Rozprawy doktorskie: „Being and belonging”

1

Pardini, Jill Kristen. "Being Myselves to Belonging Together". ScholarWorks @ UVM, 2020. https://scholarworks.uvm.edu/graddis/1186.

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This dissertation utilizes an autoethnographic methodology to explore experiences and memories from my own life, while applying a critical cultural and multidisciplinary lens to tell a story about how (un)learning is intertwined with living. By creating a story combining autobiographical elements, science fiction, and cultural critique, this work both draws the reader into reimagining what is possible (Dixon-Romån, 2017), while encouraging the reader to step outside of the conventional modes of academic learning, just as I did in writing it (Sousanis, 2015). This autoethnography includes five encounters inspired by Styres (2017) framework for centering indigeneity in learning (Adams & Jones, 2011; Ellis, 1995). Each encounter engages different embodied experiences (e.g. physical, cognitive, emotive, natural, and spiritual), and aligns it with personal memories that explore the realities and potentialities of trying to belong. This begins with my own self-identities and spirals outwards to include my role amongst various species, with others in society at large, across the planet, and in the Universe most broadly. Specifically, this research asks the question: what is it that I need to (un)learn to belong? This is just one story. It’s my story. So, while it is perhaps not broadly generalizable even for those individuals sharing pieces of my identities that often box us in, the knowledge produced through this type of critical and creative scholarship offers a generative path so “that others can take [it] in and use [it] for themselves… the kind of understanding that make[s] me want to do as well as understand” (Ellis, 2002, p. 401 & 404). By engaging and creatively analyzing content such as: my queerness, my settler colonial positionality, my whiteness, and my complicity in climate change I share the (un)learning I needed to start belonging better in this world. The fifth and final encounter attempts to share an experience of the spiritual all around us, all the time. By imagining a space where all beings are held sacred, it is my hope that we begin to see the possibilities of what we need to (un)learn to belong together.

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2

Gamboa, Jorge C. "Liminal Being| Language, Becoming and Belonging". Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10825284.

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The present study sought to examine institutional and personal factors that affect the sense of belonging of adult immigrant English-learners in a community college. Specifically, this qualitative study analyzed the lived experiences of twenty-one adult English-learners currently enrolled in a large California community college. Language and Critical Race theory was used a theoretical lens to help understand how language proficiency, instructional policies and practices and social factors affect the extent to which this population feels included and as part of the greater campus community. The study found that proficiency in English was the most salient factor in both enhancing the level of connectedness to campus life and hindrance in accessing linguistic and academic resources. Also, the study revealed that the most effective approach to fostering a greater sense of belonging for adult English-learners was providing high-touch experiences through a robust peer mentorship program. Thus, the findings suggest institutionalizing targeted student support services and professional development that will assist educational practitioners to better support adult English-learners to college completion.

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3

Mylles, Alexander. "Belonging, being and borders : understanding collective identities". Thesis, Cardiff University, 2008. http://orca.cf.ac.uk/54685/.

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This thesis is a theoretical analysis of organisational identity, community and belonging. I use a debate concerning transgender inclusion/exclusion to exemplify the identity work of the Council members of Morton Hall, a UK based public sector LGB organisation. I draw on a range of queer, feminist and post-structural theorists in explicating the processes of dis/identification that I have observed. I elucidate the complex, and often contradictory, relationship between gender and sexuality by employing discourse/narrative analysis on the transcripts of interviews and meetings of the organisation. The reasons given by Council members for either including or excluding transgender from the organisation give insights into the identity constructions of the individuals themselves, and of the organisation as a whole. This is combined with a diverse and distinctive theoretical approach which aims to utilise contemporary queer and gender theory as well as less obvious thinkers such as Nietzsche, Durkheim, Hegel, Bataille and Deleuze and Guattari. Using these theorists I develop the argument that the transgression of normative gender codes is central to the creation of a boundary between gender and sexuality which instigates the exclusionary practice adopted by the organisation at the conclusion of the debate. Whilst the research site specifically relates to sexual and gender identity, the theoretical conclusions regarding the construction of collective identity and the formation of community are widely applicable.

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4

Pedersen, Miriam Aurora Hammeren. "Being and belonging among White English-speaking South Africans". Doctoral thesis, University of Cape Town, 2020. http://hdl.handle.net/11427/32477.

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White English-speaking South Africans - WESSAs - have been an understudied topic in general, and particularly within the discipline of anthropology. In this thesis, I take the reader on an autoethnographic journey of attempting to make sense of life in the suburbs of Cape Town, searching for the elusive middle-class WESSAs and trying to attain an understanding of who they are. What does it mean to be and belong among this fascinating subcategory of Africans of European origin? The thesis takes a novel approach to the topic by viewing it through Nyamnjoh's framework of incompleteness, which posits that humans are incomplete by nature and culture (and cultivation). This framework is based on West/Central African philosophy and draws inspiration from the writings of Amos Tutuola, whose storytelling and conceptual universe also informs this thesis. Two key issues emerging from my fieldwork are power and belonging. A complex interplay exists between these factors of life in Cape Town. On the one hand, I argue that middle-class WESSAs have significant power in my field-site in terms of social status, linguistic dominance as well as control of institutions and the built environment. This hegemony leads to exclusion, marginalisation and Othering of non-WESSAs and less wealthy people, especially people of colour. On the other hand, WESSAs' tendency to perceive their positionality as universal, and their quest for completeness of being, ends up causing alienation and rootlessness even for WESSAs themselves. The themes of rootlessness and non-belonging permeate this thesis, highlighting the detrimental nature of hierarchies of race and class even for those at the top. I join Nyamnjoh in his call for a convivial mode of existence which acknowledges interdependencies, interconnectedness and the inherent incompleteness of human life.

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5

Dávila, de León Celeste, i García Gemma Jiménez. "Sense of belonging and organizational commitment: prediction of well-being". Pontificia Universidad Católica del Perú, 2014. http://repositorio.pucp.edu.pe/index/handle/123456789/100858.

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This following study aimed to determine the discriminant validity of Sense of Belonging and the different types of organizational commitment, and analyse the relationship and the predictive capacity of these constructs for subjective and psychological well-being. 354 people completed surveys measuring the constructs described. The results showed that Sense of Belonging and the different types of organizational commitment are different constructs, and they have different relationships the diverse indicators of well-being according to the type of employment. The affective commitment was the most relevant predictor in entry level employees, and Sense of Belonging was the only predictor in employees with leadership positions.
Los objetivos del presente trabajo son determinar la validez discriminante del sentido de pertenencia y de los diferentes tipos de compromiso organizacional, y analizar la relación y capacidad predictiva de estos constructos del bienestar subjetivo y psicológico. 354 personas cumplimentaron un cuestionario que permitía medir los constructos descritos. Los resultados muestran que el sentido de pertenencia y los diferentes tipos de compromiso organizacional son constructos diferentes, y que se asocian de forma diferencial con los diversos indicadores del bienestar en función del tipo de puesto de trabajo estudiado. El compromiso afectivo es el predictor más importante para los empleados que desempeñan puestos de base, y el sentido de pertenencia es el único predictor para los puestos de mando.

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6

Pascale-Hague, David. "EXPLORING BISEXUAL-IDENTIFIED PERSONS EXPERIENCES OF BELONGING". UKnowledge, 2015. http://uknowledge.uky.edu/edp_etds/36.

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Belonging is a basic and fundamental human need (Baumeister, & Leary, 1995) that is associated with psychosocial health (Cohen, 2004). Unfortunately, community belonging is a challenge for those with a bisexual identity. Binegativity, minority stress, and the invisibility of bisexual-identities may interfere with attempts to develop a sense of community belonging (Bradford, 2004). Little systematic research has examined bisexual-identified people’s perceptions and experiences of belonging to a community. This project addressed the question, “What are bisexual individuals’ experiences of community belonging/social exclusion?” Semi-structured interviews were conducted with a sample of 12 bisexual-identified persons. Interview transcripts were analyzed using a constructivist grounded theory methodology (Charmaz, 2006). Findings indicated that bisexual-identified persons encountered stigma and at times concealed their sexuality in order to create community belonging. However, risking authenticity, rather than concealing identity, seemed to help participants deal with stigma and develop more meaningful community belonging. Bisexual-identified persons who risk disclosing their identity and develop a sense of authenticity may increase their opportunities for community belonging. These findings are discussed in relation to their implications for counseling bisexual-identified persons and educating the communities in which they live.

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Aiken, Emma, i n/a. "Interpersonal needs and values authenticity, belonging, independence and narcissism". Swinburne University of Technology, 2006. http://adt.lib.swin.edu.au./public/adt-VSWT20070730.134810.

