Relevant bibliographies by topics / Identity and narratives

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Identity and narratives'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Identity and narratives"

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Hardie-Bick, James. "Identity, Imprisonment, and Narrative Configuration." New Criminal Law Review 21, no. 4 (2018): 567–91. http://dx.doi.org/10.1525/nclr.2018.21.4.567.

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This article addresses the role of self-narratives for coping with the laws of captivity. By focusing on how confinement can disrupt narrative coherence, the intention is to examine the role of self-narratives for interpreting previous events and anticipating future actions. Drawing on a range of interdisciplinary research on self-identity, imprisonment, and offender narratives, this article highlights how narrative reconstruction can alter our desires, commitments, behavior, beliefs, and values. By (re)telling a story about our lives, it is possible to reinterpret existing circumstances and make new connections between our past, present, and future selves. Whereas research suggests the importance of narrative reconstruction for protecting against a sense of meaninglessness, this article shows how self-narratives have the potential to be empowering and divisive. The final part of the article examines how the narratives inmates construct about themselves and others can serve to legitimize violence against other prisoners.
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Kyratzis, Amy. "Narrative Identity." Narrative Inquiry 9, no. 2 (December 31, 1999): 427–55. http://dx.doi.org/10.1075/ni.9.2.10kyr.

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Recently, researchers have been interested in narrative as a conversational point-making activity. Some of the features of narrative (e.g., its "objectivity", Benveniste, 1971) render it ideally suited for self-exploration and positioning of the self with respect to societal institutions (Polanyi, 1989), especially in the context of conversations within friendship groups (Coates, 1996). While past research has often focused on self-constructing and political uses of narratives of personal experience, the present study examines such uses with respect to narratives produced during preschoolers' dramatic play in friendship groups. An ethnographic-sociolinguistic study that followed friendship groups in two preschool classrooms of a California university children's center was conducted. Children were videotaped in their two most representative friendship groups each academic quarter. Narrative was coded when children used explicit proposals of irrealis in one of three forms: the marked subjunctive (past tense irrealis marking in English, e.g., "they were hiding"); the paraphrastic subjunctive (unmarked irrealis proposals such as "and I'm shy"); and pretend directives such as "pretend" ("pretend we're Shy Wizards"). Also, instances of character speech were counted as narrative. Children used con-trastive forms (subjunctive, coherence markers vs. absence of subjunctive; pitch variation) to mark different phases within narrative. Collaborative self-construction was seen in the linguistic forms they used (pretend statements; tag questions; "and-elaborations") and in the identities the children constructed for their protagonists. Girls' protagonists suggested they valued qualities of lovingness, graciousness, and attractiveness. The protagonists the boys constructed suggested they valued physical power. Girls had a greater reliance on story for self-construction than boys did. It is notable that the dramatic play narratives produced during children's play in friendship groups serve some of the same functions in positioning participants with respect to one another and exploring possible selves collaboratively with one another that personal experience narratives serve in adult intimate social groups.
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Hole, Rachelle. "Narratives of identity." Narrative Inquiry 17, no. 2 (December 31, 2007): 259–78. http://dx.doi.org/10.1075/ni.17.2.06hol.

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Living in the world as a Deaf person provides a different situatedness in which deaf individuals construct their identity. How does living in the world, different from the hearing majority, influence the ways deaf individuals go about the creative act of constructing identities? Traditionally, researchers of D/deafness have constructed identity categories in order to research identity and hearing loss. For example, there is a distinction made in the literature between deafness (written with a lower case ‘d’) — an audiological state related to having a hearing loss — and Deafness (written with an upper case ‘D’) — a marker of a culturally Deaf identity. This article is about how three women constructed narrative identities relating to hearing loss in life stories. And how they incorporated, resisted, and/or rejected various cultural discourses in narratives they told? Using a poststructural narrative analysis, I explore how identities relating to hearing status were shaped and limited by four discourses at work in the participants’ narrative tellings (discourses of normalcy, discourses of difference, discourses of passing, and Deaf cultural discourses). For example, I discuss how discourses of normalcy and discourses of difference led to the construction of identities based on opposites, in a binary relationship where one side of the binary was privileged and the opposite was “othered”, e.g., hearing/deaf, and Deaf/deaf. Finally, drawing on the work of Judith Butler, I conclude the article with a discussion of some theoretical implications that emerged from using a poststructural narrative analysis.
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Korostelina, Karina V. "Mapping national identity narratives in Ukraine." Nationalities Papers 41, no. 2 (March 2013): 293–315. http://dx.doi.org/10.1080/00905992.2012.747498.

