only through illness, but also through treatment and care within the western medical model. Throughout the study Carr examines the moments when the cognitive structures of trauma are transmitted into performance through a variety of feminist and avant-garde performance techniques. Carr investigates the work of specific performers and contextualizes the performances within popular culture and medical discourse. Performances analyzed include; Robbie McCauley's Sugar, Susan Miller's My Left Breast, Brandyn Barbara Artis's Sister Girl, and Deb Margolin's bringing the fishermen home and Three Seconds in the Key. Carr questions how the formerly or currently ill female body performing in public disrupts notions of fixed and stable identity while examining the myriad identity constructions embedded within illness narrative. Rather than simplistic triumphant stories of individual cure and recovery, these complex expressions of traumatic experience reveal patterns of cultural oppression that keep the ill female body isolated and silenced. This study attempts to intervene in that silence by foregrounding these politicized performances.
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Benade, Dorrithe Annie. "Educational psychological guidelines for parents based on the lifeworld of the high-achieving young adolescent." Diss., 2013. http://hdl.handle.net/10500/13978.
Full textAbstract:
The purpose of this study was to investigate the lifeworld of the high-achieving young adolescent.
A literature study was undertaken to determine the developmental level of young adolescents and their corresponding needs. The Bio-ecosystemic theory of Bronfenbrenner was used as theoretical basis to explore the level of influence in the life of the young adolescent. The role parental involvement plays in the life-experience and perceptions of young adolescents was also investigated.
The results of the study indicated that the environment or lifeworld of young adolescents plays a big role in all the different aspects of their development. Parents, who are the closest entities in their lifeworld, have the strongest influence. Parental values, beliefs and attitudes are communicated through verbal and non-verbal interactions. Positive and negative conditional regard were found to be motivational tools used by parents to encourage young adolescents to perform according to their expectations. Young adolescents often internalise or introject parental values, beliefs and attitudes as a result of the level of their moral development. Unrealistic or perfectionistic expectations often lead to high levels of anxiety and stress. This could interfere with their normal developmental tasks of which identity formation, the development of self-control and self-regulation appear to be very important aspects. From the findings of the study, guidelines for parents and educators were compiled in support of young adolescents who find themselves in a high-achieving academic environment.Psychology of Education
M. Ed. (Guidance and Counselling)
44
Beauregard, Caroline. "Évolution de l’expression identitaire à travers les dessins d’élèves immigrants en classe d’accueil." Thèse, 2016. http://hdl.handle.net/1866/19016.
Full textAbstract:
Peu d’études ont abordé le phénomène de construction identitaire chez les élèves immigrants du primaire. Or, l’immigration entraîne plusieurs bouleversements qui agissent sur la manière dont les enfants construisent leur identité et choisissent de l’exprimer à l’école. Il n’est cependant pas évident d’étudier un phénomène aussi complexe que l’identité auprès d’enfants dont le vocabulaire n’est pas encore suffisamment développé pour transmettre leur perception de qui ils sont, d’autant plus lorsque la langue de scolarisation n’est pas encore maîtrisée. Dans ce contexte, le recours au dessin apparaît comme une alternative intéressante. Les dessins dévoilent le monde intérieur des enfants qui projettent leurs émotions et leur façon de voir le monde dans les symboles composant les images qu’ils créent. Cette thèse a donc voulu explorer en quoi un programme d’intervention centré autour du dessin intitulé Art & Contes, favorise l’expression identitaire d'élèves immigrants et soutient l’élaboration d’une identité flexible et plurielle chez ces enfants. Dans un premier temps, des dessins libres commentés (n = 478) et des autoportraits dirigés (n = 116) réalisés par 29 élèves en classes d’accueil du primaire (2e et 3e cycle) ont été analysés. Dans un deuxième temps, des entrevues ont été effectuées auprès de quatre de ces enfants et de leur(s) parent(s) notamment afin de recueillir leur histoire familiale et d’approfondir avec l’enfant les histoires associées à ses dessins. Les deux enseignants ont également été rencontrés pour discuter de leur vision de l’enseignement et de leur perception des interactions dans leur classe. Ces entrevues ont servi à construire quatre études de cas qui illustrent la thèse selon laquelle la modulation de l’expression identitaire des enfants leur permettrait de maîtriser et de s’adapter à leurs différents environnements et serait notamment influencée par le milieu scolaire. Les études de cas ont aussi révélé la multiplicité des configurations identitaires que les élèves ont mis en œuvre dans leurs dessins dans le but de se reconstruire une identité flexible et plurielle. Considérant qu’une identité s’adaptant à plusieurs situations favorise l’adaptation psychosociale et scolaire des élèves immigrants, il semble que le dessin ait contribué à exprimer et à partager ces multiples identités.Few studies have examined the phenomenon of identity construction among immigrant students in primary schools. Yet, immigration brings several changes affecting how children construct their identity and choose to express it at school. However, it is not easy to study a phenomenon as complex as identity with children who have not sufficiently developed their vocabulary to convey their perception of who they are, particularly when they do not master the language of schooling yet. In this context, the use of drawing appears as an interesting alternative. Indeed, drawings unveil the inner world of children who project their emotions and their way of seeing the world in the symbols comprising the images they create. This thesis has therefore attempted to explore how Art & Storytelling, an intervention program centered on drawing, promotes immigrant students’ identity expression and supports the development of a flexible and plural identity for these children. In a first phase, free drawings commented (n – 478) and realized by 29 primary school students (2nd and 3rd cycle) were analyzed as well as directed self-portraits (n = 116). In a second phase, interviews were conducted with four of these children and their parent(s), in order to collect the family history, among others, and to develop with the child the stories associated with his drawings. Both teachers were also interviewed to talk about their vision of teaching and their perception of how students interact in their class. These interviews were used to construct four case studies that illustrate the thesis according to which the modulation in the expression of children's identities would enable them to master and adapt to their different environments and would be influenced by the school environment in particular. The case studies also revealed the multiplicity of identity configurations that students used in their drawings in order to reconstruct a flexible and plural identity. Considering that an identity that adapts to several situations foster immigrant students’ psychosocial and school adjustment, it seems that drawing contributed to express and share these multiple identities.