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The nature of human well-being has been debated in psychological research since the beginning of the study of human behaviour. Mechanistic perspectives regard humans to be independent objects motivated by external contingencies, with needs to be both self sufficient and self-enhancing. Organismic perspectives describe humans as having innate self-organisational tendencies, which partly depend on qualities of relationships with others. Basic needs for well-being include being self-determined and socially integrated. Both perspectives claim empirical support. Drawing on Self-Determination Theory (SDT), the present study proposed that basic needs for well-being include autonomy and relatedness, and ego-defensive needs that undermine health include independence, control and narcissism. To compare the effects of different needs on well-being, the present study measured people's perceived needs and the satisfaction of those needs, within the context of interpersonal interactions. Participants were sourced from the student population at a Melbourne university (N = 82), and various internet website forums (N= 171). Included were 82 participants who had received a diagnosis of social anxiety in the past two years. A new measure, the Interpersonal Needs Scale (INS) was developed to tap the strength of values for the five needs of interest, and the degree to which needs are satisfied. Factor analysis on the INS produced four value subscales: these were named Authenticity and Belonging, comprising autonomy and relatedness items, and Independence and Narcissism, both including Control items. The fmal version of the INS showed satisfactory reliability and validity. Results for Study 1 indicated that for the present sample, Authenticity and Belonging values were associated with overall interpersonal need satisfaction and with well-being. Conversely, Independence and Narcissistic values were associated with dissatisfaction of interpersonal needs and compromised well-being. For Study 2, cluster analysis was used to group participants according to their INS profiles: that is, similarities in their perceived needs and their degree of satisfaction of needs. In line with predictions, the groups included: the Selfother Balanced (N = 42), who reported significantly greater values for authenticity and belonging over independence and narcissism, and overall need satisfaction; the Slightly Lonely (N = 53), who reported similar value ranking but some dissatisfaction of needs; the Satisfied Narcissists (N = 45), who reported high values for ego-defensive needs and satisfaction of narcissistic needs only; the Needy Narcissists (N= 81), who also reported high values for ego-defensive needs but high overall need dissatisfaction; and the Individualists (N = 27), who reported low values for belonging and unsatisfied independence needs. The characteristics of each group were analysed and compared with each other according to a range of self-concept measures (autonomous-self, relational self, independent-self, and narcissistic personality), indicators of psychological wellbeing (depression, anxiety, stress, and self-esteem), and social well-being (alienation). The Self-other Balanced group reported the highest well-being scores and a predominantly autonomous self-concept, while those who reported low values for belonging needs (Individualists), and those who reported the least satisfaction of interpersonal needs (Needy Narcissists), reported the most compromised well-being. A large proportion of respondents with social anxiety belonged to the latter group. The implications of these results for understanding the impact of values and the satisfaction of interpersonal needs on well-being were discussed.

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8

Meller, Gillian Mary. "Believing, belonging and being deaf : the role of religion in deafhood". Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.544342.

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Schmidt, Christopher Michael, i n/a. "Being, Becoming and Belonging: The Phenomenological Essence of Spiritual Leisure Experiences". Griffith University. Department of Tourism, Leisure, Hotel and Sport Management, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060717.160259.

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This study reports on an investigation into individuals experiences of spiritual leisure. Though there is a range of literature and research that examines the independent concepts of leisure and spirituality, there continues to be a lack of empirical research into the existence and experience of leisure that may be spiritual. Given that both traditional and ongoing understandings of leisure emphasise their impact on the whole of the person, this lack of attention to the spiritual dimension creates a gap in our understanding. Leisure is increasingly seen as having a role to play in human well-being. What is less well known is the role and place of spirituality in that interplay. It is recognised that a sense of spirituality can be accessed in a diversity of ways, through, for example prayer, meditation and an engagement with sacred places. The spiritual forum of leisure however, remains less acknowledged and understood despite the fact that spiritual benefits have been identified as part of leisure participation. The purpose of this study was to develop insight into the existence and nature of this relationship by exploring the phenomenon of spiritual leisure experiences. As a primary research focus, this topic is rarely directly considered. Rather it is most often raised as an anecdotal benefit of leisure, a philosophical potential for leisure, or more recently, a component of peoples spiritual and general well-being. Based on personal interest, informed by intuition and grounded in the theoretical and philosophical concepts of leisure and spirituality, this study sought to fill some gaps in our understandings of spiritual leisure experiences. Using a phenomenological approach, this descriptive, qualitative study aimed to explore the subjective meanings individuals give to experiences they refer to as spiritual leisure. Thus, 24 co-researchers were invited to share their self-defined spiritual leisure experiences, through open, unstructured interviews and reflective journaling. The leisure experiences the co-researchers described as spiritual occurred within various locations and involved multiple contexts. These included social and solo experiences, nature based or urban environments and active or passive pursuits. Reflective of what happened, the descriptions of the co-researchers revealed that spiritual leisure experiences could vary in situation, conditions, activity and contexts. The meanings behind these descriptions were also sought and three groupings of common themes were recognised: namely triggers; responses and outcomes. These structural components of spiritual leisure were interrelated in the co-researchers conscious understandings and represented a suite of feelings, thoughts, sensations and meanings embedded in the context, actions and locations of their leisure. Finally, the research included an exploration of the underlying essences of the experiences. Five interrelated essences of spiritual leisure emerged representing the phenomenon of spiritual leisure. These were: experiencing self; time and space for self; being; becoming; and belonging. Overall, the results demonstrated that experiences of leisure that were spiritual were evident for the 24 co-researchers. The experience of spiritual leisure was understood as an event that was lived physically, emotionally and affectively and while it varied in context it also shared the characteristics of providing a forum for knowing, being and becoming more of the self. In spiritual leisure, individuals found a life-space in which to discover and know aspects of themselves and to feel a sense of belonging. This study clearly identifies leisure as a valuable and edifying aspect of some peoples lives in relation to developing their spiritual self or for experiencing their spirituality. The essential themes remind us of the true potential leisure can have in peoples lives. More broadly, the study acknowledges the nature of spiritual leisure, its structural components and the value of studying the phenomenon from the perspective of the experiencing person.

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Laan, Rianne Sujeewa Cornelia Elisabeth. "Sri Lankan diaspora returning 'home' : transnational ways of belonging and being". Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/13704.

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Return migration is often assumed to be a return to ‘home’ and to be the end of a migration cycle rather than another turn in that cycle. This research examines the links between return migration, transnationalism and (re)integration, among Sri Lankan-born migrants who returned to Sri Lanka. I explore this among a diverse sample of 13 migrants - 7 men and 6 women - consisting of 5 returnees who resided overseas for 10 years or less and 8 returnees who resides abroad more than 10 years before they returned to Sri Lanka. The unstructured interviews were conducted in May, June and July 2014. The findings suggest that the notions of home, ways of belonging and being are experienced by these returnees in different ways. The results reveal that participants migrated at different life-stages and under different circumstances, and their migration experience highlights their transnationality. The term transnationality is used to refer to the participants’ ways of being and belonging in transnational space. According to the research findings, the study identified that (1) return migration is not as permanent as it might suggest - although the participants were firmly established in Sri Lanka, half of the participants were moving back and forth between Sri Lanka and the respective country overseas or have re-migrated to another destination and returned a second time; (2) The notions of home, belonging and being operate simultaneously where multiple attachments in varying degrees develop and change over time and space; (3) Notions of home and belonging are multidimensional; (4) Transnational ways of being are highlighted through return visits and social ties that cross borders; (5) Return visits are significant in (re)integration as social ties are (re)established which enabled participants to find their place in Sri Lanka.

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11

Schmidt, Christopher Michael. "Being, Becoming and Belonging: The Phenomenological Essence of Spiritual Leisure Experiences". Thesis, Griffith University, 2005. http://hdl.handle.net/10072/367930.

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This study reports on an investigation into individuals’ experiences of spiritual leisure. Though there is a range of literature and research that examines the independent concepts of leisure and spirituality, there continues to be a lack of empirical research into the existence and experience of leisure that may be spiritual. Given that both traditional and ongoing understandings of leisure emphasise their impact on the whole of the person, this lack of attention to the spiritual dimension creates a gap in our understanding. Leisure is increasingly seen as having a role to play in human well-being. What is less well known is the role and place of spirituality in that interplay. It is recognised that a sense of spirituality can be accessed in a diversity of ways, through, for example prayer, meditation and an engagement with sacred places. The spiritual forum of leisure however, remains less acknowledged and understood despite the fact that spiritual benefits have been identified as part of leisure participation. The purpose of this study was to develop insight into the existence and nature of this relationship by exploring the phenomenon of spiritual leisure experiences. As a primary research focus, this topic is rarely directly considered. Rather it is most often raised as an anecdotal benefit of leisure, a philosophical potential for leisure, or more recently, a component of people’s spiritual and general well-being. Based on personal interest, informed by intuition and grounded in the theoretical and philosophical concepts of leisure and spirituality, this study sought to fill some gaps in our understandings of spiritual leisure experiences. Using a phenomenological approach, this descriptive, qualitative study aimed to explore the subjective meanings individuals give to experiences they refer to as spiritual leisure. Thus, 24 co-researchers were invited to share their self-defined spiritual leisure experiences, through open, unstructured interviews and reflective journaling. The leisure experiences the co-researchers described as spiritual occurred within various locations and involved multiple contexts. These included social and solo experiences, nature based or urban environments and active or passive pursuits. Reflective of what happened, the descriptions of the co-researchers revealed that spiritual leisure experiences could vary in situation, conditions, activity and contexts. The meanings behind these descriptions were also sought and three groupings of common themes were recognised: namely triggers; responses and outcomes. These structural components of spiritual leisure were interrelated in the co-researchers conscious understandings and represented a suite of feelings, thoughts, sensations and meanings embedded in the context, actions and locations of their leisure. Finally, the research included an exploration of the underlying essences of the experiences. Five interrelated essences of spiritual leisure emerged representing the phenomenon of spiritual leisure. These were: experiencing self; time and space for self; being; becoming; and belonging. Overall, the results demonstrated that experiences of leisure that were spiritual were evident for the 24 co-researchers. The experience of spiritual leisure was understood as an event that was lived physically, emotionally and affectively and while it varied in context it also shared the characteristics of providing a forum for knowing, being and becoming more of the self. In spiritual leisure, individuals found a life-space in which to discover and know aspects of themselves and to feel a sense of belonging. This study clearly identifies leisure as a valuable and edifying aspect of some people’s lives in relation to developing their spiritual self or for experiencing their spirituality. The essential themes remind us of the true potential leisure can have in people’s lives. More broadly, the study acknowledges the nature of spiritual leisure, its structural components and the value of studying the phenomenon from the perspective of the experiencing person.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
Department of Tourism, Leisure, Hotel and Sport Management
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Chan, Selena Y.-Ling. "Belonging, Becoming and Being a Baker: The Role and Processes of Apprenticeship". Thesis, Griffith University, 2011. http://hdl.handle.net/10072/365901.

