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Dissertations / Theses on the topic 'Identity and narratives'
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1
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 affirmationDoctor of Philosophy (PhD)
2
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].
3
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.
5
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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Russell, Heather A. "Music Student Teacher Reflections as Narratives of Identity." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/146212.
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Music EducationPh.D.
The purpose of this research was to explore how music student teachers make sense of classroom events during the student teaching internship using a required Video Reflection Assignment. Three questions guided this study: 1) How did student teachers use aspects of three-dimensional narrative space (temporality, sociality, and space) to story classroom events? 2) What aspects of Reflective Practice did student teachers illustrate in their Video Reflection Assignments? 3) How did student teachers reveal their identities as musicians and teachers through their reflections? Data were Video Reflection Worksheets (VRW), video-recorded teaching episodes (videos), and participant questionnaires. Analysis combined narrative, case study, and grounded theory techniques. Participants' answers on VRWs revealed aspects of their musician and teacher identities, dilemmas of practice caused by classroom events and conflicting stories with cooperating teachers, and provided insight into the ways participants either rationalized or reflected on classroom events. Results of the study contribute to the profession's understanding of the interplay of musician and teacher identities, and point to the importance of attending to narratives of identity revealed in student teachers' reflections through language use, as well as the alignment of student teachers' and cooperating teachers' storied identities when assigning internship placements. Additionally, results raise important questions concerning student teachers' abilities to use reflective assignments like the one in this study to self-reflect, and point to the usefulness of three-dimensional narrative space and MacKinnon's clues to detecting reflective activity for reframing teacher-educator's evaluations of student teachers' reflections.
Temple University--Theses
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Osgood, Jayne. "Narratives from the nursery : negotiating a professional identity." Thesis, London Metropolitan University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.508362.
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In this thesis I argue that the professional identities of nursery workers are politically and socially constructed. The nursery workers' constructions of childhood; motherhood/mothering; policy reform; and professionalism are explored to offer insights into the ways in which various discourses intersect and are drawn upon to privilege particular understandings of the 'early years professional'. Further, through this study I aimed to unearth the ways in which classed, 'raced' and gendered subjectivities intersect with notions of professionalism in nursery work. This thesis is intended to contribute to a critical understanding of the ways in which identities are discursively produced and to suggest how a range of actors working in the field of Early Childhood Education and Care (ECEC) might contribute to challenging narrowly prescriptive constructions of professionalism. This thesis contributes to debates that stem from a recognition, and problematisation, of the gendered and classed nature of ECEC. By critically scrutinising previous research it is argued that a gap exists in the literature where subjective experience through autobiographical accounts can be related to professional practice. It is argued that much research neglects the subjective experiences of the nursery worker and in doing so normalised constructions (of the child and working with children) become reinforced to produce a narrowly defined form of professionalism. In adopting a critical post-structuralist feminist approach, I draw upon a range of theorists (most notably Foucault) to illustrate the power of discourse and the discursive construction of professional identity and its effects. The study examined the subjective identities and experiences of 24 nursery workers through a range of qualitative methods: narrative life history interviews, semistructured interviews, focus group discussions and observational work. The research was undertaken in three nurseries (private, voluntary and state run) in central London. The nursery workers interviewed occupied various positions within the nursery (from manager, to senior practitioner through to trainees) and held varying degrees of experience. The sample included a disparate mix in terms of ethnicity and age, however in terms of gender the sample reflected the broader composition of the workforce, with only one male participant included in the study. In order to contextualise the study and expose authoritative discourses around professionalism in Narratives from the Nursery: Osgood Thesis ECEC interviews were also undertaken with a range of key stakeholders. Interviews were carried out with representatives from the case study Local Authority; the Sure Start Unit; the Children's Workforce Development Council; the National Day Nurseries Association; and the Daycare Trust. A selection of key policy documents was subjected to critical analysis to further explore the construction of professionalism through authoritative discourses. The thesis argues that the professional identities of nursery workers are discursively constructed. I argue for alternative constructions that recognise the 'early years professional' as a classed, gendered and 'raced' subject. I conclude by arguing for the promotion of the 'critically reflexive emotional professional' in place of the 'competent technician'.
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Linder, Kathryn E. "Narratives of Violence, Myths of Youth: American Youth Identity in Fictional Narratives of School Shootings." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1298851564.
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Kopf-Beck, Johannes [Verfasser]. "Identity narratives and group-based emotions / Johannes Kopf-Beck." Konstanz : Bibliothek der Universität Konstanz, 2015. http://d-nb.info/1080825452/34.
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Barthus, Tatum Terri. "Telling tales of identity: an interpretation of women's narratives." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1331_1365584189.
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This paper examines selected discourses found in the journals kept by 21 working-class women during a training course for domestic workers in South Africa. The principal aim of the paper is to examine how emotion, voice and agency are expressed through literacy practices such as writing. With critical discourse analysis, the existing literacy levels of these women are revealed as well as the way in which women express identity, agency and emotion through the act of writing and reflecting on their experiences. A secondary aim is to uncover those recurrent discourses and attitudes that either empower or disempower these women. This is done to showcase how women&rsquo
s perception of themselves and their opportunities help them become active or inactive agents in their communities and families. Contributions are made to the study of women&rsquo
s language and literacy practices, with particular investigation of how their identities are shaped and moulded by language use. Critical discourse analysis and narrative analysis are the main analytical tools used in the study, highlighting aspects like agency, voice and ideology. These aspects are examined through the lens of women&rsquo
s experiences.
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Hung, Mandy. "Occupational identity : narratives of Asian internationally trained professionals' experiences." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/38088.