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Since 1991, the absence of the concept of a Ukrainian nation and national identity has led to a controversial, often ambivalent process of identity formation. The aim of this paper is to analyze and map the widely shared concepts about national identity that exist in Ukrainian society after 20 years of independence. Analysis of 43 interviews with Ukrainian political and intellectual elites reveals five different shared narratives: (1) dual identity; (2) being pro-Soviet; (3) a fight for Ukrainian identity; (4) a recognition of Ukrainian identity; and (5) a multicultural-civic concept. Each narrative is characterized by three main features: a coherent structure with strong internal logic and justification of its legitimacy; connection to a specific conception of power and morality; and an opposition to other narratives. All these features lead to the perception of society as a zero-sum game where one narrative must prevail over all others. At the same time, all these features ensure that there can be neither an overwhelming victory of one narrative over others nor a satisfying compromise between them. The results shed light on the complex process of narrative construction of identity and power in newly independent states.
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May, Vanessa. "Narrative identity and the re-conceptualization of lone motherhood." Narrative Inquiry 14, no. 1 (July 1, 2004): 169–89. http://dx.doi.org/10.1075/ni.14.1.08may.

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Lone motherhood tends to be viewed as something a woman is, an identity that defines the woman. This article takes a different route into lone motherhood by focusing on identity construction in the life stories of four Finnish lone mothers. Faced with dominant narratives that define lone motherhood in negative terms, the narrators construct a counter-normative account of their lone motherhood through a dialogue with different cultural narratives on motherhood, independence and family. Furthermore, the social category of lone motherhood is not one that the lone mothers themselves adopt in their narrative constructions of the self. Instead, they attempt to create space for themselves within the normative narratives on motherhood and womanhood, thus refuting the idea that lone motherhood is constitutive of identity. At the same time, the life stories reveal how powerful the cultural narratives on motherhood and family are – lone mothers can challenge them, but they can never escape these narratives completely. (Lone Motherhood, Narrative Identity, Life Stories, Cultural Narratives)
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Hensvold, Inger Eline. "En förändrad yrkesidentitet: Förskollärares berättelser fyra och tolv år efter examen." Tidsskrift for Nordisk barnehageforskning 4, no. 1 (May 29, 2011): 1–16. http://dx.doi.org/10.7577/nbf.294.

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Title: A changed professional identity: Preschools teachers’ narratives twelve years after examination.Abstract: How do preschool-teachers describe their professional work with children four and twelve years after their graduation? The purpose was also to identify important factors concerning their professional development and identity. The empirical data are the narratives of three Swedish preschool-teachers, four and twelve years after their teacher graduation. The narrative is considered, according to Giddens (2008) as an expression of the professional identity, which is regarded as a relational concept and deals with the ability to be occupied with a specific narrative. Three recurrent themes were identified in the narratives, which show a changed professional identity. The first is a changed professional identity concerning a process from adaption to challenge in relation to the preschools self-narratives. The second is about a changed professional identity in relation to care and education. The third theme describes a change from focusing the teacher’s listening to the child into supporting and challenging the child’s learning process.
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Cohen, Leor. "An identity structure in narrative." Narrative Inquiry 22, no. 2 (December 31, 2012): 247–66. http://dx.doi.org/10.1075/ni.22.2.03coh.

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This article refocuses the discussion of identity in narrative and practice by looking at structuring-in-practice and beyond to the discourse functions of identity. The narrative of an Ethiopian Israeli female college student is analyzed, wherein she tells about changing elementary schools — a context mirroring the immediate situation in her new academic setting. The analysis identifies and labels the partial, microgenetic elicitation of identity-attributable imagery in each utterance and then consolidates the accumulation of those images into the various groupings relevant in the narrative. In the particular narrative studied here all consolidated images contrast against the one identity-attributable image that is interactionally advantageous. This result, found in all 28 prototypical narratives in my corpus of 46, is evidence of a poetic identity structuring of narrative serving two discourse functions: (1) metasemantic- the contrastive identity work creates and indexes the narrative’s Complication and its subsequent Resolution; (2) metapragmatic- the contrastive identity work creates and indexes the identity for impression management. The contrastive basis of the poetic identity structure of narrative is indicative of much Western identity and narrative construction. Thus, identity and narrative are shown to stand in reflexive relation one to the other, where identity is an ‘indexical icon’, a map of itself drawn in the very narrative from which it emerges.
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McElearney, Patrick E. "Cancer’s Uncertain Identity: A Narrative and Performative Model for Coping." Qualitative Inquiry 25, no. 9-10 (August 13, 2018): 979–88. http://dx.doi.org/10.1177/1077800418792944.

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I offer my former experiences coping with adolescent cancer as evidence to warrant my exploration into coping as a narrative and performative matter of identity. I articulate coping as performative and narrative apperception, wherein the act of coping can be a performative act reflexively tethered to narrative identity, and entrenched in sociocultural constructs. I argue that (a) a cancer diagnosis and cancer narratives are language in action; (b) there is a liminal and uncertain state of all cancer patients, and adolescent patients in particular; and (c) narratives and their discursive structures create, and are created by, performed actions, narratives, and identities.
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IVIC, Sanja. "European Philosophical Identity Narratives." Cultura 15, no. 1 (December 31, 2018): 125–45. http://dx.doi.org/10.3726/cul.2018.01.08.

