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Dissertations / Theses on the topic 'Sociocultural identity'
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1
Shueh, Tong-An. "Perceived justice, ethnic identity, and international students' sociocultural adaptation." [Gainesville, Fla.] : University of Florida, 2007. http://purl.fcla.edu/fcla/etd/UFE0021308.
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Yen, Yuh-Yun. "Identity issues in EFL and ESL textbooks : a sociocultural perspective /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1242845672.
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Yen, Yuh-Yun. "Identity issues in EFL and ESL textbooks : a sociocultural perspective /." Connect to resource, 1999. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1242845672.
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Malave, Guillermo. "Hispanic Parents: A Sociocultural Perspective on Family, Ideology, and Identity." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/193933.
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This dissertation presents a qualitative study that features in-depth interviews conducted in homes and the application of critical discourse analysis (CDA) to understand the discourses of Hispanic parents. Observing moments of dialogue between parents and children who participated in some interviews served to understand how parents attempted to influence their children's development of beliefs and values about language and identity. The study examined transcripts of narratives produced by Hispanic parents in 12 families in Arizona and Iowa, most of them immigrants from Mexico whose children were attending primary grades in two public schools. The purpose of the study was to understand the ideological dimensions of parental involvement in education and their socialization practices.The theoretical framework can be described as a sociocultural approach to family, identity and ideology, combined with a critical perspective on language socialization. This sociocultural framework is influenced by Vygotsky's (1927/1997) cultural-historical theory, which provided the lens to look at the cognitive aspects involved in the reproduction of ideologies, and by diverse versions of CDA as formulated by other scholars, such as Fairclough (1995), Gee (2004), and van Dijk (1998). CDA was used to analyze conversational storytelling and argumentation about controversial topics such as bilingual education, the maintenance of Spanish as heritage language, identity, English-only instruction, and official English movements in US. This approach (CDA) was particularly useful to examine texts with reported speech to understand the representation of other people's discourses and of the groups they represent.The findings provide insights into experiences that would affect children's motivation to learn and use Spanish and English, paying attention to processes of ideological influence from diverse sources upon parents' and children's beliefs and attitudes toward those languages. This study has implications for language and educational policies because its findings inform educators about parents' experiences and their perspectives on the education of language minority students. The study is useful to understand not only the parents' perspectives on the education of Hispanic children, but also the ideological dimension of parental involvement in education, especially when the latter includes language socialization of their children towards promoting the development of bilingualism and biliteracy.
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Creaby, Fiona. "Identity in practice : a sociocultural exploration of leadership learning and development." Thesis, Manchester Metropolitan University, 2016. http://e-space.mmu.ac.uk/617681/.
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This thesis presents a narrative study of leadership identity from a sociocultural perspective. Drawing on Bakhtinian, Vygotskian and Bourdieusian perspectives as a lens to conceptualise identity – Holland et al’s (1998) Agency and Identity in Cultural Worlds (figured worlds) – and argues that learning and development are intrinsically linked to identity construction as individuals, cultural forms, and social positions, come together in co-development, as identity in practice. A thematic analysis, presented as stories from practice, illuminates and explores the contexts of identity construction, as narrated through: early life, childhood and youth; formal study and training; ‘learning moments’ from organisational life reflecting tensions of power, discourse and policy; and the influence of ‘good’ and ‘bad’ leaders – as heroes and villains – of leadership worlds. Overall, a struggle between rhetorical discourses of leadership and organisational realities presented many contradictions to practice as identity work involved putting on ‘a professional mask’ to ‘act the part’ of a ‘tough’ invulnerable leader. Living life in the ‘gap’ between discourse and organisational realities was then often narrated as ‘a bit of a mess’ as stories of tension, resistance and negotiation featured alongside reflections on the complexity of organisational life and the ‘collision’ of professional and personal expectations. However, at times, leadership identity work also reflected a chance to ‘play the game’ and improvise new possibilities for practice narrated through stories of: ‘free-wheeling’, ‘winning’ and ‘rebelling’ against ‘bureaucratic’ cultures; ‘fighting for the underdog’ against ‘aggressive, self-interested’ autocrats; challenging gender positioning in a ‘man’s world’; and navigating ‘the dark side of leadership’ as a ‘good’ ethical leader authentically and emotionally ‘hidden’ behind the veil of identity performance. In offering life history accounts that highlight the tensions, and the possibilities, of leadership identity work in practice, this research presents insights and contributions to growing debates across leadership studies, leadership and management development research, and the educational leadership field. Overall this thesis argues that identity work is an integral aspect of leadership practice, learning and development.
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Mamabolo, Mokgaetji Philistus. "Self-objectification, cultural identity, body dissatisfaction, and health-related behaviours among female among female African University Students." Thesis, University of Limpopo, 2019. http://hdl.handle.net/10386/3069.
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Thesis (M.A. (Clinical Psychology)) --University of Limpopo,2019<br>Sociocultural pressures, including the thin-ideal internalization, and other aspects of self-objectification, are associated with body dissatisfaction. However, there is limited research regarding the association between self-objectification and engagement in health related behaviours among African females. A quantitative study was conducted with a sample of 411 female African university students from the University of Limpopo, South Africa to investigate the relationship between internalisation of sociocultural beauty standards and body dissatisfaction and engagement in health related behaviours. The study further explored whether cultural identity would moderate the relationship between internalisation of socio-cultural beauty standards and both body dissatisfaction and engagement in health related behaviours. Structural equation modelling (SEM) suggested that internalization of socio-cultural beauty standards significantly predicted students’ body satisfaction. No statistically significant relationship was found between internalization of socio-cultural beauty standards and engagement in health related behaviours. Also, cultural identity did not moderate the relationship between self-objectification and both body dissatisfaction and engagement in health related behaviours. This being a single study, further research is required to determine the relationship between the variables.
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Lo, Kit-hang Julia. "Incorporating sociocultural identity in the primary five English writing curriculum in Hong Kong." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B31963675.
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Lo, Kit-hang Julia, and 勞潔珩. "Incorporating sociocultural identity in the primary five English writing curriculum in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31963675.
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Maldonado, Maritza, and Maritza Maldonado. "La Otredad Indígena en el Panorama Sociocultural Mexicano del Siglo XX." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/625857.
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Tomando en cuenta la naturaleza pluricultural y pluriétnica de la México, la presente tesis doctoral comienza por observar y analizar las maneras en que los medios de comunicación masiva tradicionalmente han contribuido a la distorsión y devaluación de las identidades de los indígenas mexicanos, así como a la fabricación de sus representaciones más caricaturescas en el México moderno. Arguyo que los medios de comunicación masiva han coadyuvado en la formación de tres construcciones socioculturales falsamente enraizadas en los pueblos indígenas de México. Ellos son el indio, el indio-campesino y el naco.
Particularmente la cinematografía y la literatura han tenido un rol crítico en la tarea de insertar tales identidades artificiosas, genéricas e indiferenciadas en la cultura dominante mestiza mexicana, para ser absorbidas y reproducidas como constructos de identidad históricos profundamente asentados en el imaginario sociocultural colectivo de sus ciudadanos. Además de formas masivas más tradicionales como la cinematografía y la literatura, esta tesis doctoral examina la cultura popular y urbana, la música de rock en español, bogas y estilos de arrabal, dialectos urbanos y rurales y otros textos culturales como videos musicales, comics y sketches de comedia. Lo anterior permite una perspectiva alterna y más completa del proceso de creación, distorsión y tergiversación de dichas identidades indígenas ficticias arraigadas en la cultura dominante.
En el primer capítulo establezco las formas en que el indio reemplazó la imagen del amerindio, y eventualmente la imagen del indígena mexicano contemporáneo. El segundo capítulo se centra en la imagen del campesino, así como en sus proximidades con el indio y la confusión identitaria que deriva de ellas. El resultado de tal amalgama es la construcción sociocultural del indio-campesino. El tercer capítulo analiza el constructo identitario del naco y sus vínculos con el indio, los cuales dirigen a la creación del naco-indio. Esta tesis doctoral argumenta que, debido a sus múltiples asociaciones con el indio, el indio-campesino ha sido incapaz de enunciar un discurso propio y de lograr autorrepresentarse. Sin embargo, el naco, a través de la música de rock en español y de los performances derivados de ella, pudo expresar su propio discurso y logró la autorrepresentación como una contracultura altamente efectiva y articulada durante las décadas de los ochenta y noventa.
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Browne, Melinda Evelyn. "A sociocultural study of mathematical and other identities of 'struggling' teenage boys." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/89274.
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The purpose of this study is to gather and describe case studies of 'struggling' teenage boys, focusing on their identities, which are mediated by the discursive practices associated with school mathematics and other activities. The sociocultural model of identity unites an individual’s psychodynamic continuity with the roles and positions that emerge from his/her social interactions. The setting for the investigation is a small single-sex, non-traditional secondary school, in which the sample is seven boys, ages sixteen to eighteen, who have lost interest in the academic mainstream. Qualitative data were collected on individual boys, and then matched in a table to the theoretical framework. The study raised five issues about identity, struggling teenage boys, and school mathematics. To negotiate the dialectic of opposing identity norms, struggling teenage boys employed identities as expressive tools that held desirable positions for them in school mathematics. In the organization of multiple identities, salience depended upon the intrinsic and extrinsic gratification associated with knowledge of mathematics. Positive mathematical identities clustered with compatible social identities that were also supported by these rewards. The sociohistorical availability of identities increased in nontraditional mathematics courses that provided the boys with opportunities to enact positive roles. Many of the boys communicated positive attitudes towards school mathematics in relation to their future career goals. Though they may have struggled, they expected to achieve conventional success in the adult world. The issue of identity and emotions was illustrated by the shame and mistrust that accompanied the loss of a former identity such as a “gifted” level in school mathematics. For some struggling teenage boys, mistrustfulness was evident in their discussions about money. They expressed an affinity for simple arithmetic, which they could easily master with repetitive practice. Implications for teaching include cultivating future-oriented identities, incorporating 'money themes, and offering customized courses.