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Although many immigrants in Canada are Internationally Trained Professionals (ITPs), possessing substantial skills, credentials, and experience, a significant portion of these immigrants cannot practice in the field of their qualifications. The purpose of this research was to examine the narratives of how Asian ITPs experience their occupational identity through the transition in their career and immigration. Existing research on ITPs has examined issues such as barriers to professional employment, and the psychological and social effects of unemployment and underemployment, and has yet to look at the concept of occupational identity (Aycan & Berry, 1996; Basran & Zong, 1998; Lev-Wiesel & Kaufman, 2004; Valenta, 2008). On the other hand, studies that have focused on identity changes through work role transitions have yet to focus specifically on ITPs. Therefore, I interviewed eight Asian ITPs who identified as being unemployed or underemployed to explore their stories around the experience of their occupational identity. Using an adapted version of the life story interview, the participants and I co-constructed the narratives of their “career life” in a semi-structured interview format. This resulted in chronological summaries of each participant’s career life story, demonstrating the struggles and changes in the Asian ITPs’ narration of the self throughout their career. There were common themes pertaining to the transitional experience across the eight Asian ITPs’ narratives, including immigration to improve quality of life, from the peak of a career to the beginning again, level of agency and hope, and professional identity maintenance. The results are discussed in terms of its relevance and expansion from the literature, its limitations, along with its implications for counselling and future research directions.
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Burkhardt, Kate J. "Narratives of Inuit inmates, crime, identity and cultural alienation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ52519.pdf.
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Saliba, Therese. ""Saving brown women" : cultural contests and narratives of identity /." Thesis, Connect to this title online; UW restricted, 1993. http://hdl.handle.net/1773/9444.
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Pitchforth, Samantha M. "Vulnerable Britons : national identity in captivity narratives, 1770-1830." Thesis, Sheffield Hallam University, 2006. http://shura.shu.ac.uk/20232/.
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Until recently, critical attention given to captivity narratives has focussed upon two key types. The first, frontier tales of white settler captivity at the hands of Native Americans, have received the most scholarly attention. The second type to attract critical interest is concerned with Mediterranean trade, and the captivity of Christians on the Barbary coast, particularly during the sixteenth and seventeenth centuries. This study, by contrast, examines lesser-known, British captivity narratives of the Romantic era, including those available in the Travel Writing section of the Corvey archive, some of which have received little, if any, critical attention to date. The study ranges in location from North America and Africa to India. These British captivity narratives are valuable and subversive documents revealing the sometimes troubled progress of British colonialism and imperialism. These narratives yield fruitful study as texts in their own right, and should be seen as more than overlooked historical sources. The thesis discusses the complex relation of such narratives to 'truth'. It has been suggested by critics such as Pratt (1992), Baepler (1999), and Snader (2000), that captivity narratives are a 'safe' site for the representation of British vulnerability, as the fact of publication presupposes an outcome favourable to imperial authority. This thesis argues against this presumption. By following Edward Said's influential 1978 work Orientialism, postcolonial analysis of imperial and colonial texts has paid scant attention to the fluidity of the boundary between coloniser and colonised, self and Other. This thesis uses the work of Homi K. Bhabha as a way forward from this position. Bhabha questions the binary formulation of colonial relations, arguing that colonial discourse is fundamentally and necessarily ambivalent. The narratives examined in this thesis are used to exemplify this ambivalence, through consideration of the discourses of savagery and civilisation, the representation of British captives at the hands of non-Europeans, and the possibility of 'going native'. This thesis argues that captivity narratives cannot be considered a 'safe' site for the representation of the vulnerability of both British individuals and of British national identity, because in Bhabha's view, the ambivalence of colonial discourse unsettles its authority.
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Thomas, Jeannie B. "Honoring the Farm: Identity and Meaning in Personal Narratives." DigitalCommons@USU, 1987. https://digitalcommons.usu.edu/etd/7379.
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This thesis employs the literary folklorist methodology to explore personal narratives. Personal narratives told by Elizabeth (Beth) Wyatt Winn were analyzed. It was discovered that these narratives provide an eyewitness account of history, reveal world views, and encapsulate experiences into values and personal meanings. The depth of meaning found in Elizabeth (Beth) Wyatt Winn's personal narratives illustrates the importance of personal narratives in historical research and historical re-creation and simulation.
Appendices include several oral interviews containing personal narratives.
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Bradley, Kym. "Queer! Narratives of Gendered Sexuality: A Journey in Identity." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1069.
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My project looks at current conceptualizations of identity relating to gender and sexuality in order to understand how queer individuals enact gender as connected to their non-normative sexuality. I will use the notion of "desire" through Butler's (1990) notion of performativity as a part of iterability that reproduces an opposition between what is intended and how it is perceived. This approach creates space to problematize the status of identities that posits the conception of fluidity and dialectic as attached to notions of gendered sexualities - the understanding that sexuality interacts with gender and that these two notions are not compartmentalized. The construction of these systems of categorization allows for an assumption of the role of sexuality as connected to gender that can then be read through discursive practices and performances.
This research is placed within a post-structuralist and queer theory discussion that is used to understand identity as separate from an isolated core self and is rather comprehended through a particular connection of gender, sex, desire, and performance. By entering into a queer theory and post-structuralist discussion, this project aims to highlight ways in which gender and sex are not necessarily "intelligible" - in which one's gender enactment follows their sex, which then leads them to be attracted to the "opposite" sex/gender - and by doing so I will be able to understand how non-heterosexuals understand their own sexualized gender. The categories of gender and desire are not mutually exclusive nor are they dichotomous. According to Butler (1990), the heterosexual matrix addresses the power structures associated with hegemonic modes of discourse and thought; therefore, my project embraces this approach to gender and sexuality and how these understandings create a unique performance of repetition that further constructs an identity.