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Hochstetler, Douglas. "Narratives, Identity, and Transformation." Quest 67, no. 2 (April 3, 2015): 161–72. http://dx.doi.org/10.1080/00336297.2015.1017055.

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Dissertations / Theses on the topic "Identity and narratives"

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Sharp, Christine E., University of Western Sydney, of Arts Education and Social Sciences College, and School of Psychology. "Lesbian identity narratives: telling tales of a stigmatised identity." THESIS_CAESS_PSY_Sharp_C.xml, 2002. http://handle.uws.edu.au:8081/1959.7/560.

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An individual’s identity is thought to accommodate and reflect his or her changing drives, abilities, beliefs, roles and obligations in an ever-changing environment, and a social or group identity is perceived as a contextually-bound aspect of this. When identity is stigmatised, expressions of identity are constrained by stigma management mechanisms, including group narratives. This study analyses the identity narratives of 64 lesbians as told to another lesbian, in particular referential, structural, interactional and functional aspects as well as a set of quantitative measures. While these lesbians experienced common life events, their narratives comprised a reflection of developmental tasks in one or more of 5 aspects of lesbian identity: lesbian sexual identity, transition to lesbian identity, stigma management, lesbian relationships and lesbian community involvement. The narratives were constrained by group interpretations: common “Lesbian Scripts’ and ‘Thematic Lines’ were identified which were correlated with identity factors. The inclusion of particular scripts and thematic lines in a lesbian’s narrative was associated with her level of identification as a lesbian, her level of commitment to her identity, her attitude to stigma and/or lesbianism, her age, and the number of years she has spent identifying as lesbian. The study concludes that the function of lesbian narrative includes demonstration of group membership, location within the group, demonstration of worthiness and morality, identity repair, and identity affirmation
Doctor of Philosophy (PhD)
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Sharp, Christine E. "Lesbian identity narratives : telling tales of a stigmatised identity /." View thesis, 2002. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031003.105408/index.html.

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Thesis (Ph.D.) -- University of Western Sydney, 2002.
"A thesis presented to the University of Western Sydney in partial fulfilment of the requirements for the degree of Doctor of Philosophy" Bibliography : leaves [195]-[221].
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Sharp, Christine Elizabeth. "Lesbian identity narratives telling tales of a stigmatised identity /." Connect to this title online, 2002. http://handle.uws.edu.au:8081/1959.7/560.

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Karlsson, Axel, and Alexander Kores. "Forging a narrative : Political narratives in Swedish parties." Thesis, Högskolan Väst, Avd för juridik, ekonomi, statistik och politik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-9704.

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The following thesis is an analysis of the self-narratives of the parties in the Swedish Riksdag and how these are used to construct the identities of the parties. For this purpose, we studied narrative theory and theories about identity in order to build a framework which would allow us to investigate the narratives of these parties. To identify the core narratives of the parties, we chose to focus on their respective party programs. Based on the results of our quantitative investigation, we chose four parties (Socialdemokraterna, Liberalerna, Miljöpartiet, and Sverigedemokraterna) to study in a more in-depth manner. Having selected these four parties, we utilized theories about narrative and identity in order to identify the constituent parts of the various parties' narratives contained in their party programs. The parties were found to adhere to our theoretical assumptions about how parties ought to construct narratives, albeit in different ways from party to party.
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Attarian, Hourig. "Lifelines : matrilineal narratives, memory and identity." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115621.

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This inquiry explores matrilineal autobiographical narratives in the contexts of family stories and memories. This self-study traces the stories of a collective of five women of a common Armenian heritage, who represent various generational, homeland and diasporic portraits and experiences. Carrying the burden of being descendants of genocide survivors, the memories we reconstruct and interpret deal with issues of inherited exile, dispossession, loss, trauma, survival and healing. In exploring these narratives, I engage in self-reflexivity as we construct, re-construct, re-present our narratives and their impact on our constructions and negotiations of self and identity.
I use the family album metaphor as a foundation for my narrative framework and weave together the participants' and my autobiographical reconstructions through the intertwined stories of memory, trauma and displacement. The self-reflexive nature of our multilayered autobiographical narratives reconnects our selves with our pasts. Within a diasporic frame, I use the narratives as interpretive tools to explore the effects of multigenerational diasporic experiences on constructions of identity and agency.
The relationships we develop using face-to-face group conversations, virtual discussions through a Web forum and emails, personal reflexive journals, photo props and collaged images, highlight a dialogic process of imagined possibilities for the transformative power of storying. The autobiographical inquiry bridges voice to self and self to voice. This authoring process is an essential medium to writing ourselves as women. The process also allows us to reclaim our vulnerabilities as sources of inner strength and to embrace this understanding as the locus of writing.
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Baquet, N. Eugene. "Blues Story: Narratives of Cultural Identity." Fogler Library, University of Maine, 2006. http://www.library.umaine.edu/theses/pdf/BaquetNE2006.pdf.