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The journey traversed by young people from being school-leavers to becoming qualified trade workers is a common, but far from fully understood process. Moreover, recent socio-historical changes exemplified by increased use of technology, the altering nature of work, and shifting patterns in the employment market are influencing both the apprenticeship journey and its destination. Central to this journey is how apprentices learn their skills and form identities as trades workers. Hence, there is a need to undertake detailed study of apprenticeship, as it is being currently enacted. In this dissertation, a contemporary account of apprenticeship is provided through mapping the experiences of 13 apprentice bakers and accounts of their bakeries. The dissertation proposes the apprentice journey as comprised of three phases—belonging to a workplace, becoming a baker, and being a baker—as descriptive metaphors of apprenticeship processes’ contribution to occupational identity formation processes. In this way, the dissertation conceptualises and illuminates aspects of apprentices’ indenture, including the role and influences of personal and situational factors that together shape how (a) young people begin participation in a trade-based occupation through processes of belonging to a workplace, (b) they identify with their occupation through a process of engagement with bakery work and practices, and (c) they commence the process of developing an occupational identity as bakers.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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Warsi, Sahil K. "Being and belonging in Delhi : Afghan individuals and communities in a global city". Thesis, SOAS, University of London, 2015. http://eprints.soas.ac.uk/22782/.

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This thesis considers what it means to be and belong as Afghan in Delhi today. It argues that Afghan belonging in Delhi must be understood as inherently multiple and articulated at different scales, and that this multiplicity must be further considered with regard to the varying influence of different conceptions of belonging in migrants' everyday life. Chapters one and two present the thesis' methodological and theoretical framework, bringing together anthropological research on Afghanistan with work on personhood, ontology, and ethics. The subsequent four ethnographic chapters explore ideas of Afghan belonging in Delhi at the scales of state, individual, and community. To frame the argument, chapter three presents the state scale understanding of Afghan migrants as individuals belonging to an Afghan community rooted in the territory of Afghanistan, whose story of migration determines the legality of their presence in Delhi. Chapters four and five turn to the individual scale to respectively demonstrate how complex and varied trajectories of movement belie facile categorization of migrants as legal or illegal, and how they shape and reflect Afghan migrants' diverse affective and material ties to the city. Chapter six depicts how this diversity is also articulated at the scale of community through a comparison of two Afghan communities in the city. The ethnography illustrates how despite the fact that Afghan migrants conceive of and express multiple ways of being and belonging in Delhi, how they inhabit the city is contingent on their access to financial and social resources, and thus indicative of wider issues of belonging and urban citizenship in Delhi today. While contributing to the study of Afghan migration and urban life in India, the thesis also adds to broader discussions of personhood and relatedness by bringing together insights from anthropological research on ontology, ethics, and morality.

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Dixon, Carolyn. "Being, becoming and belonging : gender and identity work in the design and technology classroom". Thesis, University of Sheffield, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286563.

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Wallace, Jane Esther. "Being LGBT in Japan : an ethnographic study of the politics of identity and belonging". Thesis, University of Leeds, 2018. http://etheses.whiterose.ac.uk/22094/.

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This thesis presents an ethnographic study of the politics of identity and belonging amongst a community of LGBT (lesbian, gay, bisexual, and transgender) individuals living in Japan. There is considerable existing scholarship which examines the lived experiences of gender and/or sexual minority individuals in Japan. However, many of these studies tend to focus upon individuals living in Tokyo, and upon specific groups of identities along the LGBT spectrum. This study aimed to broaden the view of the politics of identity and belonging across the LGBT spectrum, and in areas of Japan outside of Tokyo. This research focussed upon the ways in which respondents understood and practiced their identities during a period of intense mainstream media focus upon LGBT lives in Japan from 2015 to 2016. This acute upsurge in mainstream media attention, which has now been dubbed the ‘LGBT boom’ meant that LGBT lives became suddenly more publicly visible. However, there remains scant legal protection for LGBT individuals in Japan and issues related to (in)visibility remain a key feature of everyday life. This study was serendipitously timed to investigate these phenomena from the perspective of the individuals whom the LGBT boom claimed to represent. The study produced a body of rich, qualitative data from across the LGBT spectrum, and across intersections of nationality, gender, and physical location. This original empirical data allowed several theoretical contributions to knowledge. The study has shown that the gender and/or sexual minority communities in Japan are heterogeneous, and deeply hierarchical. They are also actively and overtly involved with a politics of identity and belonging. These politics of identity and belonging are performative and affectual, and bring about both inclusions and exclusions. This thesis represents a starting point for further ethnographic investigation into the lived reality of LGBT lives in Japan.

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Basu, Shonali. "Between Being and Belonging – Home and Identity in 'The Graveyard Book' represented through Image and Text". Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23685.

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This project aims to investigate the interplay and function of visual and textual narrative working together to expand and express a story. It will specifically analyze The Graveyard Book by Neil Gaiman and its accompanying illustrations provided by Chris Riddell and Dave McKean. This investigation will also consider the roles of identity and home, and their impact on the narrative as they are developed in the interplay of images and text. Analysis focused on the aspects of adaptation, form, and the concept of thirdspace will extend and expand the investigation further and raise questions for new research on the subject.

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Sorensen, Cienna. "Using Interpersonal Theory of Suicide to Improve Well-Being of Latina College Students". Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/scripps_theses/1285.

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College students are at an increased risk for suicide. The federal government has gone to great lengths to try to implement suicide prevention programs, but few studies have been done to design, implement and assess the effectiveness of the programs. Latinas are at an especially high risk for suicide, and research suggests that interpersonal conflict is a potential risk factor for Latinas' suicidal behavior. Thwarted belongingness, as stated in Joiner’s Interpersonal Theory of Suicide, may be a possible explanation for the higher rates due to the importance placed on interpersonal relationships based on Latino cultural values. Bicultural identity has been linked to better psychological adjustment and possibly well-being, so it will be assessed as well. The proposed study will have Latina college students (N=783) participate in group sessions that allow for the processing of interpersonal problems and learning communication skills to resolve conflicts. They will be asked to fill out measures of belonging, bicultural identity and general well-being. Measures of general well-being will be used as a proxy for suicidal behavior. It is predicted that participant scores of belonging and their well-being will increase following participation. Scores of belonging and well-being are expected to have an inverse linear relationship. Participants’ scores of bicultural identity and belonging will be strong significant predictors of participants’ score of bicultural identity and belonging will predict increases in participants' well-being. Limitations and future research are also discussed.

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AlMasarweh, Luma Issa. "Transnational Projects of Second-Generation Arab Americans". Case Western Reserve University School of Graduate Studies / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=case1627052108291722.

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Newman, Elizabeth. "Being and belonging : an exploration of the experience of newly qualified primary teachers who have changed career". Thesis, University of the West of England, Bristol, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444533.

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Devenish, Annie Victoria. "Being, belonging and becoming : a study of gender in the making of post-colonial citizenship in India 1946-1961". Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:8fbbf3b1-bb13-47a4-aee2-dd7b5dfb7804.

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Concentrating on the time frame between the establishment of India's Constituent Assembly in 1946, and the passing of the Dowry Prevention Act in 1961, this thesis attempts to write an alternative history of India's transition to Independence, by applying the tools of feminist historiography to this crucial period of citizenship making, as a way of offering new perspectives on the nature, meaning and boundaries of citizenship in post-colonial India. It focuses on a cohort of nationalists and feminists who were leading members of two prominent women's organisations, the All India Women's Conference (AIWC) and the National Federation of Indian Women (NFIW), documenting and analysing the voices and positions of this cohort in some of the key debates around nation building in Nehruvian India. It also traces and analyses the range of activities and struggles engaged in by these two women's organisations - as articulations and expressions of citizenship in practice. The intention in so doing is to address three key questions or areas of exploration. Firstly to analyse and document how gender relations and contemporary understandings of gender difference, both acted upon and were shaped by the emerging identity of the Indian as postcolonial citizen, and how this dynamic interaction was situated within a broader matrix of struggles and competing identities including those of minority rights. Secondly to analyse how the framework of postcolonial Indian citizenship has both created new possibilities for empowerment, but simultaneously set new limitations on how the Indian women's movement was able to imagine itself as a political constituency and the feminist agenda it was able to articulate and pursue. Thirdly to explore how applying a feminist historiography to the story of the construction of postcolonial Indian citizenship calls for the ability to think about the meaning and possibilities of citizenship in new and different ways, to challenge the very conceptual frameworks that define the term.

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Damon, Katherine. "Copper ontology : being, beings, and belongings". Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/63008.