This study specializes in the reformulation and re-articulation of a distinct consciousness of compounded identities that are comprised of a sexualized gender involving the performative interplay of sexuality on gender for queer individuals. In addition, this project seeks to understand how queer individuals form, understand, perform, and enact their evolving gender identity as connected to their sexuality. Specifically my research asks: 1) How do queer individuals narrate the construction of their particular identities? 2) How do queer individuals enact their gender as connected to sexuality? and 3) How do queer individuals describe their identities as marginalized?
In order to answer these questions I conducted 20 interviews with queer individuals in Portland, OR aged 18-35 in order to get a broad range of life experiences. The use of one-on-one interviews allowed me to get at the interpretative perspective of the participant such that they can clarify the connections and relationships they see between their own sexualized gender enactment and the world around them. This also allowed access to acquire information about the social interplay of gender, sex, and desire and how these individuals may or may not place importance on their queer identity and the processes involved.
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Matsila, Pfarelo Brandy. "Intergenerational constructions of black feminine identity: Mother-daughter narratives." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/75252.
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This study is focused on the relationship between mothers and their daughters, and the ways
in which this relationship serves as a critical site from which black women (specifically from
rural Venda area in Northern South Africa) construct their identities. Within the broad
framework of qualitative research, this investigation employs a hybrid theoretical model
rooted in black feminist epistemology incorporating standpoint feminism, feminist social
constructionism, and intersectionality theory. The study draws on 18 interviews with mothers
and daughters aged between 35-55 and 18-25 respectively. Using thematic narrative analysis,
various themes, i.e. perceptions of femininity, intersectional nodes of femininity, and tensions
between normative and counter normative constructions of femininity are explored to
showcase shifts and changes in gendered narratives of femininity.
The research finds that the multiple and varied ways in which identity is constructed is a
complex relational process mediated by various social factors such as class, gender and
location; and are consistent with the traditional conception of women as respectful, resilient,
„silent‟, and nurturing. Furthermore, findings showed that most mothers played an active role
in enforcing patriarchal ideologies of femininity, whereas most daughters actively challenged
traditional conceptions of femininity to construct an empowered sense of femininity drawing
from their mother‟s own lived experiences. The study further illustrates that the critical
triangle of the self, motherhood and social location is a messy one that demands complex and
dynamic understanding. This highlighted the need to use socio-cultural and socio-economic
frameworks to investigate the multi-layered, complex process of femininity construction for
women in rural areas, and how mothers and daughters in interaction with each other can
become agents of social change in relation to gender relations.Dissertation (MSocSci)--University of Pretoria, 2020.
DST-NRF Centre of Excellence in Human Development
Sociology
MSocSci
Unrestricted
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Zway, Maia Sarah. "Lesbian adolescents' narratives of identity : a participatory photovoice project." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/20131.
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Lesbian identities in South Africa have largely been framed within a risk paradigm, with a focus on adolescents' experiences of homophobic victimisation in schools and black lesbian women being victims of 'corrective rape'. This framing of lesbian identities within a risk paradigm is problematic, as it erases the multi-dimensionality of lesbian lives and identities. This study aimed to shift away from a risk paradigm and allow young lesbian adolescents to represent their own lives and identities. This study therefore investigated how young lesbian and bisexual women chose to represent their lives and identities through the method of Photovoice, and how the stories they told challenged or maintained dominant narratives about young people of diverse sexualities. Fourteen black, Xhosa-speaking adolescents between the ages of thirteen and seventeen participated. Twelve participants identified as butch lesbians and two identified as bisexual. The study used Photovoice, a participatory action research (PAR) method. The participants were trained in photography and took photographs that represented a story that they wanted to tell about their lives, and created a written narrative (photostory) to accompany their photographs. They also participated in focus groups and individual interviews. The Photovoice process culminated in a public exhibition of the participants' photographic work. The focus group transcripts, interview transcripts, photostories, and photographs were analysed using thematic narrative analysis. Five main narrative themes emerged: Narrating 'tomboy' childhoods; Clothing as a symbol of identity; Negotiating butch identity; Constructions of safety, violence, and community; and finally Alienation and finding affirming spaces. Recommendations and implications of the findings are discussed. In particular, the findings point to the importance of the use of participatory methods with young people.
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Brown, Philip. "Life in dispersal : narratives of asylum, identity and community." Thesis, University of Huddersfield, 2005. http://eprints.hud.ac.uk/id/eprint/5934/.