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Jones, Lucy. "The Construction of Identity in a Lesbian Community of Practice : A Sociocultural Linguistics Approach." Thesis, University of Sheffield, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.521980.
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Garvoille, Rebecca I. "Sociocultural Complexities of Ecosystem Restoration: Remaking Identity, Landscape and Belonging in the Florida Everglades." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/841.
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The Florida Everglades is a highly diverse socionatural landscape that historically spanned much of the south Florida peninsula. Today, the Florida Everglades is an iconic but highly contested conservation landscape. It is the site of one of the world’s largest publicly funded ecological restoration programs, estimated to cost over $8 billion (U.S. GAO 2007), and it is home to over two million acres of federally protected lands, including the Big Cypress National Preserve and Everglades National Park. However, local people’s values, practices and histories overlap and often conflict with the global and eco-centric values linked to Everglades environmental conservation efforts, sparking environmental conflict.
My dissertation research examined the cultural politics of nature associated with two Everglades conservation and ecological restoration projects: 1) the creation and stewardship of the Big Cypress National Preserve, and 2) the Tamiami Trail project at the northern boundary of Everglades National Park. Using multiple research methods including ethnographic fieldwork, archival research, participant observation, surveys and semi-structured interviews, I documented how these two projects have shaped environmental claims-making strategies to Everglades nature on the part of environmental NGOs, the National Park Service and local white outdoorsmen. In particular, I examined the emergence of an oppositional white identity called the Gladesmen Culture. My findings include the following: 1) just as different forms of nature are historically produced, contingent and power-laden, so too are different claims to Everglades nature; 2) identity politics are an integral dimension of Everglades environmental conflicts; and 3) the Big Cypress region’s history and contemporary conflicts are shaped by the broader political economy of development in south Florida.
My dissertation concluded that identity politics, class and property relations have played a key, although not always obvious, role in shaping Everglades history and environmental claims-making, and that they continue to influence contemporary Everglades environmental conflicts.
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van, Eps Michelle. "Reconstructing Cultural Identity in Artistic Practice : Embracing Mixed Heritage Through Framing Pride and Prejudice." Thesis, Griffith University, 2010. http://hdl.handle.net/10072/365415.
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This paper is a Doctoral exegesis which discusses, analyses and contextualises
the artistic quest of contemporary Australian-born artist, Michelle van Eps, to reconstruct
her cultural identity in her artwork through investigating her paternal
Dutch ancestry. Addressing Australian artists with mixed cultural heritage, the
paper explores the phenomenon of a foreign ‘missing culture’ created by the
dismissal of the validity of a past as well as a present, cultural ancestry. In this
exegesis, the dilemma of the mixed heritage artist is related to Australian sociocultural
dynamics and cultural mythologies, describing the possible impact of
‘missing culture’ upon artistic practice as one of ‘cultural vacuum’. Michelle van
Eps retrospectively identifies three developmental stages in her practice from
2004 to 2009 which allowed her to reach a point of cultural hybridity and place
her cultural identity into perspective whilst still continuing to practice in Australia.
The ‘Prejudice’ phase, the ‘Pride’ phase and the ‘Hybridity’ phase are clearly
demarcated in the artist’s work and form a narrative of an artistic shift in cultural
perspective which includes a form of migration which is described as ‘virtual
migration’. Her experience is compared to that of mixed heritage case studies,
Lindy Lee, an Australian-Asian artist and Inga Hunter who was born in England
with Afro-Carribean ancestry but has practiced art predominately in Australia.
This dissertation frames notions of diaspora, cultural dichotomy, ancestry, selfesteem,
belonging, prejudice, pride and hybridity within the context of an
evolutionary artistic journey in which the artist seeks to come to terms with mixed
heritage. Through self-reflection which exposed the interaction between private
creation and public exhibition, Michelle appropriated 17th century Dutch painting
compositions and techniques to developmentally reach a point of conceptual and
cultural maturity in her work.<br>Thesis (Professional Doctorate)<br>Doctor of Visual Arts (DVA)<br>Queensland College of Art<br>Arts, Education and Law<br>Full Text
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Klotzman, Jill R. "THE IMPACT OF FEMINIST IDENTITY DEVELOPMENT ON THE INTERNALIZATION OF SOCIOCULTURAL PRESSURES AND BODY DISSATISFACTION." Wright State University Professional Psychology Program / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=wsupsych1530201473669287.
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Lee, Choon-hwa. "Sociocultural identity and second language learning : a study of Korean students in an American university." Connect to resource, 2001. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1241094065.
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Sipes, Amanda. "Reconstructing Identity: Sociocultural and Psychological Factors Affecting U.S. College Students' Reentry Adjustment after Studying Abroad in Africa." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1340016745.
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Mohamed, Kamal El Sayed Ibrahim Azza. "Morphological themes of informal housing in Colonias: impacts of sociocultural identity on Webb County housing form." Texas A&M University, 2005. http://hdl.handle.net/1969.1/4301.
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Informal settlements are a form of housing found in many parts of the world. Self-help housing in
informal settlements has different influences that are denoted in the customs and preferences of the
residents, which in turn, are reflected on the elements of house exteriors as well as its interior. Colonias in
the U.S-Mexico border region are a model of informal settlements. The purpose of this study is to analyze
the social and cultural influences on housing fronts in Webb County Colonias. The study focuses on
investigating traditional features, vernacular forms, building rituals, and social features as they relate to the
morphology of house fronts and their production. The housing model of Geddes and Bertalanffy explained
by Turner (1972) was the premise of establishing the argument of this study. A mixed-method approach
was used in data gathering from the following three Colonias: Los Altos, Larga Vista, and Rio Bravo.
Utilized methods included image-based research through systematic random sampling of housing fronts in
the Colonias, as well as a group-administered structured survey distributed during community monthly
gathering for food distribution. The development of the research process and methodology incorporated
the input of the local community and local leaders and volunteers assisted in its implementation.
The study concluded that past and present experiences of Colonias residents have intense impacts on
different aspects contributing to the themes comprising the morphology of Colonias housing fronts.
A classical pattern of migration as well as maintained contact and continuous dialogue between residents
and their kin were found to result in preserving the inherent native culture of the Coloniasâ residents and
can thus be considered as core elements. This preservation of native culture was indicated by utilization
of semi-private space, traditional roof forms, privacy and security elements, and building rituals. The
study also identified additional secondary modified elements, represented by the lack of gates utilization as a measure of security. These core and modified elements coincide with the Geddes and Bertalanffy model
and therefore it can be deduced that this model can be applied in the case of the Colonias.
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DIAS, FERNANDA HENRIQUES. "NARRATIVES OF DISPLACEMENT TOLD BY EXCHANGE STUDENTS IN MINAS GERAIS: IDENTITY CONSTRUCTION IN SOCIOCULTURAL IN- BETWEENNESS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2011. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=20627@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO<br>A pesquisa tem como foco a análise de narrativas de deslocamento de
estudantes que participam de um programa de intercâmbio internacional, em
cidades mineiras de pequeno ou médio porte. O programa traz para o Brasil
estudantes de ensino médio, de diferentes nacionalidades, e envia jovens
brasileiros para outros países, com o objetivo de conviverem com pessoas de outra
cultura pelo período de um ano. Os objetivos do presente estudo consistem em
mostrar: i) a natureza das narrativas co-construídas nas entrevistas de pesquisa,
com contagem e recontagem de experiências coletivas e individuais nos processos
de deslocamentos; ii) as construções identitárias do eu e do outro, em
posicionamentos junto às famílias, à escola, ao aprendizado da língua portuguesa,
especialmente nos entre-lugares culturais, envolvendo a decisão de participar do
intercâmbio, a viagem e a chegada; a convivência e a comunicação cotidiana com
brasileiros nas cidades de residência e viagens pelo Brasil; o retorno aos seus
países e a recepção por familiares e amigos. A abordagem teórica busca articular
narrativas de deslocamento, no âmbito da Teoria da Narrativa, com os entrelugares
socioculturais. Narrativas de deslocamento envolvem orientação em
mundos sociais, práticas de deslocamento e de espacialização, e deslocamentos
institucionais; são articuladas na ordem da interação, junto a grandes e pequenas
narrativas. Os entre-lugares culturais marcam limites entre nós e eles, e novas
formas de sociabilidade e fluidez nas relações sociais. A natureza metodológica da
pesquisa é de ordem qualitativa e interpretativa. Foram feitas entrevistas de base
etnometodológica e sociolingüística, em grupo e individuais; face-a-face e
mediadas por computador com digitação e recurso de voz; em processo
longitudinal; com seis intercambistas - dois norte-americanos, um dinamarquês,
duas belgas e um mexicano - que viveram em Minas Gerais, entre 2007 e 2008.
Os dados construídos são complexos, já que as entrevistas envolveram alternância
de código, com uso do inglês, emprego de duas línguas – inglês/português,
espanhol/português –, e utilização do português. A transcrição buscou dar conta
das alternâncias. Na análise dos dados, destacam-se as relações entre pequenas e
grandes narrativas, co-construídas em entrevistas de grupo e individuais, nos
processos de deslocamentos. Os posicionamentos construídos nas entrevistas de
grupo são retomados pela pesquisadora-entrevistadora nas entrevistas individuais,
como forma de explorar pontos anteriores e provocar avaliações dos participantes.
Os estudantes posicionam-se, inicialmente, como membros estabelecidos em suas
culturas e outsiders em relação ao Brasil, e apresentam estereótipos negativos. No
decorrer do intercâmbio, há um posicionamento de entre-lugar cultural, indicador
de adaptação à vida e cultura brasileiras. Os estereótipos, embora mantidos, não
são feitos no binômio superior-inferior, mas em relação de igualdade, com
mudança na percepção social. O aqui e o lá, construídos nas narrativas,
demonstram a oposição entre estabelecidos e outsiders, em relação à
convivência com as famílias, à participação na escola, às práticas cotidianas, com
dificuldades em estabelecer laços de amizade e comunicação em português.