45
Scott, Margaret (Margaret Mary). "Engendering loyalties: the construction of masculinities, feminities and national identities in South Australian secondary schools, 1880-1919 : a thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy / Margaret Scott." 2000. http://hdl.handle.net/2440/19740.
Full textAbstract:
Bibliography: leaves 369-398.xiv, 398, [19] leaves : ill., maps, ports ; 30 cm.
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
A comparative study of a selection of South Australian secondary schools during the period 1880-1919. The ideals of gender and national identity of the various schools are investigated through an analysis of archival records relating to their rhetoric, organisation and curricula.
Thesis (Ph.D.)--University of Adelaide, Dept. of Education, 2000
46
Scott, Margaret. "Engendering loyalties: the construction of masculinities, feminities and national identities in South Australian secondary schools, 1880-1919." Thesis, 2000. http://hdl.handle.net/2440/19740.
Full textAbstract:
Bibliography: leaves 369-398.xiv, 398, [19] leaves : ill., maps, ports ; 30 cm.
A comparative study of a selection of South Australian secondary schools during the period 1880-1919. The ideals of gender and national identity of the various schools are investigated through an analysis of archival records relating to their rhetoric, organisation and curricula.
Thesis (Ph.D.)--University of Adelaide, Dept. of Education, 2000
47
Van, der Merwe Susanna Johanna. "Herdefiniering van identiteit as 'n proses van wording tydens die adolessent se verlies van 'n geliefde." Thesis, 2010. http://hdl.handle.net/10500/4048.
Full textAbstract:
Text in AfrikaansThis study is aimed at the development of strategies for therapists to be used with adolescents and late adolescents (15 to 20 years of age) who have lost a loved one. This will be done by focussing on the redefining of identity as a way of becoming. The starting point of the study is to be found in the problem formulation that the process of becoming of adolescents who have suffered the loss of a loved one, may be blocked because they do not have the necessary skills to overcome the loss. The second problem is that therapists do not have the necessary skills to empower these adolescents so that the redefining of identity can be achieved.
Social work
D. Diac. (Spelterapie)
48
Bendapudi, Namrita. "The Effect of the Rater's Implicit Person Theory on the Performance Evaluations of Male and Female Managers." Thesis, 2013. http://hdl.handle.net/1805/3241.
Full textAbstract:
Indiana University-Purdue University Indianapolis (IUPUI)Previous research has found that the clarity of information provided to raters about women managers’ performance affects ratings of their competence, likeability, and overall evaluation. The current study sought to contribute to this literature by examining whether individual differences of raters can explain the reason for differential performance evaluations of male and female managers, despite them both performing equally. For this purpose, the current research extended the findings of Heilman and colleagues by replicating their methodology while introducing a moderator variable, the rater’s Implicit Person Theory (IPT). The IPT differentiates people into either entity theorists (that is, those who believe that behavior is trait-based and therefore fixed and stable) and incremental theorists (those who believe that behavior is situationally mediated and hence, changeable). Specifically, it was proposed that the effects found in the previous study would be stronger when the rater possessed an entity theory as opposed to an incremental theory. In doing so, this research attempted to provide an understanding of why male and female managers might be given different ratings, all other things being equal. Analyses revealed results that were consistent with, as well as some that were quite inconsistent with, previous findings. Rater IPT was found to have a significant effect on ratings provided by male participants but not those of female participants. Other findings and implications are discussed and limitations and future research directions are stated.