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This study explores how the immigration status of the 'asylum seeker' impacts upon notions of 'identity', 'community' and 'belonging' whilst claiming asylum in the UK. By taking a narrativedialogical approach this research explores the stories that have been constructed around 'asylum' by policy, those working with 'asylum seekers' and 'asylum seekers' themselves. This research looks at how the 'official' narratives of asylum are operationalised and delivered by workers contracted to implement government policy. The study also explores how those making a claim for asylum narrate their lives whilst living in dispersal sites in one region of the UK with particular focus paid to exploring how asylum and dispersal impacts upon 'identity' and 'belonging'. The data for this project was generated in three phases. In the first phase of data generation ten asylum support managers participated in semi-structured interviews. These managers worked for local authorities in the Region planning the strategy and delivery of the National Asylum Support Service (NASS) policies to 'asylum seekers' accommodated locally. The second phase of the research also included workers involved in delivering NASS support but in a service delivery role. Twenty-two people from across the Region were invited to attend three separate focus groups. The third and final phase of the research involved the participation of ten 'asylum seekers', living in dispersal sites across the Region, in lengthy narrative interviews. The data was analysed using narrative analytical techniques informed by the work of Clandinin and Connelly (2000) and Riessman (2004) around thematic narrative analysis and guided by the theory of 'dialogism' (Bakhtin, 1981). The research revealed that integrating a narrative-dialogical approach to understanding the casylum' experience has allowed space for a piece of research that appears to 'fit' into the fife worlds of the 'asylum seeker'. Moving toward a theoretical stance of dialogism has made it possible to explore an alternative way in which the production of narratives relate to both the personal and the social world of the individual. Rather than discounting the possibility that conflict and contradiction can exist in personal narratives simultaneously this research has shown that by taking a narrative-dialogical approach embraces the schizophrenic quality that appears to punctuate the narratives of exiles and 'asylum seekers'. The research has also shown that those contracted to operationalise and deliver NASS support to asylum seekers are not reduced to simple ventriloquists in the support process. Instead what has emerged are support service workers that take a creative and active role in interpreting their 'roles' to be conducive with the perceived needs of their organisation, the 'community' and the 'asylum seeker'. Narrating their work as a 'quest' support service workers can be seen as active and often 'heroic' in the way in which they act as a 'buffer' between the policies designed by NASS and the asylum seekers they support. By using Bakhtin's notion of authoritative and internally persuasive discourse (Bakhtin, 1981), support service workers can be seen to be adhering to components of the 'official' or authoritative discourse whilst at the same time transforming other components that are not seen as internally persuasive. From the narrative accounts generated with 'asylum seekers' it emerged that conflict and contradiction appeared to confound their attempts to produce narrative coherence. This conflict and contradiction appeared to suggest a good deal of psychological tension as 'asylum seekers' attempted to narrate; feelings of belonging, the balance between security and uncertainty and their feelings of 'home' and identity. What appeared was a dialogical quality to their narrative accounts which emphasised simultaneity but due to their restricted inunigration status did not have the 'privilege' of being both/and. Rather what emerged was a dialogical structure that can be seent o be characterisedb y the tension of being 'in between' but being 'neither/nor'. Such a position restricts the ability to 'move and mix' (Hermans and Kempen, 1998) in their new milieu as they are held in stasis and limbo by the multiple voices spoken by the 'asylum system'.
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Myers, Martin. "Narratives of gypsy identity and the crossing of boundaries." Thesis, Open University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.664281.
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Gypsies have lived in the UK since the fifteenth century following a long diasporic movement originating in the north of India. Despite their long-standing presence they remain a marginalised group, often regarded in negative or stereotyped ways by their neighbours. This research considers the relationships of Gypsy families and their neighbours on the south coast of England. Using semi-structured interviews with members of 32 families the research explores the shaping of Gypsy identity. The interviews produced a unique picture of the lives of Gypsy families on the south coast and highlighted the ways in which family and individual identities were constructed both through their relationships with non-Gypsy neighbours and through the maintenance of boundaries between them. The research considers the associations between Gypsy identity and Gypsy community and identifies how these both shape and are shaped by relations with non-Gypsies. In this respect it pays particular attention to the role of citizenship in Britain since the Second World War and examines how citizenship demarcates a boundary with Gypsy non-citizens. The thesis suggests that Gypsy families on the south coast manage inherent physical closeness and distance in relations with their neighbours as well as less tangible, non-physical cultural markers. This bears the hallmarks ofSimmel's (1971) stranger, but is often adapted around a self-imposed invisibility. Gypsy community is described as having a literal quality distinct from the citizenship routes of non-Gypsies in which community is based upon imagined commonalities. In doing so a 'Gypsy' identity emerges that can both maintain an historic understanding of Gypsy identity and adapt to the pressures of managing at times difficult relationships with non-Gypsy neighbours.
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Bignold, Wendy. "Unicycling and identity : narratives of motivation in young riders." Thesis, University of Liverpool, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.501736.
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This ethnographic study explores the unusual, lifestyle sport of unicycling with a particular focus on young riders. It arises from the author's own immersion in a unicycling culture over some 8 years, and from answers to the 3, primarily educational, questions which this involvement prompted; these concern concepts of motivation; identity; and ach/evemenf. The questions themselves provide the basis tor tne design oT tne study ana tne consequent analysis or data.
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James, Matthew. "Narratives of an organization's identities." Thesis, University of Bath, 2013. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.600644.
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The thesis explores narratives constructed by participants about an organization’s identities. I examine how identity-relevant statements were deployed as exercises in power, serving to legitimize and promote their authors. Framed within an interpretive paradigm, the research adopts reflexive approaches to consider participants’ understandings. I draw on organizational identity theory and empirical studies to explore the multiplicity and conflicting nature of identity in organizations. Literatures on organizational narratives, storytelling and power are also considered. The ethnography is set in a public sector organization in which I worked: the Personal Accounts Delivery Authority (PADA). Its role was to deliver the Government’s reforms to private pension provision in the UK; the reforms came into force in October 2012. The narrative data constructing the research were collected through semi-structured interviews with 60 members of the organization, transcripts of organizational events and a diary I recorded for a year. These data are augmented by a series of vignettes that weave in accounts of my experiences while working for and researching PADA. The analysis of narrative data is constructed in three chapters, each of which explores identity-relevant narratives from different perspectives. The first analysis chapter examines narrative data through five concepts: reflexivity, voice, plurivocity, temporality and fictionality. The second analyses identity narratives in two organizational events and the third explores my understandings of the organization’s identities from an autoethnographic perspective. The discussion chapter provides three readings that interpret the data through different lenses: narrative and storytelling, organizational identity and autoethnographic erspectives. I then make concluding remarks, including ideas for future research and the contribution of my research to the study of organizational identity. The primary contribution of the ethnography is to scholarship at the intersection of identity and power in organizations and specifically how identity-relevant narratives are deployed as exercises in power by participants. There are also contributions to narrative research methods, including the value of researching identity ethnographically. Additionally, I suggest practical contributions to literature on understanding issues of culture and sense-making in public bodies and how employees from different sector backgrounds (public and private) interact within a public sector context to deliver government reforms.