Indaga-se em que medida os participantes atingem o objetivo do programa do
intercâmbio cultural de convivência e aprendizado de uma outra cultura.<br>This research focuses on the analysis of narratives of displacement told by
exchange students who take part in an international exchange program, in small
and medium-sized cities in Minas Gerais. The program brings high school
students from different countries to Brazil and sends Brazilian students to other
countries, so that these students experience another culture for one year. This
study aims at showing: i) the nature of the co-constructed narratives in research
interviews, with collective and individual experience tellings and retellings of
displacement processes; ii) the identity constructions of self and others, in
relation to family, school, Portuguese language learning, especially in the cultural
in-betweenness, which involves the decision of taking part in the exchange
program, the trip and the arrival; the contact and daily communication with
Brazilians in the cities they lived and trips throughout Brazil; the return to their
countries and the reception from relatives and friends. The theoretical approach
intends to articulate narratives of displacement, vis-à-vis Narrative Theories, with
the sociocultural in-betweenness. Narratives of displacement involve orientation
in social worlds, displacement and spatialization practices, and institutional
displacements; they are articulated in the interactional order, together with big and
small narratives. The cultural in-betweenness sets limits between us and
them, as well as new forms of sociability and fluidity in the social relations. The
methodological nature of this research is qualitative and interpretive.
Ethnomethodological and sociolinguistic based interviews were conducted in
group and individually; face-to-face and mediated by computer, with typing and
voice resources in a longitudinal process; with six exchange students – two NorthAmericans,
a Danish, two Belgians and a Mexican – who lived in Minas Gerais,
from 2007 to 2008. The constructed data are complex, as far as the interviews
involved code switching. The first interviews were conducted in English, then in
two languages – English/Portuguese, Spanish/Portuguese – and the last ones in
Portuguese. The transcription tries to reproduce this code switching. In the data
analysis, the relation between small and big narratives that are co-constructed in
research interviews in the displacement process is highlighted. The positionings
constructed in the group interview are brought up by the researcher-interviewer in
the individual interviews, as a way of exploring previously mentioned events and
getting evaluations from participants. In the beginning, the students represent
themselves as established members of their own cultures and outsiders in relation
to Brazil and they also show negative stereotypes. Throughout the exchange
program, there is an in-between cultural positioning, indicating their adaptation to
Brazilian life style and culture. The stereotypes, though maintained, are not
treated as a dyad superior-inferior, but in equal terms, with changes in their social
perceptions. Here and there, constructed in the narratives, show the
opposition between established and outsiders, vis-à-vis their living with families,
participation in school, daily routine, the difficulties in establishing friendship and
in communicating in Portuguese. How far the participants achieve the aims of the
cultural exchange program of experiencing and learning a new culture is
questioned.
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Williams, Nicole M. "The Moderating Effects of Perfectionism and Ethnic Identity on the Relationship Between Sociocultural Pressure and Body Dissatisfaction." Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1248187832.
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Willis, Lynyetta Gittens. "African American Baptist Church Community: Influence of SocioCultural Factors on Faith Development." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/cps_diss/11.
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When describing faith development, established models often fail to incorporate the effects of an individual’s sociocultural context and control for additional dimensions of their identity such as ethnicity, gender and religious denomination (Mattis, 2001; Myers, 1991; Willis, 2005). This study involved 18 African American women and men between the ages of twenty and seventy-seven who identified as Baptist Church goers within the Southeastern region of the United States. A mixed methods design informed by interpretive and emerging social network paradigms was used (Hanson, 2005; LeCompte & Schensul, 1999). There were two phases of this study. Within phase one, twelve participants completed one semi-structured interview and the Optimal Theory and Identity Development-Revised (OTAID-R) instrument (Haggins, 1996) which was designed to evaluate identity development along multiple dimensions, including spirituality. Within phase two, six participants took part in a follow-up focus group to validate the emergent themes. Grounded theory was used to analyze the data (Strauss & Corbin, 1998). A circular socioculturally informed model of faith development was devised. The current model was most congruent with African centered models of faith development and revealed non-linear process of faith development. The OTAID-R survey was not significantly correlated with the age of the participants. Implications for research and practice include the importance of considering sociocultual context and experience when conceptualizing developmental processes within a culturally informed framework.
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Mulder, Christinah Paige. "Sociocultural Identification with the United States and English Pronunciation Comprehensibility and Accent Among International ESL Students." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8131.
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Sociocultural identity is defined for this study as the element of identity affixed to a social or cultural group. Previous research on sociocultural identity has recognized the need for further study of its effect on second language performance, particularly pronunciation. Previous studies have found contradictory results when studying the relationships between sociocultural identity and various measures of second language pronunciation. This thesis takes a quantitative correlational approach to the study of sociocultural identification with the United States and English pronunciation comprehensibility and accent in a group of 68 international students learning English in the United States. Participants completed a survey indicating the strength of their identification with the United States, after which a group of three native speaking raters rated speech samples from the participants for both comprehensibility and accent. Scores from the identity survey were compared with those on the comprehensibility and accent ratings through a FACET analysis. Results showed no correlation between sociocultural identification with the United States and ESL pronunciation in either comprehensibility or accent. These results add further complexity to existent scholarship on identity and pronunciation and lead to a discussion of implications for future study.
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Joyce, Jeneka, and Jeneka Joyce. "Parent Sociocultural Characteristics and Parent-Child Relationships Influencing Early Adolescent Ethnic Identity, Religiosity, and Distal Academic-Related Outcomes." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12501.
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I developed and tested a model of relationships between primary caregiver ethnic identity and religiosity, primary caregiver experiences of discrimination stress, parent-child relationships, adolescent ethnic identity and religiosity, and their impact over time on adolescent academic orientation and positive future outlook. The sample consisted of youth and their families participating in an ongoing family centered intervention trial in a northwest metropolitan area. The theoretical frameworks that guided this study were Bronfenbrenner's ecological systems theory, sociocultural theory, social identity theory, and critical race theory. The hypotheses regarding the relationships between key variables and supported by the aforementioned theoretical frameworks were evaluated using analysis of variance techniques and structural equation modeling. Study findings suggest that parental identity and cultural socialization influence adolescent religiosity and ethnic identity in early adolescence. Primary caregivers' sense of ethnic identity and religiosity directly impact cultural socialization of their children, which in turn influences adolescent identity development. The parent-child relationship plays a predominant role in positive youth outcomes (i.e., academic orientation and positive future outlook) above and beyond adolescent ethnic identity and religiosity considerations. Implications of the present study for both research and practice are discussed.
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Howell, Elizabeth. "Struggling to write : identity and agency in a pre-university 'English for Academic Purposes' program." Thesis, University of Exeter, 2008. http://hdl.handle.net/10036/80834.
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This small-scale ethnographic research study investigated student perceptions of social identity and agency and the usefulness of the construct of the Community of Practice for struggling writers in the context of a pre-university EAP program. The appropriateness of socio-cultural theories in language teaching and learning today stems from social constructivist and social interactionist theories of the role of language in the discursive construction of society, knowledge and power. This study problematised these constructs in the development of writing for learners in a pre-university Higher Education context. Comparing data from focal students who were struggling with writing and from students who were more successful, the biographies of struggling students and their awareness of their futures, or imagined selves and communities, revealed not only learning histories in which they had radically different identities as learners and writers, but also a lack of clarity about their learning trajectory in the writing program. There was no apparent lack of investment in learning among the focal students, who identified themselves as weak writers, although there was frustration and anger at their predicament. The data suggest that they did not identify with the learning community at the start of the project, probably because they resisted belonging to a community which labeled them as failures. During the study a variety of means were used to elicit participants’ perceptions of their status as novice writers and to support their learning trajectory on an individual basis by elucidating the reasons for and requirements of academic writing. By the end of the study the focal students had developed more awareness of the subject positions the writing trajectory afforded them and had chosen ways in which to continue along their learning path. The Community of Practice appears to have potential as a means of supporting the roles of EAP students and teachers as members of the academic community of practice.
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Leichsenring, Andrew R. "The development of preservice teachers' professional practice and identity through immersion in a school community." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/109489/1/Andrew_Leichsenring_Thesis.pdf.
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This case study research explored the professional teacher identity development of six fourth-year preservice teachers who participated in a year-long immersion pathway in schools. An interpretivist epistemology was utilised in order to understand the meanings of the preservice teachers' actions, and their experiences and histories. Data were collected throughout the year via interviews, an online discussion board, and the collection of professional artefacts Data revealed that participation in a year-long immersion pathway provided unexpected, challenging but rewarding experiences in relation to building a professional teacher identity beyond the usual preservice program.
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Sim, Patrick Puay-I. "A Sociocultural Investigation of Learning and Transition in SFEC." Thesis, Linköping University, Department of Behavioural Sciences and Learning, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-14905.