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Striking stone against metal, Kwakwaka’wakw hereditary chief and carver Beau Dick (1955-2017) and his companions broke the Haida copper, Taaw on the steps of the Canadian Parliament buildings in 2014. This act was a call to action in dialogue with the Indigenous grassroots movement, Idle No More, and a revival of a shaming rite prohibited for over 60 years under the Indian Act. Following their journey to Ottawa, Taaw and the other coppers were displayed in the University of British Columbia Morris and Helen Belkin Art Gallery's 2016 exhibition, Lalakenis/All Directions: A Journey of Truth and Unity, described as both cultural belongings and living beings. The categories of belonging and being communicate ongoing and active relationships between the coppers and First Nations communities, as well as their statuses as sentient entities. Endowed with supernatural power, or ’nawalakw in Kwak’wala, coppers occupy a central position within potlatch ceremonies. While the term ‘belonging’ could be said to have imposed Western property language and objecthood on the coppers, the term ‘being’ introduced the coppers as active subjects in the copper-breaking ceremony. Since the nineteenth century, anthropologists have studied coppers as both economic property and animate objects in the potlatch system. A discussion of coppers as living beings can also be situated within a recent return to animism in anthropology and a wider rethinking of human/nonhuman categories in new materialism and posthumanist theories. Locating the Lalakenis exhibition within the ongoing debate over the display of sacred materials, I propose an ontology of coppers, beings and belongings in the intercultural public spaces of the National and Provincial capitals and the Belkin Gallery.
Arts, Faculty of
Art History, Visual Art and Theory, Department of
Graduate

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Greenwood, Margo Ann Mae. "Outside the norm : an ethnographic study of creative practitioner approaches in an alternative provision site for 14-16 year olds". Thesis, University of Exeter, 2012. http://hdl.handle.net/10871/9709.

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Alternative Provision, as a sector, is well positioned to offer a remarkable opportunity to cultivate a young person’s humanity through care and challenge. Where practitioners embrace responsibility for young people and their environment, and honour context and complexity, they can mobilise the present as a rich source of possibility and agency. There needs to be a clear understanding of the contribution that Alternative Provision can make to young people’s lives and how this relates to practice and policy perceptions of effectiveness. Yet because it is difficult to know, track, manage and regulate, Alternative Provision remains largely uninspected and unregulated, with lack of clarity in purpose holding back the potential to inspire change in pupil perception and experience. On top of these issues, schools face the challenge of being held directly accountable for Alternative Provision they commission for their pupils, and responsible for ensuring that it is suitable, safe and effective. Research into current practice and theory is needed to help schools and policy makers fulfil their mandates at a time when policy makers are at the cusp of re-designing the field. At these key beginnings of re-design for Alternative Provision in England, this ethnographic study offers to fill that research gap through a conceptualisation of practitioner approaches in one Alternative Provision site over an academic year, that led to pupil well-being, a sense of belonging and further training or employment. These outcomes, alongside the practitioner approaches of mutually transforming empathic engagement and mission, I argue, are central to sound thinking about Alternative Provision. The process involved – licensed chaos – with its authorised release of pupils into play, immersion, risk taking and ownership, is presented as one way of embodying this journey and is offered here as a model of process on which other schools could build their own. Methodological contributions are made through the exploration of life writing as ontology and as a way of communicating the ever-present realities for many pupils attending Alternative Provision. Critical reflection and acknowledgement of the researcher’s role and transformation through the research process is shared. Reciprocal virtual ethnography is explored and put forward as an effective means of researching young people in Alternative Provision. This thesis tells a story of lives and learning that further humanises and empowers the field of Alternative Provision and its commissioning schools.

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Begen, Fiona Margaret. "The impact of psychosocial belonging on physical health and well-being : an investigation into the roles of belongingness and self-esteem". Thesis, University of Bath, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547616.

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Bullen, Patricia L. "Identity projects and positive youth development: The importance of efficacy, integrity, and belonging during adolescence". Thesis, University of Auckland, 2010. http://hdl.handle.net/2292/5675.

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Theory and research have indicated that well-being can be enhanced via the fulfilment of three key well-being concerns or needs, namely efficacy, integrity, and belonging. This thesis used a positive youth development framework to explore well-being concern experiences within the context of a young person’s most salient activities and goals, referred to here as identity projects (Harré, 2007). Guided by an adaptation of the identity project model (Harré, 2007), using a longitudinal design, this thesis incorporated both quantitative and qualitative methods to explore how identity projects were negotiated during adolescence; what impact well-being concerns had on commitment to projects; and how this related to subjective well-being (SWB). In the quantitative study, 162 ethnically diverse Year 12 high school students participated at time one (T1); and one year later 87 students took part at time two (T2). Participants completed an adaptation of the Personal Project Analysis tool (Little, 1983), and two independent measures of SWB. The main foci of the quantitative study were to explore the predictive value of each well-being concern to project commitment and SWB; and to investigate if commitment mediated the link between well-being concerns and SWB. For the qualitative study, narrative interviews were conducted among 16 adolescents at three time points – Years 12 and 13, and after completing high school. The main foci of the interviews were to investigate how well-being concerns were voiced within the context of specific projects; and to gain insight into how projects were negotiated during life transitions. The quantitative results showed efficacy and integrity, but not belonging, were predictors of concurrent commitment at T1 and actual commitment to T1 projects at T2. The mediating role of commitment (between the well-being concerns and SWB) was, however, not supported. Instead, each well-being concern directly predicted different aspects of SWB, and these relationships changed over time. Overall, experiences of efficacy and belonging, within identity projects, enhanced SWB in the short term, while only experiences of integrity enhanced SWB, namely life satisfaction, in the long term. The qualitative results indicated experiences of efficacy and belonging were most prevalent within leisure pursuits, while integrity was most commonly discussed within education and career projects.

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Trantas, Georgios [Verfasser]. "Being and Belonging : A Comparative Examination of the Greek and Cypriot Orthodox Churches’ Attitudes to ‹Europeanisation› in Early 21st Century / Georgios Trantas". Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2018. http://d-nb.info/1173657541/34.

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Massey, Brooke Christina-Marie. "The Happy Boomer: Baby Boomer Life Satisfaction Through Affect and Feeling of Belonging". Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1476880543714099.

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Yildiz, Felicia. ""I would never risk being stuck in that hell again" : Dual citizenship and Syrians/Assyrians in Sweden". Thesis, Linköpings universitet, Institutionen för kultur och samhälle, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-170778.

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Since the fate of the Syrian/Assyrian minority that has fled Turkey has not received much attention in research, this thesis is made to recognize the group and their experiences as refugees, Christians, and citizens in their old and new countries of Turkey and Sweden. When talking about dual citizenship, in terms of previous research, researchers often argue about how migrants prefer to keep their former citizenship when moving to another country. According to scholars and policymakers, dual citizenship is a benefit since it, for instance, helps immigrants to naturalize into their country of settlement. However, this is not always the case. By interviewing nine Syrians/Assyrians from Turkey, who either hold dual citizenship (Swedish and Turkish citizenship) or only Swedish citizenship (former Turkish citizens), this thesis will focus on how the minority thinks, feels, reasons, and argues about dual citizenship. Because of a history filled with oppression, discrimination, violence, and death (the Syrian/Assyrian genocide in 1915) in Turkey, many Syrians/Assyrians did not want to keep the bond to their country of origin when migrating to Sweden. In the sense of security and safety, belonging, naturalization and integration, and loyalty, this study will focus on what dual citizenship means for the Syrian/Assyrian participants who came to Sweden in the 1970s and if they make use of the possibility to hold more than one citizenship. The main finding is that the minority feels safe and at home in Sweden and not in Turkey. Because of their lack of protection and rights as Christians in their country of origin, Sweden is, as they call it, their new home. Even if some of them hold dual citizenship, while others only have Swedish citizenship, the majority of the Syrian/Assyrian people do not feel any sense of attachment, feeling, or loyalty toward Turkey today. However, there are exceptions. By holding dual citizenship, those Syrians/Assyrians who misses the food, the climate, or the culture can visit their country of origin, whenever they want to, as citizens.

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Yu, Kam Wan Anora. "Being, becoming and belonging : identity ambiguity or identity demystification? : a narrative inquiry into the professional identities of an associate department head of a higher education institution in Hong Kong". Thesis, University of Bristol, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.730879.

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Wentzel, Marie-Monique. "The Woods Were Never Quiet". PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/1166.

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The five stories in this collection are an exploration of realist fiction through a variety of narrative points of view and a diversity of characters. The stories explore issues of class, age, work and family, but in each piece, the characters struggle in their own way to discover a sense of belonging in their own lives. Central to each of these stories is a sense of place. All are set in the American west, most in rural California and the land and activities of place provide not only a specific landscape, but often a limitation, a narrative element against which the characters both resist and find their truest home.

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Haslam, Rebecca. "Equity Pedagogies, Hidden Curricula: Social-Emotional Wellbeing Among Students Of Color In Elementary School". ScholarWorks @ UVM, 2019. https://scholarworks.uvm.edu/graddis/1131.

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ABSTRACT The shift in the nation’s political climate between 2016-2019 has exacerbated the longstanding pervasive issues of racism and discrimination against People of Color and those marginalized by societal inequity. This has serious implications for teaching and schooling, as it causes children to feel unsafe, question their sense of belonging, and internalize racial oppression. Indicators of inequitable school experiences for Students of Color and students from marginalized identity groups warrant attention to the socially determined facets of public education: specifically a sense of school belonging (SOSB) for Students of Color, the impact of racial trauma, the patterns of social engagement that shape their experiences, as well as the pedagogical practices teachers employ to support their social-emotional wellbeing. This qualitative case study seeks to illustrate how classroom teachers at Arday Elementary School support the social-emotional wellbeing of Students of Color by examining their understanding of racial trauma and SOSB and their use of equity literate pedagogies in the classroom to effectively support their Students of Color in a public elementary school in Northern New England. Findings include the hidden curriculum, teacher critical consciousness, cultural congruence, learning environment, racial trauma, and resistance. These findings point to a newly conceptualized framework, Equity Pedagogy for Social-Emotional Wellbeing (EPSEW), which applies a social determinants perspective to examinations of educational inequity and considers the social and community contexts that predetermine and influence inequitable outcomes. Keywords: equity pedagogy, equity literacy, social determinants, school belonging, racial trauma, internalized racism, social emotional well-being, critical pedagogy, anti-bias education

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Morad, Mohammad. "Multiple migrations: social networks and transnational lives of italian bangladeshis in Europe". Doctoral thesis, Università degli studi di Padova, 2019. http://hdl.handle.net/11577/3422845.