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Degnats, Suzanne Giovanna. "Dispositional Religiosity:Religion in the Context of Life Narratives." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/rs_theses/44.
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ABSTRACT
In loosely structured narrative interviews, individuals discussed their personal religious life stories in the context of their lives, from childhood to the present. They ended up creating coherent narratives that encompassed much more than their religious traditions. The coherency of their stories was through the use of dispositions. Dispositions are the common themes, people, or other narrative schema which the narrator used consistently throughout the story, and are identified by narrative elements that repeat and anchor the narrative. Dispositions found in interviews for the Religious Life Stories Project by the GSU Religious Studies Department include familial, outlier, socioeconomic, contributive, influential, obedient, somatic, and traveler. Analysis of the dipositions in the context of these narratives illuminates the variety of ways traditional religion manifests in individuals’ lives. Furthermore, dispositions provide a theoretical basis for studying individual religion comparatively across doctrinal religious traditions.
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Amini, Negar. "Exploring identity-as-narrative in the school narratives of Iranian university students in British Columbia, Canada." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/63663.
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Based upon semi-structured interviews with 11 university students from Iran between 18 to 24 years of age at universities in Greater Vancouver, British Columbia, this research addressed a gap in the literature by documenting the narratives of participants’ school experiences in Iran and Canada. In addition, this research explored the construction of identities as the narratives we tell other people and confirmed by what others tell about us (Sfard & Prusak, 2005). Two main research questions guided this study: What narratives do participants tell of their school experiences? What narratives do participants tell of their actual and designated identities?
The data was analyzed and interpreted following Braun and Clarke’s (2006) thematic analysis and informed by sociocultural theory (Wertsch, 1985). Five themes were identified: Ritual practices in establishing the school context and constructing identities; English language as a cultural tool in mediating identities; social relationships in shaping identities; and actual and designated identities. This study contributes to the literature by examining the educational experiences of Iranian immigrants to Canada. Implications for schools, along with limitations and suggestions for future research, are addressed in the conclusion.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Krehbiel, Beth Ann. "Narratives of Wounded Knee." Kansas State University, 2016. http://hdl.handle.net/2097/32870.
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Master of Landscape ArchitectureDepartment of Landscape Architecture/Regional and Community Planning
Laurence A. Clement
Research suggests that Native Americans, Chicanos, and African Americans are groups underrepresented in the North American memorial landscape. The fluid nature of a group and individual’s identity (and the memory that shapes it) contributes to the underrepresentation in commemoration and memorials. As communities and the associated identities continue to blend and overlap moments of positive cultural exchange can take place, but at times the outcomes are in the realm of contention and conflict. The collaborative nature of landscape architecture together with the profession’s ability to understand and interpret complex systems and narratives can fully engage and bring form to the morally imaginative, creative act of peacebuilding. The concept of shifting and variant meaning led to this study that considered the question- How might memorials be designed as reconciliatory agents in cultural landscapes with conflicting histories? This study engaged the concept of memory and identity with Oglala Lakota, on the Pine Ridge Reservation, regarding the tragedy of Wounded Knee, through adapted ethnographic approaches in interviewing, site visits, extensive literature review, mapping and design inquiry. The design inquiry responds to social, economic, and ecological narratives to inform the design of the reconciliatory-minded memorial. The initial premise of the project was situated in the understanding that events with contested meaning are difficult to memorialize because there are so many differing voices; irreconcilable in the built form. While that is true in some contexts, initial findings suggests these groups are underrepresented because it is difficult to memorialize that which is a contemporary social justice or inter-demographic issue. In light of this and further research, the author believes that memorials seeking to honor demographics or events that directly affect contemporary groups might be contextually more appropriate, and act as mediators, if they focus forward rather than solely and solemnly reflect the past. Conceptual sketches conclude this study, offering possibilities for design expression, which might be realized with community participation.
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Passantino, Andrea. "Master narratives, counterstories and identity mothering in a clinical setting /." Diss., Online access via UMI:, 2009.
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Farahani, Fataneh. "Diasporic Narratives of Sexuality : Identity Formation among Iranian- Swedish Women." Doctoral thesis, Stockholm : Acta Universitatis Stockholmiensis : Almqvist & Wiksell International [distributör], 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6769.
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Longboan, Liezel C. "Technologies of indigeneity : indigenous collective identity narratives in online communities." Thesis, Cardiff University, 2013. http://orca.cf.ac.uk/53433/.
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This thesis examines contemporary constructions of collective indigenous identity. It specifically focuses on the offline and online interactions among the members of Bibaknets, an online community for indigenous peoples from the highlands of the Cordillera Region, Philippines. The study explores the relational and positional nature of collective indigenous identity as Cordillerans attempt to resolve the tensions between their experiences of marginalisation and their goal for empowerment. Drawing upon Michel Foucault’s concept of governmentality, the thesis critically analyses the processes of Cordilleran collective identity construction which are inscribed in power relations not only between highlanders and the dominant population but also among themselves. On the one hand, members are motivated to join and participate in Bibaknets discussions as a forum for Cordillerans. On the other hand, such participation is constrained by some members who direct the discussions and consequently define the membership of the forum.