Full textAbstract:
<p><sup>With the advent of globalisation driving the People.s Republic of China to embrace its future, </sup><sup>the local government has shown great enthusiasm promulgating one of the oldest industries. </sup><sup>Foreign higher educational providers that operate in China through the mode of joint venture </sup><sup>cooperatives between a Chinese and foreign institution of higher learning are becoming </sup><sup>increasingly .knowledgeable-hungry. public or private universities and colleges. Such </sup><sup>operations commonly known as Sino-foreign educational cooperatives </sup></p><p><sup>(SFEC)</sup><sup>, are hotly </sup><sup>spawned on the mainland, enrolling Chinese students through the division of responsibilities, </sup><sup>roles and resources. The Chinese party is mostly responsible for the hardware support, </sup><sup>supplying facilities and logistics as the part of the bargain, whereas the foreign party provides </sup><sup>the intellectual software of academic programs. </sup><sup>The locus of this qualitative study aims to present and investigate a distinct phenomenon of </sup><sup>learning in SFEC through the theories of sociocultural perspective encumbered in a transitional </sup><sup>context; Sino-foreign </sup><sup>(SF) </sup><sup>graduates to other workplace communities. Without common </sup><sup>interests of social interaction, co-participation, and transformation, SFEC are often discredited </sup><sup>due to various factors. The learning aims will feature participative and transformative themes </sup><sup>that feature qualitative and interpretive methods. Thus, this research involves interviewing four </sup><sup>relevant participants from the likes of two Chinese nationals and two non-Chinese, and how </sup><sup>they view learning in SFEC applied to a transitional context, the workplace. </sup><sup>My furtherance of analysis will generally stress learning, co-participation and transformative </sup><sup>learning in activities that circumvents discriminatory elements of artifacts, identity profiling, </sup><sup>relationships, commitment and workplace employment for the necessary transition. In the </sup><sup>initial research phase, it did seem that putting learning into community practice in China was </sup><sup>essential. In the closing stages, thoughts will flow to the legitimisation of participative and </sup><sup>transformative learning, which forms the backdrop of this original theme of research gathered </sup><sup>through previous works of similar purview. Prawatt and Floden (1994) remark that knowledge, </sup><sup>and the belief that knowledge is the result of social interaction and language usage, and thus is </sup><sup>a shared, rather than an individual, experience. Presumably, my chosen theories frame the </sup><sup>interactive and shared communal nature of the Chinese society and learning systems. </sup></p><br>na
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Aguilar, López Flor Magali. "Contribuição sociocultural do colégio estadual Benedito Rokag, terra indigena Kaingang Apucaraninha (Tamarana, PR)." Universidade Federal de São Carlos, 2016. https://repositorio.ufscar.br/handle/ufscar/8679.
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Previous issue date: 2016-08-24<br>Outra<br>The education of indigenous people is conceived in the dynamics of socialization,
based on principles, organization, Cosmo vision and cosmology of the different tribes,
that is, the education is not restricted to institutions, because it is an element inherent
to the culture. The indigenous scholastic education in Brazil has gone through
significant advances after the structuring of indigenous movements of the 1980s,
supported by the legal landmark in the Federal Constitution of Brazil of 1988, which
recognizes the different Brazilian cultures and languages. One such fundamental right
of the indigenous people is the access to a differentiated education. This way, this
research analyzes how the indigenous population of Kaingang Apucaraninha
(Tamarana, PR) interprets the creation of the “Colégio Estadual Benedito Rokag”
(Benedito Rokag State School) inside the village, and compares the time when the
natives had to commute to the nearest district headquarters to go to high school, as
well as the identification of the differentiated teaching processes, the influence
generated by the school in community interaction, and the construction of the social
economic identity of the indigenous people. The instruments used in this research for
data collection were the bibliographical revision, semi-structures interviews and direct
observation. The results of the field research indicate the principal difficulties the
natives had in order to go to high school in a rural district close to the Indigenous
Reservation, prejudice being one of the main ones, as well as the benefits and
challenges associated with the implementation of the School in the village – the main
benefit being the reconstruction of social and cultural identity of the indigenous youth.
This way, the differentiated teaching methods are a precious alternative to the
appreciation of indigenous culture, at the same time that they present new issues that
must be discussed in the academic area, specifically with the indigenous people.<br>A educação nos povos indígenas é concebida na dinâmica de socialização, pautados
nos princípios, na organização, na cosmovisão e na cosmologia das diferentes tribos,
ou seja, a educação não é restrita as instituições, mas é um elemento próprio da
cultura. Aliás, a educação escolar indígena no Brasil tem passado por significativos
avanços após da estruturação de movimentos indígenas nos anos 80. Tendo como
respaldo no marco legal na Constituição Federal do Brasil de 1988 ao reconhecimento
das diferentes culturas e línguas brasileiras. Um direito fundamental para os povos
indígenas é o acesso a uma educação diferenciada. Dessa maneira, a presente
pesquisa analisa as interpretações da população da Terra Indígena Kaingang
Apucaraninha (Tamarana, PR) sobre a criação do Colégio Estadual Benedito Rokag,
situado no interior da aldeia, e realizar uma comparação com o período anterior,
quando os indígenas se deslocavam até a sede do distrito mais próximo para estudar
o ensino médio, como também, a identificação dos processos pedagógicos
diferenciados, a construção da identidade sociocultural dos jovens indígenas, as
limitantes e perspectivas dos professores indígenas e não indígenas. A entrevista
semiestruturada e a observação direta foram os instrumentos utilizados para a coleta e
análises de dados. Os resultados da pesquisa de campo indicaram as principais
dificuldades dos alunos indígenas para estudar o ensino médio em um distrito rural no
entorno da Terra Indígena, entre as quais se destaca o preconceito, como também os
principais benefícios e desafios associados à implementação do Colégio no interior da
aldeia, com destaque para a importância da escola para a (re)construção da
identidade social e cultural dos jovens indígenas. Junto com as principais limitantes,
desafios e propostas pedagógicas geradas pelos: professores do colégio, alunos, exalunos
e lideranças da comunidade. Dessa maneira, a educação escolar indígena
surge como uma alternativa valiosa para a revalorização da cultura, ao mesmo tempo
surgem novos pontos para serem discutidos na área acadêmica e, sobre todo, com os
povos indígenas.
27
Spínola, Samuel Varela. "A construção sociocultural dos lugares turísticos. Memória e identidade na província de Malanje (Angola)." Doctoral thesis, Universidade de Évora, 2021. http://hdl.handle.net/10174/30356.
Full textAbstract:
Esta tese surge de um cruzamento teórico-conceptual entre a sociologia do turismo e os
estudos de turismo para analisar a complexidade dos lugares, das movimentações e do
quotidiano, particularmente no que respeita aos “lugares turísticos”. Estudar a construção
da realidade social dos lugares turísticos e os processos manifestos e latentes através dos
quais a memória e a identidade ajudam à construção sociocultural de um lugar turístico é
tanto mais importante e relevante na agenda sociológica quanto as sociedades
contemporâneas são caracterizadas pela diversidade e complexidade. Paralelamente, o
turismo de raízes, turismo ancestral, turismo de linhagem ou turismo genealógico têm
contribuído para adensar o interesse e a investigação em torno de um tipo particular de
turismo onde o turista procura principalmente uma busca pela identidade, em suma, uma
extensão do seu eu. O objeto proposto para o presente estudo levanta questões ligadas às
identidades, memórias, culturas, lugares, espaços e territórios. As identidades constituemse
como uma herança de significados, ligados à constituição de uma memória e de um
discurso que legitima a ideia de pertença. Desse modo, a memória é importante no
processo de formação identitária dos grupos, o que os leva a buscar fazer-se conhecer e
reconhecer como um processo histórico dentro de uma determinada sociedade. A
identidade, para além de destacar características, também diferencia um grupo e uma
sociedade das outras. Considerando o acima mencionado, este trabalho é orientado pelas
seguintes perguntas de partida: Qual o processo de construção sociocultural da realidade
social de um “lugar turístico”? Qual o lugar reservado à memória e identidade nesse
processo? Especificamente, a análise incidiu sobre Malanje (Angola). Em concreto, o
trabalho assumiu como lugares turísticos três municípios dessa província: Kalandula,
Pungo Andongo e Cangandala. Foi desenvolvida uma investigação de tipo misto,
combinando a recolha de dados através de inquérito por questionário a angolanos
residentes em Malanje e visitantes de Malanje com entrevistas realizadas às autoridades
locais. O estudo conclui que a construção da realidade social veicula a identidade de
determinadas sociedades e destaca as memórias coletivas das comunidades nessa
construção. No caso da comunidade malanjina foi necessário olhar ao passado, mas
também ao presente, à história, à geografia, analisar memórias e compreender o seu papel
na construção das identidades locais. Observa-se que a construção sociocultural dos diversos lugares turísticos não se baseia somente nos grandes feitos da comunidade ou
nos grandes heróis. É a vivência, o dia-a-dia e o quotidiano das pessoas “comuns” que
constroem a realidade social, em conjunto com acontecimentos de maior destaque. A
análise dos dados permite ainda concluir que as memórias e identidades constroem-se em
torno de estruturas materiais, mas também de aspetos imateriais, destacando-se aí as
figuras das histórias, dos mitos e das lendas locais, que passam de geração em geração e
apropriada em modos e tempos distintos por visitantes e comunidade local; The sociocultural construction of tourist places. Memory and identity in Malanje
province (Angola) Abstract:
This thesis arises at a theoretical-conceptual crossroad between the sociology of tourism
and tourism studies to analyze the complexity of places, movements and daily life,
particularly with regard to "tourist places". Studying the construction of the social reality
of tourist places and the manifest and latent processes through which memory and identity
help the sociocultural construction of a tourist place is all the more important and relevant
in the sociological agenda as contemporary societies are characterized by diversity and
complexity. At the same time, roots´ tourism, ancestral tourism, lineage tourism or
genealogical tourism has contributed to intensify recent interest and research around a
particular type of tourism, where the tourist seeks mainly a search for identity, in short,
an extension of his self. The object proposed for the present study raises questions related
to identities, memories, cultures, places, spaces and territories. Identities are constituted
as an inheritance of meanings, linked to the constitution of a memory and a discourse that
legitimizes the idea of belonging. Thus, memory is important in the process of the identity
formation of groups, which leads them to make themselves known and recognized as a
historical process within a given society. In addition to highlighting specific
characteristics, identity also differentiates a group and a society from the others.
Considering the above, this work is guided by the following starting questions: What is
the process of socio-cultural construction of the social reality of a “tourist place”? What
place is reserved for memory and identity in this process? Specifically, the analysis
focused on Malanje (Angola). In particular, the work took as tourist places three
municipalities in that province: Kalandula, Pungo Andongo and Cangandala. A mixedmethods
study was carried out, combining the data collection through a questionnaire
survey of Angolans living in Malanje and visitors from Malanje with interviews with the
local authorities. The study concludes that the construction of social reality conveys the
identity of certain societies and highlights the collective memories of the communities in
this construction. In the case of the Malanjina community, it was necessary to look at the
past, but also at the present, at history, at geography, to analyze memories and understand
its role in the construction of local identities. It is observed that the socio-cultural construction of the various tourist places is not based only on the great deeds of the
community or on the great heroes. It is the experience, the day-to-day and daily life of
“ordinary” people who build social reality, together with major events. Data analysis also
allows one to conclude that memories and identities are built around material structures,
but also immaterial aspects, highlighting the figures of local histories, myths and legends,
which pass from generation to generation and are appropriate in different ways and times
by visitors and the local community.