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Increasingly, scholars have highlighted that migration is no longer a one-way movement between a country of origin and a destination because migrants move through and settle in several locations in their life trajectories. In this study, I aim to examine the multiple migration experiences, social networks and transnational lives of Bangladeshi first generation migrants who acquired Italian citizenship and this study therefore refers to them ‘Italian Bangladeshis’. This study is carried out by following a multi-sited qualitative research approach, consisting of in-depth interviews and participant observation. The main material for this article is based on fifty in-depth interviews with Bangladeshi first-generation migrants in Italy and the UK. Chapter Two provides, on the one hand, a brief description of Bangladesh as a migrant-sending country and, on the other hand, a presentation about Italy as an immigrant-receiving country. It has shown that in the case of Bangladeshi migration, even though the choice of the UK is traditionally the top destination for long-term Bangladeshi migrants, Italy has recently emerged as one of their major destinations on this continent. In particular, Bangladeshi migrants started to arrive in this Southern European country from the late 1980s, but rapid growth started from the early 1990s. Chapter Three is devoted to making a theoretical understanding of the concept of ‘multiple migrations’. This chapter conceptualizes the term multiple migrations by highlighting several terminologies that existing studies adopted in their analysis of multi sage migration trajectories. It also reviews a number of studies that underline a combination of economic, social and cultural factors for this inter-EU mobility. Chapter Four theorises social networks and transnationalism in order to provide a better understanding of how these two concepts are related to the concept of ‘multiple migrations’. This chapter underlines the fact that even though the social networks and transnational ties have an important role in shaping first international migrations, existing empirical research appears not to have largely addressed the ways in which social networks and transnational ties may influence multiple migrations. Chapter Five is the first empirical chapter of this dissertation that examines the motivation behind emigration, socio-demographic and economic profiles and the region of origin of Italian Bangladeshis who participated in this study. In Chapter Six, concerning the first research question – the previous destination and motivation for multiple migratory trajectories before arriving in Italy and within Italy - this research has shown that, before arriving in Italy, Bangladeshi first-generation migrants who participated in this study worked for several years in at least two different European, Southeast Asian or Middle Eastern countries. However, some migrants came directly to Italy, but they also stayed for a certain period of time – from a couple of months to years - in several countries as transit migrants. This study finds that the in most cases multiple migrations of the research participants before arriving in Italy were not part of their pre-migration plan. Instead, their multi-stage migrations were motivated by the experiences they encountered in several societies of destination. In most cases, after arriving in Italy, Bangladeshis in this study moved first to the capital city of Rome. After two regularization scheme in 1990 and 1996, when the number of documented Bangladeshis in Rome became larger, they later started internal migration to other Italian cities. In Chapter Seven, with regard to the second research question in this research - the intention of leaving Italy - findings have shed light on the fact that Italian Bangladeshis want more control over their children by instilling Bengali cultural traditions and inherited religion into their second-generation. In relation to this issue, many of them think that their children are growing up in a kind of Italian cultural environment and day by day their children leaving behind their home culture and Islamic norms. As regards the third research question of this study – the selection of the UK as an onward migration destination – the findings of this research revealed the centrality of the colonial legacy from the cultural and economic perspective. Since the UK is hosting the biggest Bangladeshi diaspora, there is more space created in terms of maintaining and enjoying both Bengali culture and more freedom in practising the religion. The findings of this study also indicate that the political climate of the UK is more welcoming to immigrants and more multicultural compared to their country of EU citizenship, i.e. Italy. With reference to the fourth research question on the motivation to remain in Italy, this study indicates that some of Bangladeshis considered Italy as their last destination. As they were already established in Italy socially and economically, they were afraid that if they made an onward relocation to a new destination it would be a ‘new beginning of migration’. Chapter eight uncovers how important the composition of social networks and transnational ties are for facilitating the multiple migration trajectories. With reference to the fifth research question - the role of social networks and transnational ties in facilitating multiple migrations - this research shows the importance of strong ties (transnational kinship networks) in the selection of first migration destination of the research participants. Most of them had someone from their immediate family and relatives in the preferred country of destination with whom they were connected. However, In the case of their subsequent migration from the first destination to other destinations, the role of weak ties was important compared to strong ties with close kin. Bangladeshis who arrived in Italy from several countries mostly had networks either with someone from their local district in Bangladesh or with their earlier fellow migrants who moved to Italy before them. The study findings also indicated the importance of weak ties in facilitating their onward migrations to the UK compared to their strong ties. In particular, their relocation to the UK is mainly influenced by the transnational ties with their Italian Bangladeshi fellow migrants who moved from Italy to the UK. In the Chapter nine, the empirical findings related to the research question six – in what ways do Italian Bangladeshis maintain their transnational connection across multiple destinations – this study suggests that Bangladeshi earlier migrants who have Italian citizenship create their own ‘transnational social field’ by their social, economic, political, religious, and cultural practices across borders through direct and indirect relations. Even though these Italian Bangladeshis lived with family (with their wife and children) for many years outside of their home country and now hold Italian citizenship, but they maintain various transnational contacts with their extended family members, friends and relatives back home’ in Bangladesh and in other countries. Their transnational activities express both ‘ways of being” and ‘ways of belonging’.

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Jakobsson, Charlotte. ""När funkar det i skolan?" : en kvalitativ studie om vad elever uppfattar vara bra stöd vid skolsvårigheter". Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-185736.

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Aktuella studier visar att risken för psykisk ohälsa är större för människor som inte fullföljer gymnasiestudier. I Sverige saknar en fjärdedel av högstadieeleverna betyg i något eller flera ämnen och är därmed inte behöriga till gymnasiet. Då skolor har dokumenterade svårigheter att erbjuda bra stöd för elever med olika funktionsnedsättningar finns ett starkt samhällsintresse av att synliggöra vilka faktorer i skolans lärandemiljö som är stödjande för dessa elever för att möjliggöra förbättringar. Utifrån en fenomenografisk ansats, med empiri baserad på tretton semistrukturerade intervjuer, undersöker aktuell studie vad ungdomar med erfarenhet av svårigheter i grundskolan utifrån funktionsvariation uppfattar som bra stöd. I den kollektiva beskrivningen av fenomenet bra stöd i skolan framträder erkännande, i betydelsen att skolans personal möter eleven som en unik person med förmågor, vilken vill utvecklas och lära men samtidigt erkännas vara i behov av stöd och anpassningar av olika karaktär. Härmed identifieras lärares förväntningar på sina elever som en viktig påverkansfaktor. Fem områden lyfts fram som betydelsefulla för att erkännande ska manifesteras: trygghet och trivsel, deltagande, autonomi, tillhörighet och meningsfullhet. Eftersom skolor anmodas arbeta förebyggande och hälsofrämjande med stöd av en samlad elevhälsa sätts studiens resultat slutligen i relation till ett salutogent förhållningssätt.
Recent studies show that the risk of mental illness is higher for people that don’t graduate from upper secondary school. In Sweden, a quarter of the primary school pupils have insufficient grades in one or more subjects which makes them ineligible for upper secondary school. Since schools have documented difficulties in offering good support for students with various disabilities, there is a strong public interest to make visible factors in learning environments that could improve the results. Based on a phenomenographic approach, with empirical data based on thirteen semi-structured interviews, the current study examines what young people perceive as good support, based on their experience of difficulties in primary school, due to various functional disabilities. In the collective description of the phenomenon good support at school, the word acknowledgement emerges, in the sense that the school needs to meet the student as a unique person with abilities, and who wants to develop and learn, but at the same time needs support and adaptations of various kinds. Herein teachers’ expectations of the students are identified as an important influential factor. Five areas are highlighted as important to manifest acknowledgement: security and well-being, involvement, autonomy, belonging, and meaningfulness. When schools are asked to work proactively to promote health supported by the school health team, the result is put in relation to a salutogenic approach.

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Rogez, Yvonne-Marie. "L'économie de l'avoir et de l'être dans les cinq premiers romans de Cormac McCarthy". Paris 3, 2008. http://www.theses.fr/2008PA030078.

