Beyond the Binary: Troubling Blackness through an Exploration of Institutional and Individual Identity Construction in Ghanaian Higher Education

2021 ◽  
pp. 1-13
Author(s):  
Neoma Mullens
Keyword(s):  
Higher Education ◽  
Identity Construction ◽  
Individual Identity

¿Quién soy yo? Reflexiones teórico sistémicas acerca de la indentidad individual

2017 ◽  
Vol 1 (1) ◽  
pp. 15-31
Author(s):  
Francisco Xavier Morales
Keyword(s):  
Identity Construction ◽  
Social Systems ◽  
Social Contexts ◽  
Individual Identity ◽  
Contemporary Society ◽  
Self Identity ◽  
Moral Communication ◽  
Identity Based ◽  
Definition Of ◽  
The Individual

The problem of identity is an issue of contemporary society that is not only expressed in daily life concerns but also in discourses of politics and social movements. Nevertheless, the I and the needs of self-fulfillment usually are taken for granted. This paper offers thoughts regarding individual identity based on Niklas Luhmann’s systems theory. From this perspective, identity is not observed as a thing or as a subject, but rather as a “selfillusion” of a system of consciousness, which differentiates itself from the world, event after event, in a contingent way. As concerns the definition  of contents of self-identity, the structures of social systems define who is a person, how he or she should act, and how much esteem he or she should receive. These structures are adopted by consciousness as its own identity structures; however, some social contexts are more relevant for self-identity construction than others. Moral communication increases the probability that structure appropriation takes place, since the emotional element of identity is linked to the esteem/misesteem received by the individual from the interactions in which he or she participates.

Muslim Women’s Experiences of Higher Education in Britain

2007 ◽  
Vol 24 (3) ◽  
pp. 46-69
Author(s):  
Fauzia Ahmad
Keyword(s):  
Higher Education ◽  
Identity Construction ◽  
South Asian ◽  
Muslim Women ◽  
Structured Interviews ◽  
Women’S Experiences ◽  
Women's Experiences ◽  
It Impacts ◽  
The Social ◽  
University Experiences

I explore British South Asian Muslim women’s experiences of higher education and how it impacts identity construction and negotiation. Through semi-structured interviews with thirty-five undergraduate and post-graduate Muslim female university students, I reflect on their perceived and actual experiences. By stressing how representations of them influence their participation and experiences, I analyze how individual subjectivities are mediated and negotiated while reflecting common experiences. I also consider their accounts of the social and personal benefits they felt that they gained during their studies, as well as to the more disturbing and racialized aspects of their experiences. They differentiated between three overlapping forms of beneficial experience: academic, social, and personal. While instances of anti-Muslim racism were rare or subtle, certain university structures and expectations of what being a mainstream student means often contributed to a noted sense of “othering.” I conclude by highlighting how their accounts of their university experiences directly challenge those stereotypes that misrepresent educated Muslim women as “religious and cultural rebels.”

Controlled, Verified, and Understood

2019 ◽  
pp. 289-308
Author(s):  
Olga A. Novoselova ◽  
Freda B. Lynn ◽  
Graham N. S. Miller
Keyword(s):  
Higher Education ◽  
Identity Construction ◽  
Organizational Identity ◽  
Network Approach ◽  
Identity Verification ◽  
Alignment Problem ◽  
The U.S

Organizations, like individuals, are faced with the task of constructing an identity. To attract investors and consumers, a firm needs to develop a sense of “who we are” and “what we do.” Yet audiences may come to see the firm differently from how it desires to be seen. We address this alignment problem with a case study of the U.S. market for higher education. Identity verification is core to the research on individuals but peripheral in the literature on organizational identity, which instead focuses more on strategic identity construction. We use a network approach to capture both how schools view themselves (e.g., Yale nominates Princeton as a peer) and how the market responds (e.g., many schools view Yale and Princeton as peers). Results show that prestigious schools are more likely to (1) construct tightly controlled identities, (2) experience reciprocated nominations, and (3) define themselves in a manner consistent with the market’s response.

scholarly journals EMPLOYMENT RELATIONSHIPS AND MEANING OF WORK: A RESEARCH WITH HIGHER EDUCATION PROFESSORS

2019 ◽  
Vol 20 (1) ◽  
Author(s):  
HÉLIO ARTHUR R. IRIGARAY ◽  
LUCIA B. OLIVEIRA ◽  
ELAINE S. T. BARBOSA ◽  
ESTELLE M. MORIN
Keyword(s):  
Higher Education ◽  
Discourse Analysis ◽  
Identity Construction ◽  
Design Methodology ◽  
Labor Relations ◽  
Education Institution ◽  
Meaning Of Work ◽  
Exploratory Research ◽  
Employment Relationships ◽  
Different Types