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Prieto, Godoy Kaitlin Ann. "Bisexual College Students' Identity Negotiation Narratives." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586948071736854.

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Rosenblum, Rena S. Festa Lindsay Levenson Chloe M. "Narratives of bicultural Individuals a narrative approach to the development of bicultural identity integration /." Diss., Connect to the thesis, 2009. http://hdl.handle.net/10066/3600.

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Vilanova, Pichot Marc. "Managing Responsible Competitiveness: Identity, Culture, Paradox and Narratives." Doctoral thesis, Universitat Ramon Llull, 2015. http://hdl.handle.net/10803/285972.

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Aquest estudi empíric qualitatiu – de vuit empreses que han implementat una estratègia de competitivitat responsable – vol contribuir a la literatura de la gestió de la responsabilitat social centrant-se en com les empreses en aquest camp s’apropen i gestionen la RSE en la pràctica. L’estudi conclou que aquestes empreses generen un valor significatiu de les seves pràctiques socials i mediambientals, però que el grau i tipus d’impacte varia d’empresa a empresa. Cadascuna de les empreses sembla centrar-se en desenvolupar la estratègia de RSE que encaixa millor amb la seva identitat corporativa, que vol dir enfocar les estratègies socials i mediambientals al voltant dels factors competitius centrals de l’empresa. L’estudi també suggereix que existeixen certes paradoxes inherents a la RSE que les empreses han de gestionar, i que una de les paradoxes més difícils de gestionar es la de la competitivitat responsable que representa la tensió entre objectius empresarials i de RSE, on les vuit empreses gestionen aquesta paradoxa acceptant-la i incorporant-la a la identitat de la empresa. La principal conclusió de l’estudi es que aquestes vuit empreses gestionen la competitivitat responsable construint narratives al voltant de la identitat responsable i la reputació, mostrant la integració estratègica d’aquests temes i la acceptació de les paradoxes inherent a la RSE. Finalment aquest estudi mostra que aquestes vuit empreses comparteixen deu característiques que utilitzen per integrar i desenvolupar aquestes narratives, que inclouen certs atributs corporatius, idees estratègiques i actuïs estratègics. Mostrant aquestes deu característiques, aquest estudi vol contribuir al desenvolupament de la literatura de la gestió de la RSE, així com aportar als executius un marc conceptual que els ajudi en el procés de reflexió i integració d’aquests temes.
Este estudio empírico cualitativo – de ocho compañías que han implementado una estrategia de competitividad responsable – contribuye a la literatura a la gestión de la responsabilidad social centrándose en cómo las empresas en este campo enfocan y gestionan la RSE en la práctica. El estudio concluye que estas empresas generan un valor significativo de sus prácticas sociales y medioambientales, pero que el grado y tipo de impacto varía de empresa a empresa. Cada una de las empresas parece centrarse en desarrollar la estrategia de RSE que encaje mejor con la identidad corporativa, lo cual quiere decir enfocar las estrategias sociales y medioambientales alrededor de los factores competitivos centrales de la compañía. El estudio sugiere también que existen ciertas paradojas inherentes a la RSE que las empresas deben gestionar, y que una de las más difíciles de gestionar es la paradoja de la competitividad responsable que representa la tensión entre objetivos empresariales y RSE, dónde las ocho compañías gestionan estas paradoja aceptándola y haciéndola parte de la identidad de la empresa. La principal conclusión del estudio es que estas ocho empresas gestionan la competitividad responsable construyendo narrativas alrededor de la identidad responsable y la reputación, mostrando la integración estratégica de estos temas y la aceptación de las paradojas inherentes a la RSE. Finalmente, este estudio muestra que estas ocho compañías comparten diez características que utilizan para anclar y desarrollar estas narrativas, que incluyen ciertos atributos corporativos, ideas estratégicas y activos estratégicos. Mostrando estas diez características, el presente estudio quiere contribuir al desarrollo de la literatura de la gestión de la RSE, así como aportar a los ejecutivos un marco conceptual que les ayude en el proceso de reflexión e integración de estos temas.
This empirical qualitative study —of eight companies that have implemented responsible competitiveness strategies— contributes to corporate social responsibility management literature by focusing on how leading companies in the field frame and manage CSR in practice. The study finds that these companies generate significant value from their social and environmental practices, but the degree and focus varies from company to company. Each of the companies seems to focus on developing a CSR strategy that best fits the organizational identity, which means centering social and environmental strategies on the firm’s core competitiveness factors. The study also suggests that there are some inherent paradoxes to CSR that companies need to manage, and that the responsible competitiveness paradox that represents the tension between CSR and business goals is particularly challenging, where the eight companies manage it by accepting and fostering this paradox, making it part of the firm’s identity. The main conclusion from this study is that these eight companies manage responsible competitiveness by constructing narratives around a responsible identity and reputation, indicating a strategic focus and the acceptance of inherent paradoxes in CSR. Finally, the study shows that these eight companies share ten characteristics that they use to anchor and develop these narratives, which include some central corporate attributes, strategic ideas, and strategic assets. By sharing these ten characteristics, this research aims to further develop CSR management literature, as well as providing reflexive practitioners with a guiding conceptual framework.
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Jones, Kip. "Narratives of identity and the informal care role." Thesis, De Montfort University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366629.