28
Bubalo, Ruth Ann. "Sociocultural Aspects of Learning English as a Third Language: Perspectives of Female Minority Students." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404333853.
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Isaac, Lauren B. "LINGUISTIC SEGREGATION AND PERFORMANCE OF IDENTITY IN A TWO-WAY IMMERSION ELEMENTARY SCHOOL." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1416750134.
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Azzazi, Amira. "Modersmål i förskolan : En kvalitativ fallstudie om förskolans arbete med modersmål för att stärka barns identitet." Thesis, Södertörns högskola, Lärarutbildningen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-36216.
Full textAbstract:
Mother tongue in preschool This study seeks to create an understanding of how preschool educators can participate in promoting and encouraging children's mother tongue in their activities to strengthen the children's identity. It explores the ways in which educators actively promote the children's mother tongue in their work approach and how they perceive the importance of cooperation between preschool and home regarding the children's mother tongue. The study investigates using the case study method, specifically conducted through qualitative interviews and observations. Survey sampled was of two preschools where two educators of varying job positions and length of work experience which have been interviewed and observed. The study analyzes from a sociocultural perspective, which takes into account how learning takes place through interactions among individuals and the social and cultural factors surrounding them. Based on the reported results of the interviews and observations, it appears that the educators are positively related to mother tongue in preschool and use mother tongue support in the activities in a deliberate way to promote the child's identity. There were spontaneous situations in which mother tongue was included in the activity, and there were situations where the educators deliberately used mother tongue to clarify concepts that the children do not understand in swedish. In instances where the identity expresses characteristics of children's mother tongue, the educators sees that these register on the child's posture and facial expressions. The educators note that children feel a sense of accomplishment and ownership when they claim competence to express “my language”, indicating self-awareness of their individuality and unique language. The educators use conversations and planned singing and reading lessons in different mother tongue as part of the daily activities and tools such as digital learning tablets, the computer and the smart board facilitate mother tongue support in preschool activities. Educators believe that, through the various available tools in preschool, cooperation with parents, and the educators’ multilingual abilities are contributory factors of great importance, that support mother tongue development and encourages a multilingual environment in preschool.
31
Saruk, Karla G. "The relationship between racial identity, sociocultural beliefs about attractiveness and the development of eating disorders among African-American women." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p088-0176.
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Edwards, Angela Yvette. "The professional identity of child care practitioners : self-authorship as a theoretical framework." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/69036/1/Angela_Edwards_Thesis.pdf.
Full textAbstract:
This research contributes new understandings about the development of the professional identity of child care practitioners and how professional identity changes during the transition from student to practitioner. Self-authorship theory was used as the framework to investigate the development of professional identity through exploration of beliefs about practice, sense of self, and capabilities for collaborative engagement. Students recruited for this research were completing their qualifications to work with young children in child care settings. Data from initial and follow-up interviews were analysed to understand change over time in professional identity. Findings indicated a need for training institutions and workplaces to move beyond competency-based training approaches to include more critically reflective learning opportunities. Such a focus on critical reflection has implications for improving the skills, status, and recognition of child care practitioners as educators.
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Morgan, Ann. "Different Ways of Being Educator: A Sociocultural Exploration of Educator Identity and Development in Practice, in a System of Non-Traditional Flexi Schools." Thesis, Griffith University, 2013. http://hdl.handle.net/10072/367126.
Full textAbstract:
Engagement in conventional schooling is untenable for some young Australians due to complex social, emotional and intellectual needs and past experiences of failure and exclusion. An alternative for engaging disenfranchised young people in education is through a system of non-traditional flexible schools. This research explores educator identity and development in practice in five ‘flexi schools’ in Queensland that reengage young people with complex needs. In the exploration of educator identity and development in practice, this study seeks to explore one overarching research issue: how practice in the flexi schools’ context influences educator identity and development. Two questions have been formulated to inform the overarching research issue and relate to two specific domains of practice. The first question asks: How do ways of working in the flexi schools’ context influence educator identity and development in practice? The second research question asks: How do ways of professional learning in the flexi schools’ context influence educator identity and development in practice?
Using a sociocultural theoretical lens and design experiment methodology, educators’ ways of working and professional learning have been explored. This occurred through analysis of questionnaire data incorporating descriptive statistics, and through thematic analysis of questionnaires (N=32), interviews (N=16), and reflective practice group (RPG) data. Reflective practice data included written evaluations from participants (N= 20) and researcher journal entries (N=13) on the experience of co-facilitating RPG sessions across five sites.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Humanities<br>Arts, Education and Law<br>Full Text
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Villegas, Simón Isabel. "Los formatos televisivos de ficción y su adaptación sociocultural. Los misterios de Laura: caso de estudio." Doctoral thesis, Universitat Autònoma de Barcelona, 2019. http://hdl.handle.net/10803/667269.
Full textAbstract:
La presente investigación explora el fenómeno de los formatos televisivos de ficción desde la perspectiva de la representación audiovisual y la relación de la ficción televisiva con la identidad cultural. En particular, lleva a cabo el estudio de caso de la serie de televisión española Los misterios de Laura y sus adaptaciones en EEUU e Italia. El principal objetivo de la investigación es identificar cuáles son las diferencias y similitudes en el contenido de las tres versiones y comprender los factores que las explican. Para ello, este estudio propone un modelo de análisis cualitativo que analiza el texto con el propósito de caracterizar cada una de las versiones y compararlas. Además, el examen del texto se complementa con el análisis del contexto de producción. Los principales resultados revelan que las similitudes entre las versiones son resultado de un proceso de búsqueda de equivalencias entre los contextos culturales y atienden a los rasgos que caracterizan a la serie como formato de televisión. Por otro lado, las diferencias se explican por un conjunto amplio de factores pertenecientes al enfoque narrativo, al contexto de producción, las convenciones televisivas y al uso del imaginario cultural. En conjunto, esta investigación señala que existe una articulación de lo global y lo local en la adaptación de los formatos televisivos de ficción, donde lo global se relaciona con las prácticas y las lógicas comerciales de la televisión, y lo local se vincula con las desigualdades que existen entre las industrias televisivas y la persistencia en el uso de mecanismos de producción de la identidad cultural en los textos televisivos.<br>This research explores the phenomenon of television fiction formats from the perspective of audiovisual representation and the relationship between television fiction and cultural identity. In particular, the case study of the Spanish television series Los misterios de Laura and its adaptations in the USA and Italy is carried out. The main objective of the research is to identify the differences and similarities in the content of the three versions and the factors that may explain them. To do so, this study proposes a qualitative analysis model that analyses the text with the purpose of characterizing each of the versions and comparing them. In addition, the examination of the text is complemented by the analysis of the production context. The main results reveal that the similarities between the versions are the result of the process of searching for equivalences between cultural contexts. Moreover, those similarities related to the traits that characterise the series as a television format. On the other hand, the differences are explained by a broad set of factors pertaining to the narrative approach, the context of production, television conventions and the use of the cultural imaginary. To conclude, a connection between the global and the local regarding the adaptation of the television formats is observed, where global is related to the practices and the commercial logic of television, and local is connected to the inequality between the television industries and the persistence in using cultural identity production mechanisms in television texts.
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Capo, Francesco Antonio. "Escritas da memória: autoria e identidade cultural." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/8/8162/tde-23012017-111537/.