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Ce travail propose une réflexion sur les notions d’avoir et d’être dans les cinq premiers romans de l’auteur nord-américain Cormac McCarthy : The Orchard Keeper, Outer dark, Child of God, Suttree, et Blood Meridian, or the Evening Redness in the West. Il tente d’identifier et de définir, par ce que ce que l’écriture et les personnages ont, ce qu’ils sont. Le dénuement matériel des personnages et la difficulté d’accès au texte révèlent le manque de définition de l’avoir et, à travers une analyse ontologique, reflètent un être à la formulation problématique. Ce travail s’attache à étudier ce en quoi le texte mccarthien présente une écriture de l’expropriation. Il explore alors la violence et l’horreur provoquées par la quête d’un avoir totalisant et par la sortie du non-être menaçant. La course au plus d’avoir se nourrit de l’illusion qu’elle mène à plus d’être, à sa possession totale et définitive et ainsi à l’affranchissement de toute possession par autrui. Enfin, l’analyse des possibilités de réintégration à travers la question de l’appartenance des récits et au sein des récits montre que cette appartenance nécessite la sortie définitive de tout carcan et de tout système susceptible de contrôler la véritable nature de l’être. Seule l’acceptation par l’homme de sa nature et de l’avoir qui lui est donné garantit la paix et la possibilité d’une relation d’équilibre entre avoir et être, aussi précaire soit-elle. Ce travail dévoile l’omniprésence signifiante de ce qui peut être nommé la « chose » ou la « créature mccarthienne », l’être le plus déterminant et mystérieux de l’œuvre de l’auteur. A travers des signifiants à la vacuité dérangeante, elle révèle l’être du texte mccarthien
This thesis studies the concepts of having and being in North-American writer Cormac McCarthy’s first five novels: The Orchard Keeper, Outer dark, Child of God, Suttree, and Blood Meridian, or the Evening Redness in the West. It defines and identifies what the writing and the characters are through what they have. The material destitution of McCarthy’s characters and the complexity of the text reveal the lack of definition for having and the issue of ontological formulation and identity. This study first analyzes the writing of dispossession in the five novels. It then explores the violence and the horror caused by the quest for infinite and almighty having, and by exiting the threat of non-being. The race for more having is nourished by the illusion that it leads to more being, to its total and definitive possession and to the freedom from any possession of one by others. The analysis of the possibilities of reintegration through the question of belonging, within the text and of the text, shows that this sense of belonging requires a complete exit and independence from all shackles and systems able to control the true nature of being. Only the acceptance of man’s true nature and its given having guarantees peace and the possibility of a balanced relationship between having and being, however precarious. This study unveils the signifying omnipresence of what can be called McCarthy’s “thing” or “creature”, the most determining and mysterious being in the writer’s oeuvre. Through disturbingly empty signifiers, its reveals the being of McCarthy’s text

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Davis, Jane. "Longing or belonging? : responses to a 'new' land in southern Western Australia 1829-1907". University of Western Australia. History Discipline Group, 2009. http://theses.library.uwa.edu.au/adt-WU2009.0137.

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While it is now well established that many Europeans were delighted with the landscapes they encountered in colonial Australia, the pioneer narrative that portrays colonists as threatened and alienated by a harsh environment and constantly engaged in battles with the land is still powerful in both scholarly and popular writing. This thesis challenges this dominant narrative and demonstrates that in a remarkably short period of time some colonists developed strong connections with, and even affection for, their 'new' place in Western Australia. Using archival materials for twenty-one colonists who settled in five regions across southern Western Australia from the 1830s to the early 1900s, here this complex process of belonging is unravelled and several key questions are posed: what lenses did the colonists utilise to view the land? How did they use and manage the land? How were issues of class, domesticity and gender roles negotiated in their 'new' environment? What connections did they make with the land? And ultimately, to what extent did they feel a sense of belonging in the Colony? I argue that although utilitarian approaches to the land are evident, this was not the only way colonists viewed the land; for example, they often used the picturesque to express delight and charm. Gender roles and ideas of class were modified as men, as well as women, worked in the home and planted flower gardens, and both men and women carried out tasks that in their households in England and Ireland, would have been done by servants. Thus, the demarcation of activities that were traditionally for men, women and servants became less distinct and amplified their connection to place. Boundaries between the colonists' domestic space and the wider environments also became more permeable as women ventured beyond their houses and gardens to explore and journey through the landscapes. The selected colonists had romantic ideas of nature and wilderness, that in the British middle and upper-middle class were associated with being removed from the land, but in colonial Western Australia many of them were intimately engaged with it. Through their interactions with the land and connections they made with their social networks, most of these colonists developed an attachment for their 'new' place and called it home; they belonged there.

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Miller, LM. "Being and belonging". Thesis, 2006. https://eprints.utas.edu.au/7952/2/02WholeThesisMiller.pdf.

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The subject of this work is the nature and significance of belonging and its intersection with human identity and being in the world. Its main impetus is towards addressing the question of belonging as it arises in present day Australia, where, in connection with national identity, it remains a highly politicized and contested issue. The telling of stories about Australian belongings not only provides insights into the shape and complexity of the contemporary Australian debate, but also serves to illustrate how, in the presentation of belonging as having multiple and competing manifestations, what it is to belong per se is rendered indistinct. This exemplifies the key problem where belonging is concerned. While belonging is invoked as an issue of crucial existential concern in public discourse and across a broad range of disciplines, there is an apparent and troubling lack of conceptual or linguistic apparatus according to which the notion can be grasped and critically analysed. The object of this work is to explore and redress this problematic situation. Clearly, consideration of belonging also involves identity and consideration of how these two concepts are articulated together in theory. This latter question is explored by surveying the theoretical and conceptual frameworks from which ‘senses’ of identity and belonging commonly articulated in Australian discourses (and elsewhere) appear to have evolved. What is discovered, however, is the inability of these models, which operate on the assumption that belonging is a product of the relation of a person, or people, to something else (society, history or environment) to encapsulate logic capable of supporting the key premise. If we accept that what is at stake in the question of belonging is our identity as persons (and this is also what almost all theoretical models suggest), then looking outside of the self to something else for belonging will not do. What is needed to properly articulate belonging is a model that presents a relational account of being in the world and an ontological structure that allows us to see belonging from the inside, so to speak. Although humanistic geography (what is referred to here as the ‘geographical school’ of phenomenological inquiry) promises both, it is shown how research of this genre is necessarily constrained by its methodology. There is more to being ‘inside’ a place than knowing it. The phenomenological account must be folded back in order to disclose its ontological core. It is here that the work of a small number of key figures developing a Philosophy of ‘Place’ (and the Heideggerian notions it brings with it) has been crucial. Place in these terms is understood as a primary ontological structure that gathers and holds together those things—social, historical and physical— that belong to it. By turning the ontology of place inside-out, we are able to see clearly that people are also gatherers and holders of place. The belonging relation that pertains within place is somehow also within the self. The belonging self can now be understood in its own terms—as an ontological structure that is capable of drawing together and unifying the different elements that belong properly to it. Such an ontology of the self is found in the work of Kierkegaard, and from that is drawn the theory of belonging qua correct relation. Belonging qua correct relation represents an entirely new way of understanding, in existential terms, what it is to belong (or not), not only in the Australian context, but wherever and whenever the question arises.

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Lyster, Kim Pamela Boutwell. "The Space Between Us: An Inquiry Into Belonging". Thesis, 2015. http://hdl.handle.net/1828/5976.

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This thesis explores the topic of belonging: both the sense and experience of it as well as the relationship to individual and collective well-being. Through in-depth interviews with five leaders and advocates in the social justice community, I explore their perspectives on the topic, significant influences, the power of the experience, and the relationship between inclusion and belonging. Further, the capacity for belonging to influence and impact social issues such as marginalization, discrimination, and poverty are explored. Methods for fostering belonging are also considered with a view to suggesting recommendations for promoting a lens of belonging as a means for renewing a commitment to the beloved community.
Graduate

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37

Abdel-Salam, Laila. "“What Are You?” Racial Ambiguity, Belonging, and Well-being Among Arab American Women". Thesis, 2021. https://doi.org/10.7916/d8-8et4-7269.

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Even within counseling psychology’s multicultural literature, attention to individuals of Arab descent remains narrow (Awad, 2010; Abdel-Salam, 2019). Despite counseling psychologists’ goals regarding multiculturally proficiency, the dearth of systematic empirical research on the counseling of Arab Americans remains conspicuous. The present study attempts to fill this gap by exploring the impact of racial ambiguity and legal invisibility on Arab Americans’ sense of belonging and well-being. This exploratory consensual qualitative research (CQR) investigation analyzed interview data from 13 non-veiled Arab American women. The interview probed their reactions to Arab Americans’ legal invisibility in the US, queried how they believed White people versus people of color racially perceived them, and examined their subsequent emotional responses and coping strategies. The study’s results revealed participants’ feelings of invisibility, invalidation, and hurt when they were not recognized as a person of color (PoC) and brought the participants’ perpetual experience of exclusion to the forefront. The results not only have implications for professional practice and education but also for policy. Specifically, this study lends support to Arab and Middle Eastern North African (MENA) advocacy efforts for census recognition, as this acknowledgment of the Arab/MENA community would foster a sense of belonging not only among other PoC but also within US society as a whole.

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Mortimore, Lisa Michelle. "Becoming, being and belonging to the womanhood : a qualitative inquiry with voluntary childfree women". 2004. http://hdl.handle.net/1828/501.

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Dominant discourses of womanhood and femininity equate woman and mother synonymously, implying that motherhood is a woman's destiny. Childfree women need to create identities divergent of these dominant discourses. Traditional and some feminist psychological theories of women's identity development are based on women's biology and their capacity to reproduce, either implicitly or explicitly. Women who choose to be childfree fall outside of these theoretical models and illuminate the necessity to revise or expand our theoretical understanding of women's identity development. In this qualitative inquiry, six voluntary childfree women were interviewed about their experience of being and becoming women. They shared their experiences of self discovery, living authentically, creating identities, and how being childflee impacts their sense of belonging to the womanhood.

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Poore, Megan Frances. "Being Ceduna : survival on the far west coast of South Australia". Phd thesis, 2001. http://hdl.handle.net/1885/8142.

