To arrive where you are: A metaphorical analysis of teacher identity change in EAP reform

2021 ◽  
Vol 104 ◽  
pp. 103374
Author(s):  
Yuan Gao ◽  
Yaqiong Cui
Keyword(s):  
Teacher Identity ◽  
Identity Change ◽  
Metaphorical Analysis

Identity Change and Life Satisfaction Among College-Age Immigrants

2007 ◽  
Author(s):  
Sarit A. Golub ◽  
Julia C. Tomassilli ◽  
Irina Feygina ◽  
Majorie Diogene
Keyword(s):  
Life Satisfaction ◽  
Identity Change ◽  
College Age

Caring Masculinities and Flexibilisation of Labour Markets: Fathers in Precarious and Managerial Employment in Slovenia

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Majda Hrženjak ◽  
Živa Humer
Keyword(s):  
Gender Relations ◽  
Labour Markets ◽  
Identity Change ◽  
Flexible Work ◽  
Limited Participation ◽  
Work Arrangements ◽  
Individual Interviews ◽  
Young Fathers ◽  
Starting Point ◽  
Managerial Positions

The starting point of this article is that transition from breadwinning to involved fathering is not only a matter of men’s identity change, but is profoundly shaped by broader societal structures, among which labour markets appear as crucial. Given that in Slovenia flexibilisation of the labour markets is a salient issue, this qualitative study, based on explorative, in-depth, semi-structured, individual interviews with fathers in precarious and managerial employment, analyses how insecure and flexible work arrangements shape fatherhood practices, impact on chances for being an involved father and structure gender relations. Narratives of fathers in managerial positions point to the persistence of the breadwinner model of fathering with limited participation in childcare, expressed as “weekend fatherhood,” but also to a more egalitarian share of childcare mainly among young fathers in managerial positions. Though the experiences of fathers in precarious employment point to their pronounced involvement in childcare, some cases in our sample indicate that precarious working relations can also, in a peculiar way, lead to the strengthening of the breadwinner model and re-traditionalisation of gender relations.

A performative network theory of attitudes

2020 ◽  
Author(s):  
Michael Quayle
Keyword(s):  
Attitude Change ◽  
Network Structure ◽  
Network Theory ◽  
Social Group ◽  
Group Structure ◽  
Social Identities ◽  
Bipartite Network ◽  
Identity Change ◽  
Multilayer Network ◽  
Dynamic Phenomena

In this paper I propose a network theory of attitudes where attitude agreements and disagreements forge a multilayer network structure that simultaneously binds people into groups (via attitudes) and attitudes into clusters (via people who share them). This theory proposes that people have a range of possible attitudes (like cards in a hand) but these only become meaningful when expressed (like a card played). Attitudes are expressed with sensitivity to their potential audiences and are socially performative: when we express attitudes, or respond to those expressed by others, we tell people who we are, what groups we might belong to and what to think of us. Agreement and disagreement can be modelled as a bipartite network that provides a psychological basis for perceived ingroup similarity and outgroup difference and, more abstractly, group identity. Opinion-based groups and group-related opinions are therefore co-emergent dynamic phenomena. Dynamic fixing occurs when particular attitudes become associated with specific social identities. The theory provides a framework for understanding identity ecosystems in which social group structure and attitudes are co-constituted. The theory describes how attitude change is also identity change. This has broad relevance across disciplines and applications concerned with social influence and attitude change.

How “Identity Play” Protects White Privilege

2018 ◽  
Author(s):  
Alison LaGarry ◽  
Timothy Conder
Keyword(s):  
Preservice Teachers ◽  
Teacher Identity ◽  
White Privilege ◽  
White Identity ◽  
Contested Spaces ◽  
Identity Studies ◽  
White Teacher ◽  
Ethnographic Analysis ◽  
Second Wave

This chapter, “How ‘Identity Play’ Protects White Privilege: A Meta-Ethnographic Methodological Test,” presents the findings of a 2013 meta-ethnographic analysis on White identity in preservice teachers (PSTs), as well as a methodological test of those findings in light of recent publications on Second-Wave White Teacher Identity Studies (SWWTIS). In the 2013 meta-ethnography, the authors first found a reciprocal argument in which the authors described similar tools or strategies by which White PSTs defended their own privilege. Through further reflexive interpretation, the authors then found a line of argument that situated the multiple theories used in the studies as contested spaces in a larger figured world of whiteness. In testing findings from 2013 against recently published studies on SWWTIS, the authors found that the earlier study anticipated a shift in thinking and theorizing within the field.

Conclusion

2018 ◽  
Author(s):  
Jürgen Schaflechner
Keyword(s):  
Second Step ◽  
Identity Change ◽  
Religious Minority ◽  
Important Place ◽  
The Way

The conclusion harmonizes the overarching themes of the book, providing a final look at the dramatic relationship between identity, change, and solidification for Pakistan’s largest religious minority at its most important place of worship today. The conclusion first sketches the site’s and the residing Devi’s history as well as the pilgrimage’s ancient origin. In a second step, the author summarizes how recent infrastructural and organizational developments caused the ritual journey to undergo significant changes resulting in novel practices performed on the way to and at the shrine. Finally he sums up how these alterations lead to a solidification of the Hinglaj tradition, which is directed toward establishing some kind of unity among the various narratives and practices occurring in the valley.

scholarly journals “I Do Belong Here”: Identity Perceptions of Postgraduate Music Education Majors

2019 ◽  
Vol 29 (1) ◽  
pp. 56-70
Author(s):  
Crystal Sieger
Keyword(s):  
Identity Development ◽  
Music Education ◽  
Teacher Identity ◽  
Teacher Educators ◽  
Teaching Profession ◽  
Music Teacher ◽  
Music Teacher Identity ◽  
Group Interviews ◽  
Axial Coding ◽  
Music Education Majors

Students choosing to enter the music teaching profession after having already obtained undergraduate degrees in other music fields may experience unique forms of socialization and teacher identity development. Participants were four students enrolled in a 3-year master’s program with a music teacher licensure component. Through individual and focus group interviews, participants shared their perspectives on program experiences, course elements, and interactions with peers and professors as important influences on their developing music teacher identity. I examined the data for emerging patterns and applied open and axial coding to the most prominent responses, resulting in themes centered on participants’ socialization experiences, desire for independence, need for self-justification, and “outsider” status among peers. To combat lack of peer recognition or support, participants developed strong, collaborative relations with each other. Implications for music teacher educators are considered.

Preservice Music Teacher Identity Construction Through Metaphor

2020 ◽  
pp. 105708372098227
Author(s):  
Cynthia L. Wagoner
Keyword(s):  
Preservice Teachers ◽  
Identity Construction ◽  
Teacher Identity ◽  
Instrumental Music ◽  
Methods Course ◽  
Learning Context ◽  
Context Learning ◽  
Instrumental Methods ◽  
The Impact ◽  
Authentic Context

I investigated how preservice instrumental music teachers understand and describe their teacher identity through the use of metaphor in a one-semester instrumental methods course emphasizing authentic context learning. Twenty-five third-year instrumental methods course music education students created a personal metaphor to explore their professional identity construction. Preservice teacher metaphors were revisited throughout the semester, while students participated in an authentic context learning experience in an urban instrumental music classroom. Data sources included student artifacts, informal interviews, and observation/field notes. The impact of teaching within an authentic learning context appears to enrich the ways in which preservice teachers are able to articulate details of their metaphor descriptions. Through their reflections across the semester, preservice teachers demonstrated how personal metaphors were used to restructure their understandings of teacher identity and capture some of the complexities of becoming teachers.

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