Full textAbstract:
O maior problema do professor na Educação de Jovens e Adultos é lidar com a multiplicidade de saberes e de modos de apreensão da realidade: os alunos chegam à escola com níveis variados de letramento e com um saber forjado por outros sistemas de cognição e de compreensão do mundo. Assim, este trabalho de pesquisa pretendeu estudar a relação entre letramento, escritas da memória e identidade cultural. O objetivo principal foi verificar até que ponto a prática pedagógica com escritas da memória contribui para o letramento de adultos oriundos de culturais orais e que tiveram pouco contato com a palavra escrita. Partiu-se da suposição de que o trabalho com as escritas da memória propiciasse o sentimento de pertencimento e levasse o aluno a construir uma imagem de si mesmo como sujeito-autor de sua escrita, compreendendo-a como prática social significativa. Com efeito, ao relembrarmos o passado, confrontamos valores, crenças e sentimentos do presente com valores, crenças e sentimentos do passado. Vozes, imagens, sons, cheiros, o passado nos assalta, e ressignificamos sentidos há muito perdidos. O espaço da memória é também o espaço da ressignificação: o espaço de construir e reconstruir representações e identidades, de acordo com os modos como, ao nos fazermos sujeitos da memória, nos ancoramos ou nos engatamos em um e não outro discurso, em um e não outro sentido. Ou seja, construímos representações do passado de acordo com as representações que fazemos do presente, e tanto umas quanto as outras são atravessadas pelas representações social e historicamente construídas.Há como que um liame ou um entrecruzamento de representações, a partir do qual forjamos uma identidade que é individual e ao mesmo tempo coletiva.Nesse movimento, negociamos significados e nos inserimos no jogo das configurações e reconfigurações das relações de poder que se consubstanciam no e pelo discurso.A metodologia desta pesquisa dividiu-se em três etapas: a aplicação de sequência didática abordando o gênero textual autobiografia e suas especificidades; coleta de dados (textos escritos pelos alunos, fichas de acompanhamento do processo ensino-aprendizagem, questionários de perfil sócio-econômico e cultural); por fim, a análise qualitativa dos dados.Fundamentaram esta pesquisa os conceitos de autonomia (FREIRE, 2002), agência (BAZERMAN, 2006, 2011, 2015; KLEIMAN, 2006), autoria (POSSENTI, 2002; TFOUNI, 2005, 2010), letramento ideológico (STREET, 2014) e memória coletiva (HALBWACHS, 1990; BOSI, 1979, 2003). Concluiu-se que, ao fazer da palavra escrita uma forma de reviver sua experiência por meio do discurso da memória, o aluno ressignifica a prática letrada, reconceitualiza-a: a palavra escrita lhe pertence e ele é pertencido por ela.<br>A teacher in Youth and Adult Education major problem is dealing with the multiplicity of knowledge and multiple ways of apprehending reality: students come to school with various levels of literacy and knowledge forged by other cognitive systems and ways of understanding the world. Thus, this research aimed at studying the relationship between literacy, written memory and cultural identity. The main objective was to determine to what extent pedagogical practices with written memory contribute to literacy of adults that came from oral culture or had little contact with the written word. We started from the assumption that the work with written memory propitiates the feeling of belonging and leads the students to build an image of themselves as a subject-author of their writing, understanding it as a significant social practice. Indeed, by remembering the past, we confront values, beliefs and feelings of this with values, beliefs and feelings of the present. Voices, images, sounds and smells; the past assaults us, and resignifies meanings long lost. Memory space is also the space of ressignification: the space where we construct and reconstruct representations and identities, according to the ways by which, as we becomea subject of memory, we \"anchor\" or we \"engage\" in one instead of another discourse, in one meaning instead of another. In other words, we build representations of the past according to the representations we make of the present, both contaminated by representations socially and historically constructed. There is a sort of bond or an intersection of representations, from which we forge an identity that is individual and collective at the same time. In this movement, we negotiate meanings and we insert ourselves into the set of configurations and reconfigurations of power relations that are embodied in and through discourse.The methodology of this research was divided into three stages: the application of didactic sequence addressing the genre \"autobiography\" and its specifics; data collection (texts written by students, monitoring reports of the teaching-learning process, socio-economic and cultural profile questionnaires); and last but not least, qualitative data analysis. We based this research upon the concepts autonomy (FREIRE, 2002), agency (BAZERMAN, 2006, 2011, 2015; KLEIMAN, 2006), authorship (POSSENTI, 2002; TFOUNI, 2005, 2010), ideological literacy (STREET, 2014) and collective memory (HALBWACHS, 1990; BOSI, 1979, 2003). We came to the conclusion that, by turning the written word into a way of reliving their experience through the memory discourse, students reframe literacy practice and reconceptualize it: the written word belongs to them and they are belongedby it.
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Cunha, Juliana Lemos da. "O que revelam as narrativas de professores de língua estrangeira sobre sua prática docente?" Universidade do Vale do Rio dos Sinos, 2018. http://www.repositorio.jesuita.org.br/handle/UNISINOS/7027.
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Previous issue date: 2018-02-26<br>Nenhuma<br>Esta pesquisa, situada dentro da grande área da Linguística Aplicada, visa investigar o que as narrativas de professores revelam sobre o seu agir docente. Suportada pelo arcabouço teórico sociocultural (VYGOTSKY 1984, 2007, 2014) e demais autores que sintonizam nessa linha filosófica (LANTOLF, 2000; SWAIN, 2000; FREIRE, 1989, 2001,2008, 2017; BAKHTIN, 2012; NORTON, 1995, 2002, 2006, 2010, 2017; VIEIRA-ABRAHÃO, 2012; PIROVANO, 2006; BARCELOS, 2011; SCHLATTER 2009; LIMA E PIRES, 2014; entre outros), desenvolveu um percurso no qual questões como letramento, identidades, crenças, formação de professores – a partir dos autores que mencionamos – foram tecidas. Esta pesquisa foi desenvolvida dentro dos parâmetros da pesquisa qualitativa narrativa (CLANDININ; CONELLY, 2000; PINHO; LIMA, 2015) e propôs-se, a partir das perguntas norteadoras, ilustrar as questões evidenciadas durante o trajeto investigativo. Os instrumentos de análise propostos foram: entrevistas narrativas, visitas in loco e diário de campo. Visualizar as diferenças entre as abordagens de L2 demonstradas pelas docentes visitadas foi fundamental para percebermos, por exemplo, que mesmo estando situados numa era pós-estruturalista (NORTON, 2016), as abordagens desenvolvidas demonstraram traços fortes do método estrutural ainda como premissa fundamental orientando as práticas pedagógicas desenvolvidas. Também foi possível analisarmos movimentos identitários e a presença das crenças no ambiente de ensino-aprendizagem, colaborando e influenciando a construção das propostas pedagógicas que presenciamos.<br>This is a qualitative narrative research, within the Field of Applied Linguistics, which aims at investigating what is revealed by narratives of teachers concerning their teaching pedagogies through the theoretical scope of sociocultural theory and some philosophers that follow this same train of thought (VYGOTSKY 1984, 2007, 2014; LANTOLF, 2000; SWAIN, 2000; FREIRE, 1989, 2001,2008, 2017; BAKHTIN, 2012; NORTON, 1995, 2002, 2006, 2010, 2017; VIEIRA-ABRAHÃO, 2012; PIROVANO, 2006; BARCELOS, 2011; SCHLATTER 2009; LIMA E PIRES, 2014) among others. Throughout this investigation, which was guided by some research questions, issues concerning literacy, identities, beliefs and teacher education arouse and had to be taken into account in the analysis. The data was collected through the teachers’s narratives about their education, class observation and notes on a field journal and, also, the tearchers’s narratives concerning their performance in class. The data analysis enabled us to notice different methodological approaches – which demonstrated, for instance, that even being in a post structuralist period (NORTON, 2016), still there have been pedagogical practices in which such approach prevails – identities movements and beliefs which have led us to restate how relevant it is, therefore, that teachers participate in teachers’s education courses.
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Vang, TangJudy. "The Role of Psycho-Sociocultural Factors in Suicide Risk Among Mong/Hmong Youth." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1037.
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This study examined psychological, social, and cultural factors that can affect suicide risk among Mong/Hmong youth between the ages of 18 and 25. Emerging evidence suggests that Mong/Hmong youth are at an increased risk for suicide (Huang, Lee, & Arganza, 2004; Jesilow & Xiong, 2007). Additionally, initial findings and theories have suggested potential associations between Mong/Hmong youth suicide risk and intergenerational family conflict, ethnic identity, acculturation, depression, and spirituality. The seriousness of suicide risk among Mong/Hmong youth in this country has been overlooked for decades; therefore, the purpose of this study was to examine these associations with the hope that the findings would be beneficial in future efforts to reduce suicide risk among Mong/Hmong youth.
This research was a cross-sectional exploratory study that used a purposive sampling method in addition to snowball sampling. The sample consisted of 165 Mong/Hmong youth between the ages of 18 and 25 from three California academic institutions. Results indicated that of 165 respondents, 59% (n=98) have had passing thoughts of suicide. There was a correlation between ethnic identity, intergenerational family conflict, depression, and spiritual beliefs. Furthermore, ethnic identity and intergenerational family conflict were significant predictors of depression. Lastly, depression and having a belief in Mong/Hmong traditional spiritual and healing practices were predictors of suicide risk among the sampled population.
Two open-ended protective factor questions were explored to encourage participants to reflect on their resilience to suicide by sharing how they responded to thoughts of ending their life and what helped them to overcome those thoughts. Five themes were identified as protective factors: (1) having the cognitive ability to understand how death affects loved ones; (2) optimism and having a positive orientation toward the future; (3) connectedness with family, friends, and community; (4) having a sense of self-worth; and (5) a social life.
Implications for social work practice and policy include the development, expansion and delivery of culturally appropriate mental health treatment services for young adults. This entails the incorporation of traditional Mong/Hmong mental health healing practices into western mental health treatment, ongoing clinical research to better understand the mental health needs of the Mong/Hmong young adult population, and educating and empowering the Mong/Hmong community to access the mental health system, thereby reducing the stigma associated with mental health and increasing access to treatment.
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Sperrazza, L. "The narrative identity construction of three multilingual students at an American-style university in the UAE : an examination of motivational, ideological, attitudinal, and sociocultural factors that impact writer identity in academic English." Thesis, University of Exeter, 2019. http://hdl.handle.net/10871/36622.
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This study explores how multilingual students at an American-style university in the UAE construct their narrative identities as academic writers in English. I use a case-study approach on three first-year writing students by examining written journal responses, questionnaires, and semi-structured interviews about their past, present, and imagined-future experiences as writers. The study uses multiple theoretical frameworks to examine the writing motivations, linguistic ideologies, attitudinal beliefs, and sociocultural influences surrounding English as an academic discourse that are specific to the UAE, with particular focus on how English as the medium of instruction impacts writer identity and narrative identity construction in multilingual students. The study reveals that the participants' motivations as academic writers were impacted by their investments in English rather than their sole abilities as academic writers. Thus, English as the primary language of instruction in the UAE plays a significant role when understanding writer identity in the region. The study also reveals the challenges that can arise when educational practices in the UAE demand mastery of academic discourse in English without considering the potential impact on multilingual students' perceptions of their English-language abilities. This was highlighted when the participants encountered difficulties common to all academic writers, such as gatekeeping practices, formulaic teaching methods, and standard-language correctness, yet their English-language abilities were perceived to be the cause, either by themselves or their teachers, rather than the overall challenges of mastering an academic discourse. By having the participants construct their writer identities in narrative form, their unique experiences can offer important perspectives on the ways in which English impacts writer identity in multilingual students in the UAE.
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Morgan, Tannis. "The negotiation of teaching presence in international online contexts." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/1416.
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A particular interest of distance education researchers is the community of inquiry framework, which was developed for the purpose of taking a closer look at computer mediated communication in educational contexts (Garrison, Anderson, Archer, 2000). However, it is somewhat surprising that although the community of inquiry framework has been developed based on distance education contexts, it does not consider the complexities of the community’s global and local contexts, the potential linguistic demands of the teaching and learning contexts, and how power, agency, and identities are negotiated in these contexts.