ABSTRACT Purpose: To explore the meaning of work, analyzing and comparing how it is experienced by workers who are subject to different employment relationships. Originality/value: The research is important because it advances in the discussion about the flexibilization of labor relations and its impact on how professionals experience and attribute meaning to their work. In addition, we found a gap in empirical research relating to the meaning of work and different types of employment relationships. Design/methodology/approach: We conducted qualitative and exploratory research with professors from the same higher education institution that work under different employment relationships. Forty-five professors participated in the study, whose reports were submitted to discourse analysis. Findings: Initially, the results reinforced the six categories proposed by Morin (2001): work that 1. generates results; 2. is intrinsically satisfactory; 3. morally acceptable; 4. source of satisfactory relationships; 5. guarantees security and autonomy, and 6. keeps the person occupied. In addition, three new categories associated with the professors' work have been identified: "work as a calling", "work as identity construction", and "work as a masochistic practice". Our results point to the complexity of maintaining professionals working side by side but under different employment relationships. Resentment, anguish, and frustration were some of the feelings that we consider to be associated with this reality, and represent a challenge to be faced by organizations.

scholarly journals Inserção profissional docente no ensino superior

2017 ◽  
Vol 25 ◽  
pp. 78
Author(s):  
Tatiana Pinheiro de Oliveira ◽  
Giseli Barreto da Cruz
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Identity Construction ◽  
Institutional Culture ◽  
Structured Interview ◽  
Public University ◽  
Qualitative Approach ◽  
Public Institution ◽  
Education Policies ◽  
Teaching Identity

The article presents the results of a research project developed with 15 new entrant teachers between 2012 and 2015 at the Institute of Education of a public university located in the State of Rio de Janeiro. This project aimed to investigate the process of professional insertion and teaching identity construction, as well as to analyze conceptions of teacher education in higher education. The research used a qualitative approach to privilege the understanding of the object from the perspective of the investigated subjects, with a semi-structured interview as the preferred strategy for collecting information. Based on the works of Huberman, Formosinho, Marcelo, Vaillant, Dubar, Pimenta, Almeida, and Anastasiou, aspects related to insertion, teaching identity, institutional culture and formative paths were analyzed. The results show the importance of teacher education policies for the higher education, with special attention to the process of professional insertion in a public institution with exclusive dedication, offering important clues to the elaboration of principles and/or training guidelines for professional induction, through creation, implementation and evaluation of institutional programs to accompany teachers.

Empowering Learning Culture as Student Identity Construction in Higher Education

2017 ◽  
pp. 160-179 ◽  
Author(s):  
Miftachul Huda ◽  
Noraisikin Sabani ◽  
Masitah Shahrill ◽  
Kamarul Azmi Jasmi ◽  
Bushrah Basiron ◽  
...  
Keyword(s):  
Higher Education ◽  
Classroom Management ◽  
Identity Construction ◽  
Intercultural Competence ◽  
Skill Development ◽  
Learning Culture ◽  
Cultural Identities ◽  
Professional Practices ◽  
Student Identity ◽  
Mind Set

As a mean to enhance and improve students' understanding in terms of knowledge gaining and skill development in Higher Education (HE), learning culture enables them to reflect on what they have learnt, contemplate on their ideas and to take advantage of these activities to develop their skills and practices. This chapter will explore the empowerment of learning culture to strengthen the students' identity in HE. The findings reveal that attempts to promote learning culture involve three core stages: classroom management, global mind-set skills and intercultural competence (IC), which may become the basis to enhance their cultural identities while undertaking their studies in HE. Such valuable applications integrated may be incorporated an important stage to develop better performance on building students' identity in HE. This chapter is expected to contribute in offering further understanding in terms of quality critical thinking through fostering ethical, reflective and professional practices as an endeavour to further improve students' competencies.

scholarly journals A Collaborative Autoethnographic Search for Authenticity Amidst the "Fake Real"

2014 ◽  
Author(s):  
Trenia Walker ◽  
Colette Taylor
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Female Faculty ◽  
Individual Identity ◽  
Discourse Community ◽  
Collaborative Dialogue ◽  
Self Identity ◽  
Vital Part ◽  
Similarity And Difference ◽  
The Relationship

This manuscript explores the importance of "authenticity" for the maintenance self-identity for social justice educators in higher education. A collaborative dialogue between two female faculty authors of different ethnicities explores and interprets how to balance one’s own situated understanding of themselves, shared discourse community, and a social justice paradigm. The authors systematically juxtapose their reflections on their experiences as educators in higher education to examine points of similarity and difference. By sharing and interrogating their individual experiences in higher education, the authors argue that the relationship between authenticity, identity, and social justice is complex and multifaceted. The authors conclude by conceptualizing authenticity as a work strategy which plays a vital part in one’s search of her/his individual identity.

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