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Books on the topic "Identity and narratives"

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Taylor, Stephanie. Narratives of identity and place. Hove, East Sussex: Routledge, 2010.

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Narratives of identity and place. Hove, East Sussex: Routledge, 2010.

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Mishler, Elliot George. Storylines: Craftartists' narratives of identity. Cambridge, Mass: Harvard University Press, 1999.

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D'Angelo, Christine. Narratives of gendered cultural identity. [Toronto]: s.n., 2007.

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Identity papers: Contemporary narratives of American Jewishness. Albany: State University of New York Press, 2011.

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Second skins: The body narratives of transsexuality. New York: Columbia University Press, 1998.

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Prosser, Jay. Second skins: The body narratives of transsexuality. New York: Columbia University Press, 1998.

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Jones, Kip. Narratives of identity and the informal care role. Leicester: De Montfort University, 2001.

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Jones, Kip. Narratives of identity and the informal care role. Leicester: De Montfort University, 2001.

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Dalit personal narratives: Reading caste, nation and identity. New Delhi: Orient BlackSwan, 2010.

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Book chapters on the topic "Identity and narratives"

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Cottier, Annie. "8. Trauma Narratives and National Identity." In Haunted Narratives, edited by Philipp Schweighauser, Tiina Kirss, Margit Sutrop, and Therese Steffen, 152–58. Toronto: University of Toronto Press, 2013. http://dx.doi.org/10.3138/9781442664197-009.

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Tamaki, Taku. "Contemporary Japanese Identity Narratives." In Deconstructing Japan's Image of South Korea, 61–85. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230106123_4.

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Davidjants, Brigitta. "Identity Construction in Narratives." In Armenians in Post-Socialist Europe, 129–42. Köln: Böhlau Verlag, 2016. http://dx.doi.org/10.7788/9783412502263-013.

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Sassatelli, Monica. "Narratives of European Identity." In European Cinema and Television, 25–42. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137356888_2.

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Feldman, Carol Fleisher. "Narratives of national identity as group narratives." In Studies in Narrative, 129–44. Amsterdam: John Benjamins Publishing Company, 2001. http://dx.doi.org/10.1075/sin.1.09fel.

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Hausendorf, Heiko. "Social identity work in storytelling." In Considering Counter-Narratives, 239–44. Amsterdam: John Benjamins Publishing Company, 2004. http://dx.doi.org/10.1075/sin.4.30hau.

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Ye, Lily Lei. "Learning from the Narratives." In Intercultural Experience and Identity, 223–38. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91373-5_9.

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Gonzalez-Arnal, Stella. "Personal Identity and Transsexual Narratives." In Embodied Selves, 66–83. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137283696_5.

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Paris Langenberg, Amy. "Birth Narratives and Gender Identity." In Birth in Buddhism, 56–74. Abingdon, Oxon ; New York, NY : Routledge is an imprint of the Taylor & Francis Group, an Informa Business, [2017] | Series: Routledge critical studies in Buddhism: Routledge, 2017. http://dx.doi.org/10.4324/9781315512532-3.

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Turner, Elizabeth. "Narratives of experience and identity." In The Discourse of Protest, Resistance and Social Commentary in Reggae Music, 91–111. London: Routledge, 2021. http://dx.doi.org/10.4324/9780367823559-6.

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Conference papers on the topic "Identity and narratives"

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Ümarik, Meril, and Larissa Jõgi. "Negotiated professional identities of academics in the context of structural reform and innovation at the university." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9453.

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This paper discusses the results of a qualitative narrative study that focuses on academics´ professional identity and teaching practice at the university during the structural reform at Tallinn University, Estonia. The aim of the research is to understand how professional identity is formed in relation to the development of teaching practice in the frame of interdisciplinary projects introduced as an innovation at the university. The central research question is: How does the continuously changing university context, suggested teaching approaches and innovative projects affect professional identity, beliefs, and teaching practice of academics? The empirical data consists of 48 narrative interviews with academics from different study fields. The empirical data was analyzed using qualitative content analysis with narrative coding. The presented narratives indicate that on the institutional level the entrepreneurial cultures are more visible than collegial cultures. On the individual level there are slow, but meaningful changes in teaching practices, as well as beliefs, understandings and professional identities of academics.
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Wang, Ya-Huei, and Hung-Chang Liao. "USING ILLNESS NARRATIVES TO DEVELOP HEALTHCARE STUDENTS AND PROVIDERS’ PROFESSIONAL IDENTITY." In 48th International Academic Conference, Copenhagen. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/iac.2019.048.057.