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Baker, Catherine. "Popular music and narratives of identity in Croatia since 1991." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/1416337/.
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This thesis employs historical, literary and anthropological methods to show how narratives of identity have been expressed in Croatia since 1991 (when Croatia declared independence from Yugoslavia) through popular music and through talking about popular music. Since the beginning of the war in Croatia (1991-95) when the state media stimulated the production of popular music conveying appropriate narratives of national identity, Croatian popular music has been a site for the articulation of explicit national narratives of identity. The practice has continued into the present day, reflecting political and social change in Croatia (e.g. the growth of the war veterans lobby and protests against the Hague Tribunal). The cultural boundaries of the nation were also subject to contestation and challenge according to symbolic value judgements of what was and was not considered 'Croatian'. Various aspects of popular music (e.g. instruments, vocal styles) were constructed as symbols of inclusion and exclusion in this discourse, and several attempts were made by professional interest groups to promote certain genres as a basis for a national style of popular music. The nationalisation of cultural space also entailed the marginalisation of music/musicians from other ex-Yugoslav republics (especially Serbia) with ethno-nationally ambiguous connotations. An examination of what have become transnational cultural flows shows the continued interdependence of the ex-Yugoslav states and markets. The thesis combines analysis of Croatian press sources and song lyrics themselves with ethnographic material drawn from 35 weeks of fieldwork in Zagreb and Slavonia. Interviews and participant observation of musical events are used to analyse the importance of music in narrating individual as well as collective identity.
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Phillips, Deborah. "Women, learning difficulties and identity : a study through personal narratives." Thesis, University of Leeds, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270760.
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TEIXEIRA, JACQUELINE. "CAIÇARAS NARRATIVES: DISCOURSE AND IDENTITY OF A COMMUNITY IN MISALIGNMENT." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2018. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=34566@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTITUIÇÕES COMUNITÁRIAS DE ENSINO PARTICULARES
Como membro do Núcleo de Extensão e Pesquisa em Educação Diferenciada - Nepedif - do Colégio Pedro II, que tem como um dos objetivos contribuir para a construção de um projeto de reorientação curricular para as escolas do primeiro segmento do Ensino Fundamental em territórios caiçaras, participei, com o grupo de pesquisadoras, de ações que visaram à aproximação, especificamente, com a comunidade do Pouso da Cajaíba, Paratiy - RJ. Tendo em vista o interesse em construir conhecimento sobre ela – quem é, como vive, seus anseios, lutas e privações – realizou-se uma microetnografia (ERICKSON, 2004) de um evento de letramento (SOARES, 1999) a partir da exibição do filme Narradores de Javé , de Eliane Caffé, devido à aproximação temática entre a ficção e a realidade da própria comunidade. Através das pequenas narrativas (BAMBERG e GEORGAKOPOULOU, 2008; BASTOS, 2009) que emergiram desse encontro, procurou-se investigar como os participantes construíram-se discursivamente, buscando compreender a complexidade identitária da comunidade em foco: entre o tradicional e o moderno. Alinhando-se aos Estudos Culturais, apresenta, também, como suporte analítico e interpretativo, as reflexões de Bauman (2003) sobre comunidades e fronteiras, Skliar (2003), sobre colonialismo e multiculturalismo e Goffman (1988, 2002) sobre interação e face. O hibridismo cultural em que hoje vive essa comunidade pode ser observado através de micro-deslocamentos temporais - passado/presente - e espaciais - os de dentro/os de fora, o aqui /o lá – presentes nas narrativas, trazendo à superfície embates, resistências e contradições que delineiam o sentimento e a identidade dessa comunidade.
As a member of the Research and Extension Center for Differentiated Education - Nepedif - of Pedro II School, which aims to contribute to the construction of a curricular reorientation project for elementary schools in caiçaras territories, I participated together with a group of researchers of actions that aimed an approximation with the community of Pouso da Cajaíba, Paraty - RJ. Given the interest in building knowledge about it - who it is, how it lives, its yearnings, struggles and deprivations - a microethnography (ERICKSON, 2004) of a literacy event was held (SOARES, 1999) from the screening of the film Narradores de Javé , by Eliane Caffé, due to the thematic approach between fiction and the community reality itself. From the small narratives (BAMBERG and GEORGAKOPOULOU, 2008; BASTOS, 2009) that emerged in this meeting, we sought to investigate how participants discursively constructed themselves, seeking to understand the community identity complexity in focus: between the traditional and the modern. Aligned with the Cultural Studies, it also presents Bauman s (2003) reflections on communities and frontiers, Skliar s (2003) on colonialism and multiculturalism and Goffman s (1988, 2002) on interaction and face, as analytical an interpretative support. The cultural hybridity in which this community lives today can be observed through the temporal - past / present - and spatial - outsiders/insiders, the here / there - micro-displacements in the narratives, bringing to the surface clashes, resistances and contradictions that outline the feelings and identity of that community.
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Burgess, Frances Anne. "Narratives of women music teachers in Northern Ireland : beyond identity." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/24328.