Through six cases of online instructors teaching in international contexts at the tertiary level, I explored the negotiation of teaching presence as viewed through the lens of cultural historical activity theory (Engeström, 1999, 2001). In this view, instructors are engaged in a dynamic process in which teaching presence is shaped through the mediating components of the activity system. This multi-case study employed cross case analysis drawing on data from interviews with students, program coordinators, and instructors, in addition to analyses of discussion forum transcripts, course documents, formative evaluations, student and instructor reflections, and researcher-participant observations. The linguistic challenges faced by both instructor and students for whom the language of instruction was a second or third language and instructors’ sociocultural identities, positioning, and conceptualization of the online interaction spaces were found to be important mediators in the negotiation of teaching presence.
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Linck, Rosane Speggiorin. "Hora do recreio! : processos de pertencimentos identitários juvenis nos tempos e espaços escolares." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2009. http://hdl.handle.net/10183/15849.
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O objetivo desta Dissertação é analisar como determinadas práticas culturais, ocorridas no recreio escolar, atuam na produção e no tensionamento de processos de pertencimentos identitários juvenis. Foram observados jovens alunos de turmas de sexta, sétima e de oitava séries em sua rotina escolar no ano letivo de 2007, em uma escola municipal de ensino fundamental do município de São Leopoldo/RS. Foram consideradas suas diferentes maneiras de estar no recreio escolar, sejam através das múltiplas, simultâneas e às vezes descartáveis formas de sociabilidade, ou mesmo do fortalecimento de amizades. Os caminhos teórico-metodológicos para o estudo partiram de referenciais teóricos inscritos no campo dos Estudos Culturais e na etnografia pós-moderna, tendo nos diários de campo, na transcrição das conversas realizadas, bem como nos registros fotográficos, a base para a construção dos dados. Observou-se que, durante o momento do recreio escolar, esses jovens percorriam diferentes espaços da escola destinados a tal prática, transbordando conversas, respingando inconstâncias, contornando obstáculos, inundando espaços, compondo temporariamente lugares, como se fossem vitrinas dinâmicas que se dissolviam ao término do período destinado para se recrear. Os jovens observados constituíam grupos, comunidades fundidas por ideias, produzindo práticas, lugarizando espaços nos quais alguns sujeitos eram incluídos e/ou excluídos dentre seus pares. Nesse sentido, infere-se que o momento do recreio escolar, apesar de estar inserido num contexto institucionalizado, atrelado a um espaço específico e com tempo estabelecido, constitui-se em importante lugar de socialização, de tensionamentos, de processos de pertencimentos, que ultrapassam o espaço da sala de aula e do currículo formal, ou seja, através das práticas culturais ocorridas nesse período de recrear, pode-se observar um 'borramento de fronteiras', alguns 'escapes' que permeiam esse espaço/tempo, local de produção e fortalecimento de identidades.<br>The aim of this study is analyzing how specific cultural practices, occurred during break time in a school environment, may affect the production and the stressing points in teenagers' identity and membership processes. Sixth, seventh and eighth graders of an elementary public school in São Leopoldo/RS were observed during their school routine along the 2007 school term. Students' different postures during break time were analyzed, considering the multiple, simultaneous and sometimes dischargeable ways of sociability, or even of friendship enhancement. The theoretical and methodological paths taken in this study belong to the Sociocultural Studies field and to the Post-modern Ethnography. Data are constituted by field notes, transcription of conversations and photographic registers. It was observed that during break time these kids used different spaces of the school dedicated to such practice, overflowing colloquies, showing inconstancies, skirting obstacles, flooding spaces, temporarily occupying places, as if they were dynamic display windows that dissolved at the ending of the specific recreation time. The observed teenagers formed groups, communities formed by ideas, producing practices, and selecting arenas in which some individuals were included by or excluded from their peers. Thus, it is inferred that break time, although inserted in an institutionalized structure and related to the context of a specific space and with a defined duration, consists of an important arena for socialization, for stress, and for processes of social inclusion that are not limited to the classroom and the formal curriculum. In other words, it means that through the cultural practices occurred during break time a blurring of borders can be observed, as well as some escapes that permeate this space/time, an arena for the production of identities.
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Báez, Cruz María Eugenia. "Measuring Teachers' Promotion of Sociocultural Integration in K-12 Schools in the United States: A Scale Development Using Rasch/Guttman Scenario Methodology." Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109142.
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Thesis advisor: Larry H. Ludlow<br>In 2019, as in previous years, White students outperformed African American, Hispanic, and American Indian/Alaska Natives in a variety of K-12 outcomes (Darling-Hammond, 2007; de Brey et al., 2019; Jacob & Ludwig, 2008; National Education Association, 2015). The urgency of the opportunity/achievement gap is clear, as the current cohort of students under 5 years of age marks a turning point in student population demographics as the first in which 50 percent are part of a minority race or ethnic group (U.S. Census Bureau, 2015). Sociocultural integration (SCI) is included in the frameworks of successful bilingual programs (Howard et al., 2007; Scanlan & López, 2014). SCI considers the dynamics of relationships with oneself and others as being built in the context of one’s racial/ethnic, cultural, and linguistic background (Brisk, 2006; Feinauer & Howard, 2014). Acceptance and appreciation of cultural difference is critical for teachers (Bennett, 2003) and a number of pedagogical frameworks center teachers’ role of cultural brokerage as a pathway to fostering positive student outcomes (Grant & Sleeter, 2006; Suárez-Orozco & Suárez-Orozco, 2001; Villegas & Lucas, 2002). In this dissertation, I defined sociocultural integration in a teacher-centered way, and explicitly incorporate teachers’ racial/ethnic identity development in the evolution of their actions to support SCI. Second, I operationalized this definition and built a scale for measuring SCI using innovative “lived experiences” scenario items according to the Rasch/Guttman Scenario scale development methodology (Ludlow et al., 2020). The SCI Scale for Teachers showed desirable psychometric properties and is well suited to increase use due to ease of interpretability<br>Thesis (PhD) — Boston College, 2021<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Research, Measurement and Evaluation
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Yoneda, Fusako. "The Sociocultural Contexts of Being/Becoming Japanese within a Japanese Supplementary Culture/Language School: A Practitioner Researcher’s Un/Learning of Culture and Teaching." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1245416649.
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Furtado, Fernanda Vasconcelos. "O violão na cidade de Goiânia: trajetória histórica, principais personagens." Universidade Federal de Goiás, 2016. http://repositorio.bc.ufg.br/tede/handle/tede/6339.
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Previous issue date: 2016-05-12<br>Outro<br>This research aims to investigate the historical background and the several interactions
developed for the guitar in the city of Goiânia and its Metropolitan region, from the 1930s to
the present time. The main characters, the works and actions related to the historical
trajectory of this musical instrument and its actors stood out in this process, with emphasis
on the inherited culture. A methodology with qualitative and quantitative approaches from
primary and secondary sources was used, based on facts and stories experienced by several
generations. Such information was cataloged, selected and analyzed in order to build a
historical narrative not yet unveiled.<br>Esta pesquisa tem como principal objetivo investigar o percurso histórico e as diversas
interações desenvolvidos para o violão na cidade de Goiânia e sua região metropolitana, da
década de 1930 ao tempo presente. Destacaram-se, neste processo, os principais personagens,
as obras e ações relacionadas à trajetória histórica desse instrumento musical e de seus atores,
com ênfase à cultura herdada. Utilizou-se uma metodologia com as abordagens qualitativa e
quantitativa, a partir de fontes primárias, e secundárias, de fatos e relatos vividos por diversas
gerações. Tais informações foram catalogadas, selecionadas e analisadas para a construção
de uma narrativa histórica ainda não desvendada.
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Willis, Jillian Ellen. "Towards learner autonomy : an assessment for learning approach." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/45498/1/Jill_Willis_Thesis.pdf.
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Using Assessment for Learning (AfL) may develop learner autonomy however, very often AfL is reduced to a set of strategies that do not always achieve the desired outcome. This research adopted a different approach that examined AfL as a cultural practice, situated within influential social relationships that shape learner identity. The study addressed the question “What are the qualities of the teacher-student relationship that support student learning autonomy in an AfL context?” Three case studies of the interactions of Queensland middle school teachers and their classes of Year 7, 8 and 9 were developed over one year. Data were collected from field notes and video recordings of classroom interactions and individual and focus group interviews with teachers and students. The analysis began with a close look at the field data. Interpretations that emerged from a sociocultural theoretical understanding were helpful in informing the process of analysis. Themes and patterns of interrelationships were identified through thematic coding using a constant comparative approach. Validation was achieved through methodological triangulation. Four findings that inform an understanding of AfL and the development of learner autonomy emerged. Firstly, autonomy is theorised as a context-specific identity mediated through the teacher-student relationship. Secondly, it was observed that learners negotiated their identities as knowers through AfL practices in various tacit, explicit, group and individual ways in a ‘generative dance’ of knowing in action (Cook & Brown, 2005). Thirdly, teachers and learners negotiated their participation by drawing from identities in multiple communities of practice. Finally it is proposed that a new participative identity or narrative for assessment is needed. This study contributes to understandings about teacher AfL practices that can help build teacher assessment capacity. Importantly, autonomy is understood as an identity that is available to all learners. This study is also significant as it affirms the importance of teacher assessment to support learners in developing autonomy, a focus that challenges the singular assessment policy focus on measuring performance. Finally this study contributes to a sociocultural theoretical understanding of AfL.
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Sandberg, Anton. ""Det här är min grej nu" : En kvalitativ studie om gitarrelevers relation till gitarren utifrån bakgrund, identitetsskapande och möjlighetshorisont." Thesis, Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-79626.