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Lopez Sanchez, Ana. "IDENTITY WORK AND LITERACY DEVELOPMENT IN THE CREATION OF DIGITAL NARRATIVES." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1804.

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Sapozhnikova, Yulia. "The Problem of Self-identity in Slave Narratives Written by African American Women." In 45th International Philological Conference (IPC 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/ipc-16.2017.23.

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MARCYSIAK, Tomasz, and Piotr PRUS. "AUTO-ETHNOGRAPHIC TECHNIQUES AS AN EFFICIENT TOOL FOR RECONSTRUCTION OF RURAL SOCIAL CAPITAL AND LOCAL IDENTITY." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.164.

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Many regions in Poland are said to be a unique example of preservation of cultural heritage. These include many examples of Pomorskie, Kujawsko-Pomorskie, Wielkopolskie and Dolnoslaskie voivodships. These regions are known to preserve the traditional way of life and customs as well as the architecture, especially the sacral architecture. It is also much easier to build mutual trust and social capital in them, because people from those regions can always refer to the universal values of their ancestors. However, there are also regions which, under the influence of migration and post-displacement processes after World War II, have lost their cultural and social character. Economic emigrants and displaced people from the Eastern Borderlands and Central Poland shared poverty and desire to settle. Will they succeed, and is there a chance to recreate and build a new identity? Those are the questions we are trying to answer, and the following article presents some of the results. By moving the border of autobiographical and ethnographic methods, authors adopt an autoethnographic method (narrative interviews, participant observation, biographical methods), which means turning to narratives as a way of research and as an expression of the search for a different relationship between the researcher and the subject and between the author and the reader. The researchers use their own experiences as a source of description of the culture in which they participate and examine. As a result, the text is a story created by the local community and researchers, aimed at reproducing and creating identity in the post-immigrant rural communities based on experienced and historical memory. The research was conducted in the years 2016-2017 in the above mentioned voivodships.
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Bhat, Raj Nath. "Language, Culture and History: Towards Building a Khmer Narrative." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.3-2.

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Genetic and geological studies reveal that following the melting of snows 22,000 years ago, the post Ice-age Sundaland peoples’ migrations as well as other peoples’ migrations spread the ancestors of the two distinct ethnic groups Austronesian and Austroasiatic to various East and South–East Asian countries. Some of the Austroasiatic groups must have migrated to Northeast India at a later date, and whose descendants are today’s Munda-speaking people of Northeast, East and Southcentral India. Language is the store-house of one’s ancestral knowledge, the community’s history, its skills, customs, rituals and rites, attire and cuisine, sports and games, pleasantries and sorrows, terrain and geography, climate and seasons, family and neighbourhoods, greetings and address-forms and so on. Language loss leads to loss of social identity and cultural knowledge, loss of ecological knowledge, and much more. Linguistic hegemony marginalizes and subdues the mother-tongues of the peripheral groups of a society, thereby the community’s narratives, histories, skills etc. are erased from their memories, and fabricated narratives are created to replace them. Each social-group has its own norms of extending respect to a hearer, and a stranger. Similarly there are social rules of expressing grief, condoling, consoling, mourning and so on. The emergence of nation-states after the 2nd World War has made it imperative for every social group to build an authentic, indigenous narrative with intellectual rigour to sustain itself politically and ideologically and progress forward peacefully. The present essay will attempt to introduce variants of linguistic-anthropology practiced in the West, and their genesis and importance for the Asian speech communities. An attempt shall be made to outline a Khymer narrative with inputs from Khymer History, Art and Architecture, Agriculture and Language, for the scholars to take into account, for putting Cambodia on the path to peace, progress and development.
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Tsybulsky, Dina, and Yulia Muchnik Rozanov. "FROM GROUP-FOCUSED TO SELF-FOCUSED NARRATIVES: SHAPING PROFESSIONAL IDENTITY OF SCIENCE STUDENT TEACHERS DURING PEDAGOGICAL PRACTICUM." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0398.

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Kennedy-Karpat, Colleen. "Adaptation studies in Europe." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.02015k.

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Adaptation is a creative process that crosses and blurs boundaries: from page to stage, from small screen to big screen – and then, sometimes, back again. Beyond questions of form and medium, many adaptations also cross national borders and language barriers, making them important tools for intercultural communication and identity formation. This paper calls for a more intensive, transnational study of adaptation across print, stage, and screens in EU member and affiliate countries. For the highest possible effectiveness, interdisciplinarity is key; as a cultural phenomenon, adaptation benefits from perspectives rooted in a variety of fields and research methods. Its influence over transnational media flows, with patterns in production and reception across European culture industries, offers scholars a better understanding of how narratives are transformed into cultural exports and how these exchanges affect transnational relationships. The following questions are proposed to shape this avenue for research: (1) How do adaptations track narrative and media flows within and across national, linguistic, and regional boundaries? (2) To what extent do adapted narratives reflect transnational relationships, and how might they help construct Europeanness? (3) How do audiences in the EU respond to transnational adaptation, and how are European adaptations circulated and received outside Europe? (4) What impact does adaptation have in the culture industries, and what industrial practices might facilitate adaptation across media platforms and/or national boundaries? The future of adaptation studies and of adaptation as a cultural practice in Europe depends on the development of innovative, comparative, and interdisciplinary approaches to adaptation. The outcomes of future research can hold significant value for European media industries seeking to expand their market reach, as well as for scholars of adaptation, theater, literature, translation, and screen media.
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Kennedy-Karpat, Colleen. "Adaptation studies in Europe." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.02015k.