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This study examined the narratives of three women music teachers’ professional practice, drawing on the research question: Through examining processes of subjectification: (a) How do mid-career women music teachers construct narratives of their professional and musical practice? (b) What are the implications for women music teachers’ professional and musical sustenance? Participants Hayley, Becky and Lynne, all with 12 years teaching experience, told stories of diverse musical participation within and beyond their schools and within a range of social groups and institutional settings. Taking a post-structural feminist theoretical perspective, these narratives were viewed as 'technologies of the female self' (Foucault, 1988; Tamboukou, 2008, 2010). The research question was shaped and answered through the concept of subjectifcation and considered how these women constructed a portrait of ‘self-in-practice.’ This questioned how they fashioned their personal pedagogical approach, how they created and projected a music departmental identity within the school, and how they conceptualised their musical and teaching selves. Data collection took place over a seven-month engagement with three participants and involved: a narrative/biographical interview; the compilation of a ‘memory box’ in which participants gathered artefacts related to the theme, ‘My music, my teaching’; and a follow-up conversational interview. In the final interview participants presented their artefacts and told stories related to their gendered experiences in music and teaching. Narratives showed the ‘woman music teacher’ is a site of struggle, where material roles within different discursive fields such as the home, the community as well as the school, pulled at other subjectivities. Through an analysis of processes of gendered subjectification, these women music teachers presented a complex narrative of their professional lives, within discursive fields of competing and complementary institutional discourses. While individually teachers conceptualised their musical and teaching subjectivities in personal, biographically-shaped ways, collectively they used similar discursive strategies to create a music subject department identity. They all told stories of their practice sustained by moments of ‘musical space’ and enabling others. Extra-curricular music provided valued moments of musical and aesthetic gratification and professional autonomy, functioning as a way to project the standing of the music subject department in the school and the local community, but this also added to an already burdensome workload. The education system in Northern Ireland is undergoing a prolonged yet stilted process of reform, and with the increase in the collaborative sharing of curriculum with other schools, it is likely that in the future secondary music teachers will be teaching in very different circumstances. This may be particularly challenging for established music teachers who have worked to create musical worlds in their subject departments drawing on personal and affective biographical resources. It is suggested that identity work with teachers’ narrative understandings of their self-in-practice, as a form of professional development, may allow space for teachers to imagine and negotiate alternative personal/professional identities, values and beliefs within new managerial and collaborative structures.
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Hall, J. (Joshua). "Understanding informal online learning and identity through young adults’ narratives." Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201701131077.
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This thesis attempts to get a closer look at informal online learning and identity through the narratives of young adults. The primary research question is this: how and what do young people — the so-called “digital natives” of 2016 — tell about their experiences with informal online learning and related identities? From a theoretical perspective, this work falls under the social constructivist paradigm in so far as it tries to understand and analyze highly individual, socially constructed knowledge. This paradigm is discussed in the thesis’s theory chapter, along with the two central topics of the thesis: informal online learning and identity. Four participants from the USA of roughly university age were interviewed for this project. Narrative data from the interviews was analyzed using a two-step approach. In the first step, the researcher reconstructs the participants’ key narratives in orientation to the research question. In the second step, thematic coding was used to isolate parts of the narratives that served to directly answer the research question. The fifth and sixth chapters present the findings of this analysis, i.e. the individual narratives of the research participants and thematic analytical discussion (thereby mirroring the two-step analytical method). The research found that the participants had conflicted views of themselves as “learners” when discussing their online identities. They nonetheless used informal online learning tools to access the things that mattered most to them, both in supplement to and outside of formal learning contexts. The participants also tended to value hands-on and independent learning, which they found more applicable to informal online learning than to offline formal learning. Further considerations are discussed in the seventh chapter, including trustworthiness and ethics in this research. Concluding remarks are offered in the final chapter, including suggestions for further research. In particular, further research needs to get at informal online learning’s relation to learning identity and critical media literacy. This thesis also highlights the need for qualitative research that takes the voices and experiences of students into account.
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Eames, Frances. "Normative narratives : everyday identity in regional television news, 1960-1980." Thesis, University of Nottingham, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.578078.
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McLeod, Naomi. "The expression of identity in Equatorial Guinean narratives (1994 - 2007)." Thesis, University of St Andrews, 2012. http://hdl.handle.net/10023/2614.
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Equatorial Guinea is the only former Spanish colony in Africa south of the Sahara. Consequently, the Spanish-language literature produced by its authors has been resistant to classification in both the fields of Hispanic and African literary studies. This thesis examines a selection of contemporary narratives written between 1994 and 2007 by the following authors: José Fernando Siale Djangany, Maximiliano Nkogo Esono, Juan Tomás Ávila Laurel and Joaquín Mbomio Bacheng. My main objective in this dissertation is to identify, explain and relate the ways in which post-independence authors express identity in their respective texts. In order to accomplish this task, this thesis posits situational interactions as the key sites for identity expression. Developed from the tenets of symbolic interactionism, the syncretic theoretical model of identity views it as telescopic. It is expected that, through the examination of the chosen texts, a contribution can be made to the understanding of the way in which each author expresses identity and can therefore feed into the larger discussion of identity in Equatorial Guinean narrative.
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Fine, Leigh E. "Sexual Identity and Postsecondary Education: Outcomes, Institutional Factors, and Narratives." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343156788.
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Walkuski, Christy B. "Civic Narratives: Exploring the Civic Identity of Community College Students." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1488979292765753.
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Cason, Rachel May. "'Third culture kids' : migration narratives on belonging, identity and place." Thesis, Keele University, 2015. http://eprints.keele.ac.uk/1029/.