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This thesis is about survival in the Far West Coast town of Ceduna, South Australia. In particular, the idea of ‘being Ceduna’ is discussed in the context of the survival ethic which permeates, and forms a prevailing condition for, sociality in the town. I have aimed at producing a substantial ethnography about white people living in rural and remote South Australia which can be used as a basis for comparison with other culture. The work describes various classifications of person in Ceduna (ranging from old local, New locals, new person, newcomer and blow-in) and shows how the town’s survival ethic is promulgated through various forms of Ceduna Person. Issues relating to being Ceduna are tackled, for it is essential for a person to display particular behaviours to show their Cedunaness and that they contribute to the town’s survival ethic in specific ways. This can lead to acceptance which is essential to being Ceduna but comes with a flip-side: rejection. The importance of joining groups to being Ceduna is likewise described. Groups are seen to encourage survival because they force people to come together for the good of the community. The thesis also depicts and analyses Ceduna People’s ambivalent feelings towards their physical environment. In a way, the entire thesis leads towards the final chapter, wherein Ceduna People’s emotional responses to their country are drawn out. The relationship that Ceduna People have with their surrounds feeds into, and is fed by, the survival ethic, which then manifests itself in people’s love and respect for the landscape. On a more general level, the thesis attempts, through ethnographic descriptions and analysis, to supply a critique of occidentalised views of Western society as a whole, and of rural people in particular. It does this via discussions of, for instance, Ceduna People’s responses to individualism and landscape, demonstrating the conventional anthropological understandings of western sociality are very different from Ceduna’s ethnographic reality.

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Jabal, Eric. "Being, Becoming, and Belonging: Exploring Students' Experiences of and Engagement within the International School in Hong Kong". Thesis, 2011. http://hdl.handle.net/1807/27585.

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An engaging education attends to the subjective quality of students’ perceptions and experiences within learning and school life: It converges on whether, how, and why students meaning-make and belong within the school; and focuses on the conditions for their attachment, participation, and commitment within school programmes, practices, policies, and people. Three main questions guided this two-phase, mixed-methods study: 1) What makes international schools engaging places for students? 2) What meanings do students attach to key areas of their day-to-day experiences within the international school in Hong Kong? 3) How might re-imagining student engagement through a cosmopolitan lens lead to clearer understandings of students’ experiences within the international school? In Phase 1, an achieved sample of 729 senior secondary students at 9 purposively selected schools were surveyed using a mainly Likert scale questionnaire: to describe their socio-demographics; to examine the relationships between their socio-demographics, attitudinal features, and schooling experiences, as measured by the researcher-designed Experience of International School – Revised (EIS-R) scale; and to cluster using their socio-demographics and attitudinal profiles. Building on the tripartite cluster solution, Phase 2 used observations and interviews with 30 purposively sampled teacher-leaders and 34 students, from across the three clusters, to investigate how the “institutional habitus” (Thomas, 2002) the students encountered at two international schools shaped their experiences of and engagement within the contexts of school culture, community, curriculum, and co-curriculum. A two-stage process of thematic content analysis revealed two super ordinate themes: 1) race/ethnic, linguistic, and nationality identities intersected to shape and challenge patterns of relationships amongst students (and between students/families) and the school to both include and exclude; and 2) the institutional contexts supported and constrained students’ sense of belonging therein. Overall, seen through a cosmopolitan lens the study implications are discussed as three lessons to achieve a better fit between students and the international school: 1) Attend to the school’s living and learning environment; 2) Take a cosmopolitan turn to school for cosmopolitan subjectivity; and 3) Adopt a student engagement-driven approach to improve and reform school policy, administration, and practice.

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Malhame, Caroline. "The Children Of ‘’Liquid Modernity’’Conflicts Of Being And Belonging And The Birth Of The Global Identity". Thesis, 2011. http://spectrum.library.concordia.ca/7557/1/Malhame_MA_S2011.pdf.

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This thesis discusses how people with different backgrounds who have clashing identities and problems of belonging deal with their identity issues and how they find a way to resolve their identity conflicts by finding a new way to define and re-unite their selves as a whole person. When people in my sample were unable to resolve their identity conflicts, they fell into a depression. The thesis escalates from the micro to the macro as individuals learn to describe themselves as global citizens in an attempt to give themselves a sense of belonging and reduce the dissonance that results from identity conflicts. Not much work has been done on globalization from the point of view of Identity. It has been researched more as an economic and political phenomenon so this research bears new ground in terms of understanding the development of the global self. I interviewed a snowball sample of 11 Individuals which ranged from the ages of 24 to 57 with self defined identity crises and identity issues of various sorts. We discussed the types of conflicts, the participants coping mechanisms and their successes and failures at resolving the conflicts and redefining their identity. Erikson, Mead, Cooley, Durkheim, Goffman, and Bauman provided insights and the main theoretical framework. The main conclusion was that respondents re-invented themselves as global citizens to reduce the dissonance they felt and to integrate their fragmented and conflicted identities.

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42

Davey, Katherine. "Vastness and belonging : an examination of the influence of a spatial perception and state of being in landscape archetypes". 2004. http://hdl.handle.net/1993/22515.

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Bullen, Patricia L. "Identity projects and positive youth development: the importance of efficacy, integrity and belonging during ddolescence". 2010. http://hdl.handle.net/2292/5675.

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Theory and research have indicated that well-being can be enhanced via the fulfilment of three key well-being concerns or needs, namely efficacy, integrity, and belonging. This thesis used a positive youth development framework to explore well-being concern experiences within the context of a young person’s most salient activities and goals, referred to here as identity projects (Harré, 2007). Guided by an adaptation of the identity project model (Harré, 2007), using a longitudinal design, this thesis incorporated both quantitative and qualitative methods to explore how identity projects were negotiated during adolescence; what impact well-being concerns had on commitment to projects; and how this related to subjective well-being (SWB). In the quantitative study, 162 ethnically diverse Year 12 high school students participated at time one (T1); and one year later 87 students took part at time two (T2). Participants completed an adaptation of the Personal Project Analysis tool (Little, 1983), and two independent measures of SWB. The main foci of the quantitative study were to explore the predictive value of each well-being concern to project commitment and SWB; and to investigate if commitment mediated the link between well-being concerns and SWB. For the qualitative study, narrative interviews were conducted among 16 adolescents at three time points – Years 12 and 13, and after completing high school. The main foci of the interviews were to investigate how well-being concerns were voiced within the context of specific projects; and to gain insight into how projects were negotiated during life transitions. The quantitative results showed efficacy and integrity, but not belonging, were predictors of concurrent commitment at T1 and actual commitment to T1 projects at T2. The mediating role of commitment (between the well-being concerns and SWB) was, however, not supported. Instead, each well-being concern directly predicted different aspects of SWB, and these relationships changed over time. Overall, experiences of efficacy and belonging, within identity projects, enhanced SWB in the short term, while only experiences of integrity enhanced SWB, namely life satisfaction, in the long term. The qualitative results indicated experiences of efficacy and belonging were most prevalent within leisure pursuits, while integrity was most commonly discussed within education and career projects.
Whole document restricted until 04/2012, but available by request, use the feedback form to request access.

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Fisher, Alexandra. "All the lonely people? A belongingness perspective on the stigmatization and well-being of single people". Thesis, 2020. http://hdl.handle.net/1828/11957.

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Due to the cultural preoccupation with romantic love and marriage, little is known about single people (i.e., singles) except that they tend to be stigmatized and to exhibit worse well-being relative to married people. However, these conclusions are largely based on research which has centered the experiences of married people, not singles. Consequently, it remains unclear to what extent singles are actually suffering––that is, to what extent they feel like members of a stigmatized group, as well as to what extent the absence of a romantic bond is responsible for singles’ relatively poorer well-being. Thus, the purpose of this dissertation is twofold: 1) to determine the extent to which singles feel as though they belong to a stigmatized group, and 2) to determine the extent to which singles’ interpersonal relationships may buffer their sense of belonging and well-being. Given the negative cultural attitudes towards singles, I expect that most singles will have a relatively low level of group belonging. Yet, at the same time, I expect that some singles will still be able to meet their belongingness needs through their close interpersonal relationships (i.e., friendships), and that these bonds may support their well-being during singlehood. Consequently, I propose that, on average, singles may exhibit poorer well-being compared to married people, not necessarily because they lack a sense of interpersonal belonging but because they lack a sense of group belonging. Obtaining a more accurate account of singles’ experiences of stigmatization and well-being is essential for identifying the factors that lead to both vulnerability and resiliency in this population. By centering singles’ experiences and applying a belongingness perspective, my research will illuminate multiple pathways to well-being.
Graduate
2021-07-01

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45

Harrington, Jane Therese. "'Being here': heritage, belonging and place making: a study of community and identity formation at Avebury (England), Magnetic Island (Australia) and Ayutthaya (Thailand)". Thesis, 2004. https://researchonline.jcu.edu.au/71/1/01front.pdf.