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Adaptation is a creative process that crosses and blurs boundaries: from page to stage, from small screen to big screen – and then, sometimes, back again. Beyond questions of form and medium, many adaptations also cross national borders and language barriers, making them important tools for intercultural communication and identity formation. This paper calls for a more intensive, transnational study of adaptation across print, stage, and screens in EU member and affiliate countries. For the highest possible effectiveness, interdisciplinarity is key; as a cultural phenomenon, adaptation benefits from perspectives rooted in a variety of fields and research methods. Its influence over transnational media flows, with patterns in production and reception across European culture industries, offers scholars a better understanding of how narratives are transformed into cultural exports and how these exchanges affect transnational relationships. The following questions are proposed to shape this avenue for research: (1) How do adaptations track narrative and media flows within and across national, linguistic, and regional boundaries? (2) To what extent do adapted narratives reflect transnational relationships, and how might they help construct Europeanness? (3) How do audiences in the EU respond to transnational adaptation, and how are European adaptations circulated and received outside Europe? (4) What impact does adaptation have in the culture industries, and what industrial practices might facilitate adaptation across media platforms and/or national boundaries? The future of adaptation studies and of adaptation as a cultural practice in Europe depends on the development of innovative, comparative, and interdisciplinary approaches to adaptation. The outcomes of future research can hold significant value for European media industries seeking to expand their market reach, as well as for scholars of adaptation, theater, literature, translation, and screen media.
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Busacchi, Vinicio. "ON NARRATIVE IDENTITY." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/2.2/s09.070.

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Reports on the topic "Identity and narratives"

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Bradley, Kym. Queer! Narratives of Gendered Sexuality: A Journey in Identity. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1069.

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Nyseth Brehm, Hollie. Identity, Rituals, and Narratives: Lessons from Reentry and Reintegration after Genocide in Rwanda. RESOLVE Network, November 2020. http://dx.doi.org/10.37805/pn2020.8.vedr.

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This policy note outlines core findings from a case study of the experiences of approximately 200 Rwandans as they left prison or community service camp and returned to their communities. Specifically, it relies upon interviews with each of these individuals before, 6 months after, and again 1 year after their release—as well as interviews with over 100 community members. Although reentry and reintegration are multifaceted processes, this policy note focuses on identity, rituals, and narratives with an emphasis on initial reentry, which sets the stage for broader reintegration. In doing so, the note highlights insights that are relevant to reentry and reintegration following not only genocide but also mass violence, war, insurgency, violent extremism, and other forms of political violence. It simultaneously recognizes, however, that the case of Rwanda has exceptional elements and addresses these elements throughout.
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Orning, Tanja. Professional identities in progress – developing personal artistic trajectories. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.544616.

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We have seen drastic changes in the music profession during the last 20 years, and consequently an increase of new professional opportunities, roles and identities. We can see elements of a collective identity in classically trained musicians who from childhood have been introduced to centuries old, institutionalized traditions around the performers’ role and the work-concept. Respect for the composer and his work can lead to a fear of failure and a perfectionist value system that permeates the classical music. We have to question whether music education has become a ready-made prototype of certain trajectories, with a predictable outcome represented by more or less generic types of musicians who interchangeably are able play the same, limited canonized repertoire, in more or less the same way. Where is the resistance and obstacles, the detours and the unique and fearless individual choices? It is a paradox that within the traditional master-student model, the student is told how to think, play and relate to established truths, while a sustainable musical career is based upon questioning the very same things. A fundamental principle of an independent musical career is to develop a capacity for critical reflection and a healthy opposition towards uncontested truths. However, the unison demands for modernization of institutions and their role cannot be solved with a quick fix, we must look at who we are and who we have been to look at who we can become. Central here is the question of how the music students perceive their own identity and role. To make the leap from a traditional instrumentalist role to an artist /curator role requires commitment in an entirely different way. In this article, I will examine question of identity - how identity may be constituted through musical and educational experiences. The article will discuss why identity work is a key area in the development of a sustainable music career and it will investigate how we can approach this and suggest some possible ways in this work. We shall see how identity work can be about unfolding possible future selves (Marcus & Nurius, 1986), develop and evolve one’s own personal journey and narrative. Central is how identity develops linguistically by seeing other possibilities: "identity is formed out of the discourses - in the broadest sense - that are available to us ..." (Ruud, 2013). The question is: How can higher music education (HME) facilitate students in their identity work in the process of constructing their professional identities? I draw on my own experience as a classically educated musician in the discussion.
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Levesque, Justine, Nathaniel Loranger, Carter Sehn, Shantel Johnson, and Jordan Babando. COVID-19 prevalence and infection control measures at homeless shelters and hostels in high-income countries: protocol for a scoping review. York University Libraries, 2021. http://dx.doi.org/10.25071/10315/38513.