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Third Culture Kids are the children of people working outside their passport countries, and who are employed by international organisations as development experts, diplomats, missionaries, journalists, international NGO and humanitarian aid workers, or UN representatives. The “third culture” they possess is the temporary, nomadic multicultural space they inhabited as children, within an expatriate community and, in some cases, international school. This culture is distinct from their parents’ homeland culture (the first culture) and from that of the country in which they spend their formative years but of which they are not native members (the second culture). The “third culture” inhabited by Third Culture Kids does not unite the first and second cultures, but rather comprises a space for their unstable integration (Knörr, 2005). This thesis explores the following question: In what ways does being a Third Culture Kid affect notions of belonging, identity and place? Through analysis of both fieldwork in an international school, and exploratory life story interviews with adult TCKs from myriad backgrounds, this work contributes to a better understanding of the experience of growing up abroad, and tracks the long term effects of this experience on the ways in which TCKs orient themselves towards belonging, identity and place. Throughout the course of this research, findings coalesce to orient TCKs as cosmopolitans, rooted in the expatriate communities of their childhoods, continuing in mobility and self-conscious “otherness” into adulthood, and moving through place as “elite vagrants”.
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Morpaw, May. "Antonio Skármeta's Narratives of Ethnicity: Rewriting Chile's Discourses of Identity." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35559.
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This dissertation examines the representation of ethnic origins in Antonio Skármeta’s fiction. My hypothesis is that exile in Europe and return to Chile led the author to rethink his Dalmatian-Croatian roots and his sense of self in response to prevailing discourses of national identity. I assess Chile’s immigration history as well as the development of the idea of a homogeneous national identity. Blending concepts of ethnic narrative with theories of memory, identity, and literature, I trace Skármeta’s literary shift towards reclaiming his roots and initiating a critical dialogue with established notions of Chilean identity. I further argue that he grounds himself in literary tradition to inscribe immigrant stories into two major foundational genres, the historical novel and the family romance. I also show that, instead of accepting the truth-telling claims of historical fiction, Skármeta employs historiographic metafiction and intertextuality to emphasize the literary nature of fictional discourse and the role of literary figures in inventing the nation. Finally, I contend that these narratives constitute literary lieux de mémoire (Pierre Nora), which incorporate a subjective memory into the evolving discourses on Chilean identity, thereby recognizing pluralism and fostering mutual understanding.
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Rattan, Sukhjeet N. S. "Intercultural spaces and positioning, narratives of identity, constraint, ethnicity and support." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ31070.pdf.
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Drowley, Melinda J. "Post-merger narratives in a higher education context : (re)constructing identity." Thesis, University of South Wales, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.581433.
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When a small, specialist higher education institution merged with a large university, both parties declared an interest in protecting the identity of the smaller institution. This thesis is concerned with the discursive (re)construction of the post-merger identity of that institution. It is informed by an appraisal of the policy context and a critical review of the literatures of mergers and acquisitions; organisational culture; organisational identity; and organisational discourse and stories. There is a tendency within mergers and acquisitions literature to concentrate on acquiring companies; to adopt a managerialist perspective; and to measure success in financial terms, This research focused instead on the acquired institution. Eschewing a managerialist perspective, stories were elicited from all those most closely affected by the merger, including staff, students, senior managers and governors. This thesis seeks to offer insights into human experiences of merger; to identify grounded criteria for evaluating success; and to locate the merger within wider socio-economic and political contexts. Findings from the analysis of twenty-nine semi-structured-interviews are presented as scripts for documentaries. Anonymised quotations from participants are interwoven with commentary from the researcher, to form new, plurivocal narratives. The audience anticipated is one familiar with the context and ready to engage with a scholarly approach. Conclusions are presented in an open letter to the Minister for Education and Skills in the Welsh Govemment. Discourses identified within the interviews are mapped on to a model which presents types of organisational culture found in universities (McNay, 1995). This opens up the possibility of accounting for the production and reproduction of the cultures, with their associated subject positions and forms of organisational identity. Lessons to be learned from analysis of the merger are elucidated, with a view to enriching the quality of debate about the future of higher education in Wales and beyond.
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Bond, Emma F. "Disrupted Narratives : Illness, Silence and Identity in Svevo, Pressburger and Morandini." Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.516991.
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Cannistraro, Amy. "Voices in Crisis: An Exploration of Masculine Identity in Modernist Narratives." Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/scripps_theses/644.
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The period following World War I can be characterized in literature by the trauma and changes that promoted crises of masculinity. These crises, however, are not discussed between the men that suffer similar feelings of insecurity and anxiety; not approached as a tension in need of resolution. Exploring the narrative voices of Nick, Jake, Darl and Anse in The Great Gatsby, The Sun Also Rises, and As I Lay Dying, this thesis addresses the ways in which this unspoken phenomenon is essential to the modernist male narrative. I propose that, despite the widespread nature of this phenomenon, it is the voice of the individual – the preoccupations of his consciousness – that is the most appropriate point through which to examine these crises of masculinity.
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Burgman, Imelda M. "Reflections on being spirituality within children's narratives of identity and disability /." Connect to full text, 2005. http://hdl.handle.net/2123/1171.
Full textAbstract:
Thesis (Ph. D.)--University of Sydney, 2006.Title from title screen (viewed 12 February 2009). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the School of Occupation and Leisure Sciences, Faculty of Health Sciences. Includes bibliographical references. Also available in print form.
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Lammers, Matt T. "Shaping a true German identity narratives in Hermann, Missouri, 1837-1857 /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5525.
Full textAbstract:
Thesis (Ph. D.)--University of Missouri-Columbia, 2008.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 9, 2009) Vita. Includes bibliographical references.