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This thesis looks at the way cultural heritage can be more broadly considered to include intangible aspects of our lives. Such intangible heritage encompasses the general values and worldviews of a community and enshrines a community’s character and identity. Through meanings, associations, values and ways of life, people individually and collectively create a meaningful relationship with place. Place and community are mutually constituted through social action and practice and the attribution of meaning in a process of ‘place making’ and of reasserting belonging. It is recognised that communities are fluid categories that can be ‘re-sited’ in relation to new questions or different places and times. Both individual and community identity are a form of production, and consist as a process that is never complete. That is, identity is not only a matter of ‘being’ but also a process of ‘becoming’. By addressing case studies in three World Heritage listed locations – Magnetic Island (Australia), Avebury (England) and Ayutthaya (Thailand) – the thesis considers the dissonance between heritage as defined and practised through hegemonic instruments and discourses (including international organisations, bureaucratic structures and the Academy), and heritage as conceived by contemporary communities as being the aspects of their lived existence that they desire to retain for future generations. Through discussion of emplaced communities and a series of case studies, consideration is given to the hegemonic dominance of sanctioned determinations of heritage that attribute significance and in the process can mute local values and narratives. The thesis challenges the ongoing emphasis on tangible aspects of heritage and reviews the natural/cultural heritage dichotomy, demonstrating that attachments to nature are predicated on experiences, practices and engagements with the environment that are grounded in social and cultural processes. I further explore the way in which the voicing of opinions in a struggle over place can be regulated by prevailing scientific discourses and discursive fields, placing a reliance on arguments about conservation that are ancillary to more specific but less articulatable concerns to do with place and identity. Finally, I illustrate the significance of the lived traditions, rituals, ceremonies, skills and practices of the contemporary communities to a holistic understanding of heritage at both the local and broader levels. I conclude that it is by understanding what it is that communities find important, and how such attachments and values are formed, transmitted and retained to create a ‘sense of place’, that community participation in heritage can be meaningfully achieved. Community assertions of the aspects of their lives that can be considered important to pass on to their children are not enshrined in the monuments, structures and archaeology that heritage professionals are more likely to identify, but in the sense of belonging that arises through the mutual construction of community and place, reinforced through social practices, memories and local narratives.

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Harrington, Jane Therese. "Being here : : heritage, belonging and place making : a study of community and identity formation at Avebury (England), Magnetic Island (Australia) and Ayutthaya (Thailand) /". 2004. http://eprints.jcu.edu.au/71/1/01front.pdf.

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This thesis looks at the way cultural heritage can be more broadly considered to include intangible aspects of our lives. Such intangible heritage encompasses the general values and worldviews of a community and enshrines a community’s character and identity. Through meanings, associations, values and ways of life, people individually and collectively create a meaningful relationship with place. Place and community are mutually constituted through social action and practice and the attribution of meaning in a process of ‘place making’ and of reasserting belonging. It is recognised that communities are fluid categories that can be ‘re-sited’ in relation to new questions or different places and times. Both individual and community identity are a form of production, and consist as a process that is never complete. That is, identity is not only a matter of ‘being’ but also a process of ‘becoming’. By addressing case studies in three World Heritage listed locations – Magnetic Island (Australia), Avebury (England) and Ayutthaya (Thailand) – the thesis considers the dissonance between heritage as defined and practised through hegemonic instruments and discourses (including international organisations, bureaucratic structures and the Academy), and heritage as conceived by contemporary communities as being the aspects of their lived existence that they desire to retain for future generations. Through discussion of emplaced communities and a series of case studies, consideration is given to the hegemonic dominance of sanctioned determinations of heritage that attribute significance and in the process can mute local values and narratives. The thesis challenges the ongoing emphasis on tangible aspects of heritage and reviews the natural/cultural heritage dichotomy, demonstrating that attachments to nature are predicated on experiences, practices and engagements with the environment that are grounded in social and cultural processes. I further explore the way in which the voicing of opinions in a struggle over place can be regulated by prevailing scientific discourses and discursive fields, placing a reliance on arguments about conservation that are ancillary to more specific but less articulatable concerns to do with place and identity. Finally, I illustrate the significance of the lived traditions, rituals, ceremonies, skills and practices of the contemporary communities to a holistic understanding of heritage at both the local and broader levels. I conclude that it is by understanding what it is that communities find important, and how such attachments and values are formed, transmitted and retained to create a ‘sense of place’, that community participation in heritage can be meaningfully achieved. Community assertions of the aspects of their lives that can be considered important to pass on to their children are not enshrined in the monuments, structures and archaeology that heritage professionals are more likely to identify, but in the sense of belonging that arises through the mutual construction of community and place, reinforced through social practices, memories and local narratives.

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47

Němcová, Markéta. "Vztahy mezi členy znovusložených rodin a osobní pohoda dítěte". Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-436632.

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Blended families are an increasingly common type of family cohabitation. However, very little is known about the specifics of relationships between individual members of these families and how these relationships affect the personal well-being of the child in these families. The literature review section summarizes the findings of foreign research dealing with the specifics of relationships between individual members of blended families and how these relationships affect children's well-being in these families. The empirical part describes the research investigation and its results. The aim of the research was to find out what parenting styles are used by parents and stepparents in blended families, to compare relationships between different types of siblings and to find out how these relationships and parenting styles are related to children's well-being in these families and family belonging. Keywords Blended families, well-being, family belonging, parenting styles, siblings

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Amaral, Carlos Manuel Correia. "O efeito moderador das necessidades sócio-emocionais de pertença à organização na relação entre a percepção de suporte organizacional e o bem-estar do indivíduo". Master's thesis, 2010. http://hdl.handle.net/10071/9069.

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PsycINFO Content Classification Code System: 3000 Social Psychology; 3600 Industrial & Organizational Psychology
No presente estudo pretendeu-se explorar o impacto da percepção de suporte organizacional no bem-estar dos colaboradores, nomeadamente na percepção que estes têm da sua saúde e, em segundo lugar, verificar o papel moderador que as necessidades de pertença à organização poderão ter nessa relação. Neste sentido foi recolhida uma amostra de 171 colaboradores de uma empresa do ramo da grande distribuição. Os resultados mostram que a percepção de suporte organizacional só é preditora da percepção que o indivíduo tem da sua saúde geral quando as suas necessidades de pertença à organização são elevadas. Os resultados obtidos demonstram a importância que os processos de vinculação à organização podem ter para o fortalecimento do efeito da percepção de suporte organizacional no bem-estar dos indivíduos.
In the present study we aimed to explore the impact of perceived organizational support in the welfare of the employees, including the perception that they have of their health and, secondly, to verify the moderating role that the needs for belonging to the organization might have in this relationship. In this sense it was collected a sample of 171 employees of a company in the business of large retailers. The results show that perceived organizational support is only a predictor of the perception that the individual has of his overall health when his needs for belonging to the organization are high. The results demonstrate the importance that the linking process to the organization may have to strengthen the effect of perceived organizational support on the well-being of individuals.

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Sibanda, Alois Baleni. "Unmasking the spectre of xenophobia : experiences of foreign nations living in the 'zone of non-being' : a case study of Yeoville". Diss., 2014. http://hdl.handle.net/10500/18681.

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This study deploys the decolonial epistemic perspective in an attempt to unmask the spectre of xenophobia. The decolonial epistemic thinking is in turn predicated on three important concepts, namely coloniality of power, coloniality of being and coloniality of knowledge. The study is focused on understanding the dynamics of the violent May 2008 attacks that took place in Alexandra and Yeoville. It problematised the use of the term xenophobia. The term occludes rather than enlightening the complex phenomenon of violence. Such violence has consistently and systematically engulfed people living in poor predominantly black areas of residence such as Yeoville and Alexandra. The study also used empirical evidence collected from the field to support its central arguments. What has been understood as xenophobia is in actual fact, part of the manifestation and outcome of abject living conditions of the poor. This study argues that what manifests itself as xenophobia is an additional element to various forms of violence taking place in locales such as Alexandra and Yeoville, places that decolonial theorists term ‘zones of non-being,’ where violent death is a constitutive part of human existence.
Development Studies
M.A. (Development Studies)

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50

Massie, Raya. "Corpus modificatus : transmutational belonging and posthuman becoming /". 2008. http://hdl.handle.net/2100/523.

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University of Technology, Sydney. Faculty of Humanities and Social Sciences.
My grandfather was in a fix. He wasn’t black, like his father, but he wasn’t quite white either, like his mother. He was marrying a woman who also wasn’t-black-but-wasn’tquite-white. The problem was that his mother was worried that her future daughter-in-law’s father was a bit too ‘dark, Oriental looking’, whilst her mother was worried because his father was half-black ‘negro’. It really was a case of pot calling kettle black. And she was already three months pregnant, so everyone was worried about whether ‘the throwback thing’ would mean that they would have a black, ‘negro’ baby. My grandparents had managed to modify their ‘brown’ bodies so they could ‘pass’ as ‘white’, but could they also somehow also modify their potentially ‘non-white’ offspring? What might the materially affective mechanisms be, that have the power to ‘fix’ bodies, so as that a brown body can become white? Franken-rat, in a different time and place, was a rat in a laboratory who had a human ear growing on its back. Its body was hideous, a monstrous blend of ratty-human flesh. Franken-rat lived and died in a laboratory, in the service of science and humanity. But how does its body, and the discourses surrounding it, materialise certain understandings about our bodies and their relationships to ‘others’ and to the world? How might our bodies understand that relationship? If my understanding of my relationship to ‘others’ is based upon a liberal humanist construct that separates ‘self’ from ‘other’ and such fleshy intertwinings as monstrous, then can I ‘become posthuman’ and affectively create that relationship as a generous and welcoming of ‘otherness’? Can posthumanism ‘overcome’ the abjection and horror of liberal humanist ideas of monstrosity? This thesis is a fictocritical exploration of bodies and their dynamic discursive and material relations with the world. If the world is a site continually in flux, how might bodies modify or be modified in order to continually belong to it? And how might we sift through the facts, the stories and the affects of family narratives, institutional spaces, historical documents, philosophical ideas, and cultural texts, discourses and practices, in order to find spaces of integrity in connection and becoming, and affective, corporeal knowledges to take into the future?

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