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The COVID-19 pandemic has disproportionately impacted people experiencing homelessness. Homeless shelters and hostels, as congregate living spaces for residents with many health vulnerabilities, are highly susceptible to outbreaks of COVID-19. A synthesis of the research-to-date can inform evidence-based practices for infection, prevention, and control strategies at these sites to reduce the prevalence of COVID-19 among both shelter/hostel residents and staff. Methods: A scoping review in accordance with Arksey and O’Malley’s framework will be conducted to identify literature reporting COVID-19 positivity rates among homeless shelter and hostel residents and staff, as well as infection control strategies to prevent outbreaks in these facilities. The focus will be on literature produced in high-income countries. Nine academic literature databases and 11 grey literature databases will be searched for literature from March 2020 to July 2021. Literature screening will be completed by two reviewers and facilitated by Covidence, a systematic review management platform. A third reviewer will be engaged to resolve disagreements and facilitate consensus. A narrative summary of the major themes identified in the literature, numerical counts of relevant data including the COVID-19 positivity rates, and recommendations for different infection control approaches will be produced. Discussion: The synthesis of the research generated on COVID-19 prevalence and prevention in homeless shelters and hostels will assist in establishing best practices to prevent the spread of COVID-19 and other airborne diseases at these facilities in high-income countries while identifying next steps to expand the existing evidence base.
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Nelson, Gena. A Systematic Review of the Quality of Reporting in Mathematics Meta-Analyses for Students with or at Risk of Disabilities Coding Protocol. Boise State University, July 2021. http://dx.doi.org/10.18122/sped138.boisestate.

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The purpose of this document is to provide readers with the coding protocol that authors used to code 22 meta-analyses focused on mathematics interventions for students with or at-risk of disabilities. The purpose of the systematic review was to evaluate reporting quality in meta-analyses focused on mathematics interventions for students with or at risk of disabilities. To identify meta-analyses for inclusion, we considered peer-reviewed literature published between 2000 and 2020; we searched five education-focused electronic databases, scanned the table of contents of six special education journals, reviewed the curriculum vitae of researchers who frequently publish meta-analyses in mathematics and special education, and scanned the reference lists of meta-analyses that met inclusion criteria. To be included in this systematic review, meta-analyses must have reported on the effectiveness of mathematics-focused interventions, provided a summary effect for a mathematics outcome variable, and included school-aged participants with or at risk of having a disability. We identified 22 meta-analyses for inclusion. We coded each meta-analysis for 53 quality indicators (QIs) across eight categories based on recommendations from Talbott et al. (2018). Overall, the meta-analyses met 61% of QIs and results indicated that meta-analyses most frequently met QIs related to providing a clear purpose (95%) and data analysis plan (77%), whereas meta-analyses typically met fewer QIs related to describing participants (39%) and explaining the abstract screening process (48%). We discuss the variation in QI scores within and across the quality categories and provide recommendations for future researchers so that reporting in meta-analyses may be enhanced. Limitations of the current study are that grey literature was not considered for inclusion and that only meta-analyses were included; this limits the generalizability of the results to other research syntheses (e.g., narrative reviews, systematic reviews) and publication types (e.g., dissertations).
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Planting the Seeds of the Poisonous Tree: Establishing a System of Meaning Through ISIS Education. George Washington University, February 2021. http://dx.doi.org/10.4079/poe.02.2021.01.

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This paper explores the administration of the Islamic State's department of education and the system of meaning set up by the group under its governance. The research systematically analyzes a collection of education-related “ISIS Files” documents using critical discourse analysis to identify common narratives, values, and themes, particularly those aimed at indoctrinating children.
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Theory of change: Don’t Bet Your Life On It. Greo, June 2021. http://dx.doi.org/10.33684/2021.005.

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Gambling-related harms are increasingly recognised as a significant public health issue in Great Britain. The vast majority of those experiencing gambling harms remain unidentified and without support. Don't Bet Your Life On It (DBYLOI) blends lived experience and clinical expertise to deliver practical safer gambling strategies virtually for players that can be accessed anytime and anywhere to prevent any life from being needlessly affected by gambling-related harm. It is designed to support players at any level of play by providing players with a “seat belt” to prevent harms from occurring, identify early signs of risk, and signpost those experiencing harms to get the help they need. This theory of change visual and narrative considers the inputs, activities, outputs, and outcomes necessary to achieve these goals. It can be used by organizations, groups, and individuals in any sector impacted by gambling related harms in Great Britain.
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