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Denna studies syfte är att undersöka hur gitarrelever på gymnasiet upplever sin relation till gitarren och hur den kan influera deras identitet, självbild och framtidsvision – möjlighetshorisont. Fem kvalitativa intervjuer har genomförts med gymnasieelever på estetiska programmet som alla hade gitarr som huvudinstrument. Studien vilar huvudsakligen på en sociokulturell teoretisk grund där stor vikt har lagts på relationen mellan informanterna och deras omvärld i utformningen av intervjuerna och analysarbetet av insamlad data. Den tidigare forskningen som redovisats i arbetet fokuserar på identitet och musikalisk identitet samt möjlighetshorisont då identitetsskapandet och informanternas framtidsvisioner har varit de centrala ämnena i studien. Studien visar att gitarren kan ses som ett verktyg att genom denna förstå och bearbeta sin sinnevärld. Gitarren upplevdes som en stor del av informanternas liv och deras identitetsskapande, både på ett praktiskt plan genom musicerande, övande och utvecklande av teoretisk kunskap men också på ett känslomässigt plan där gitarrutövandet och musiken kunde hjälpa dem att bearbeta och hantera känslor. En viss diskrepans mellan informanternas gitarrundervisning och deras gitarrutövande på fritiden kunde även urskiljas i resultatet – någonting som uppmanade till vidare frågeställningar och reflektioner gällande utformning av vissa aspekter kopplade till gitarrundervisningen. Vidare framgick det att titlar och benämningar på sig själv kunde upplevas ha stor vikt i skapandet av den egna självbilden och projektionen av ens image mot omvärlden.<br>The purpose of this study is to investigate how guitar students in high school experience their relationship with the guitar and how it can influence their identity, self-image and vision for the future – horizon of opportunity. Five qualitative interviews have been conducted with high school students on the arts program, all of which had guitars as their main instrument. The study is mainly based on a sociocultural theoretical basis where great emphasis has been placed on the relationship between the informants' and their surroundings in the design of the interviews and in the analysis of collected data. The previous research reported in the paper focuses on identity, musical identity and the horizon of opportunity since the developing of identity and informants' vision of the future have been the central subjects in the study. The study shows that the guitar can be seen as a tool for understanding and processing one’s worldview. The guitar was perceived as a large part of the informants' lives and their identity development, not only on a practical level through musicianship, practice and development of theoretical knowledge, but also on an emotional level where the guitar practice and music listening could help to process and manage emotions. A perceived division between the informants' formal and their informal guitar practice could also be identified through the results – something that called for further questions and reflections on the design of certain didactic aspects related to guitar teaching. Furthermore, it became clear that certain titles and labels on oneself could be perceived as having great importance in the creation of one's self- image and the projection of one's image towards the outside world.
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Leal, Tatiana Rodriguez. ""I sometimes question myself" : the learning trajectories of four senior managers as they confronted changing demands at work." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:aee78997-8e76-48b8-baf5-e60e54c2c328.
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This study explores the learning trajectories of four senior managers at the Royal Mail as they confronted new demands at work. These four managers worked at the Royal Mail during the years prior to, and during its privatisation, when it was also undergoing an intense modernisation. Theoretically, I took a sociocultural approach, drawing on Vygotsky (1998), Edwards (2010), Holland et al. (1998), and Sfard and Prusak (2005), among others. I was also provoked by Alasdair MacIntyre's characterisation of the manager and his understanding of practice, which emphasises human ourishing. Data was collected through iterative unstructured and semi-structured interviews, and by work shadowing the managers. Methodologically, I developed a useful interview protocol to capture stories about work and a more nuanced understanding of what mattered to participants. I also built a conceptual framework that draws theoretically from a sociocultural understanding of learning and development, as well as from MacIntyre (2013) and Taylor (1989). e model emerged from the dialectics of theory and empirical data. The research shows that as the Royal Mail underwent organisational change, the managers had to navigate situations of misalignment between what mattered to them and what mattered to other members of the organisation. Such situations of misalignment brought about new demands. As they confronted the demands, the managers realised the need to close a gap between who they were and who they were expected to become. Gap-closing efforts were characterised as a process of learning and development that involved intense identity work. In the process, the managers had to work through a series of contradictions, which can be expressed in the form of questions: Who am I really? Who should I no longer be? Who do I resist becoming? And, who do I struggle to become? Gap-closing was given by a dialectic between the managers' commitments and identi cations, and the stories of what was good in the gured world of managing at the Royal Mail. Contrary to some of MacIntyre's suggestions, I found that the four managers in the study, Linda, Eric, Margaret and Julian did question themselves about some of the ends they pursued. ey also exhibited varying degrees of agency, and did establish a distance with the impositions of their institutional realities. In the eld, I found instances of moral debate, the exercising of virtues and the managers' very human efforts to live a worthy life and to ourish. Yet, I also found empirical grounds for some of MacIntyre's claims. As the managers navigated misalignment, they used an array of strategies intended to persuade others in a manipulative way, sometimes treating ends as given, and sometimes eluding moral debate. The study contributes to the literature of learning and development through its original theoretical approach that draws from both sociocultural and MacIntyrean ideas.
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Atkins, Holly. "A Case Study of Adolescent Females' Perceptions of Identity in an After-School Book Club." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/2991.
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Abstract
Reading is a perennial educational hot topic - but now extends for beyond early literacy to the secondary level. Reading researchers are growing in our knowledge of how to reach and teach struggling adolescent readers yet too often success in literacy is measured solely by performance on standardized tests. Literacy is seen on one hand as a one-dimensional set of skills students need to possess to be successful in school and their future workplaces. A more expansive view of the importance of literacy and what it means to adolescent females' growth as individuals and members of communities is needed.
This study focused on selected adolescent girls' perceptions of identity through reading, responding, and discussing literature featuring strong female protagonists. Semi-structured interviews conducted with each of the female participants at the beginning and end of the study, reader response journals in which participants composed weekly responses to their reading, transcripts of the weekly book discussions, field notes, and entries in a researcher reflective journal form the data for this study, emphasizing the focus on the meaning these individuals brought to the phenomena studied: identity exploration within literacy events.
This study addressed questions of the how and why of a literary event, and involved a variety of data, thereby making a case study methodology an appropriate choice. Selected participants were the focus of individual case studies and the book club itself was the focus of an additional case study. Self-identity statements and background information gathered on each of the three case study participants helped shape portraits of these adolescent girls, whose perspectives on their own identities were both convergent and divergent. The same proved true when addressing the two exploratory questions: The participants appeared to hold identical perspectives on identity, yet stated unique, varied perspectives on environmental elements influencing their self-identity expression. All three case study participants viewed identity as a developing, evolving process highly influenced by societal standards and expectations - especially for females. The girls also saw the social environment as affecting identity in the frequent mismatch occurring between what the individual perceives as his or her self-identity being expressed and how others in the environment perceive the identity.
Psychosocial theories of human development acknowledge that an individual's identity is both located within and without. The participants in the book club all shared this perception of identity as a sociocultural construct. However, the girls' diverse self-identity statements and range of perspectives indicate the need for a new model of female adolescent identity development. This new model needs to reflect girls and their sociocultural worlds of today. Finally, the experiences of the five girls in the book club study indicate the common misperceptions existing concerning the nature of adolescent identity. Again, unlike Erickson's concept of identity as undeveloped in adolescence and shifting with each storm and crisis, the girls in the study indicate the need for a different perspective.
Classrooms are unfortunately often bereft of the type of space provided for the girls in the book club. Within this space the girls engaged in deep, thoughtful, critical responses to literature while expressing their self-identities and exploring other's identities. As adolescents, these five girls were provided space by and with a trusted adult to engage in what is acknowledged to be a critical element in human development: identity exploration. To meet the needs of all students, teachers should arrange discussions in both small group and whole class structures. However, successful discussions - those which offer students rich opportunities to engage with text, make connections, derive personal meaning, explore and express self-identity - these discussions will only occur when the teacher has considered not only the physical environment but also the attitudinal environment.
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Allan, Janet K. "Learning to think, thinking to learn : dispositions, identity and communities of practice : a comparative study of six N.Z. farmers as practitioners." Thesis, University of Canterbury. Christchurch College of Education, 2002. http://hdl.handle.net/10092/3867.
Full textAbstract:
The aim of this research is to explore the question of how farmers learn, in constructing
knowledge both in and for practice. It seeks to identify how they gain new ideas, make
changes, develop to a level of expertise and who and what contribute to this process.
The rapidity of change in a high tech environment, combined with globalisation, the
new economy and the knowledge age, means that farmers are living their lives in 'fast
forward' mode. There is so much new technology, research and development available
that the ability to identify information relevant to a particular farming practice and to
process it to knowledge is an increasing challenge.
Six central South Island (N.Z.) farmers were selected purposively as case studies. The
range of case profiles provides for comparison and contrast of the relative importance of
formal qualifications, differences between sheep/beef farmers and dairy farmers, levels
of expertise, age and experiences. The self-rating of the farmers enables a comparison
of lower and higher performers, identifying characteristics which enable insight into
why some farmers consistently lead new practice and why others are reluctant
followers.
The research is qualitative in design and approached from a constructlVIst and
interpretive paradigm. Socially and experientially based, it seeks to understand the
experiences of the subjects through in-depth interviews and observations.
This study identifies farmers as social learners although working independently, in
relative geographical isolation and often, social isolation. It concludes that these
farmers learn through participation in the practice of farming. This practice includes a
constellation of cOmInunities of practice, which may be resource-rich or resource-poor,
depending on the range and depth of the farmer's involvement. Through full and
committed participation in these practice communities and associate constellations, the
practitioner's identity evolves, encouraging new practices, ideas and innovation. This
study emphasises that expertise is not a permanent state but requires evolving identity,
knowledge and dispositional ability; for maintenance and growth within a culture of
practice.
Emergent grounded theory suggests that dispositional knowledge underpins
construction and use of all knowledge; that construction and use of high-order
propositional and procedural knowledge requires higher-order dispositional knowledge
and that mastery is developed through evolving identity, dispositions, leadership and
learning, socioculturally constructed through resource-rich constellations of
communities of practice.
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Childers, Sara Melissa. "On Their Own Terms: Curriculum, Identity, and Policy as Practice in a Successful Urban High School." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275392942.
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Ryu, Sue-Yeon. "How Serrinha Came to Be: Place and Identity in the Brazilian Periphery." Ohio University Honors Tutorial College / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1587744774875452.
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