scholarly journals Identity formation: professional development in practice strengthens a sense of self

2015 ◽  
Vol 42 (6) ◽  
pp. 1056-1070 ◽  
Author(s):  
Margaret Mackay
Keyword(s):  
Professional Development ◽  
Identity Formation ◽  
Sense Of Self

scholarly journals Identity (Re)Construction of Female Adolescents with Substance Use Disorders

2021 ◽  
Vol 18 (13) ◽  
pp. 7022
Author(s):  
Danielle Treiber ◽  
Lize A. E. Booysen
Keyword(s):  
Substance Use ◽  
Theoretical Model ◽  
Identity Formation ◽  
Identity Construction ◽  
Substance Use Disorders ◽  
Sense Of Self ◽  
Female Adolescents ◽  
Situational Analysis ◽  
Developmental Milestone ◽  
Practical Implications

Identity formation is a developmental milestone for adolescents, and their identities are constructed and re-constructed through their interactions with others and contextual factors in their environment. When considering adolescents with substance use disorders (SUD), often this developmental milestone is misappropriated, misunderstood, and misrepresented. The purpose of this article was to explore how adolescents with substance use disorders form identity and construct a sense of self. Firstly, we explored the identity formation and reconstruction of 20 female adolescents with SUDs based on an in-depth grounded theory methodology (GTM) which included a situational analysis (SA). Secondly, we offered a theoretical model to explain identity construction and reconstruction of adolescents with SUDs that emerged from this research. We conclude this article with practical implications for treatment, and care of adolescents with SUDs.

Tunes That Bind: Paul J. Seelig, Eva Gauthier, Charles T. Griffes, and the Javanese Other

2009 ◽  
Vol 3 (2) ◽  
pp. 129-154
Author(s):  
HENRY SPILLER
Keyword(s):  
Identity Formation ◽  
North American ◽  
Raw Materials ◽  
Sense Of Self ◽  
The Other ◽  
Edward Said ◽  
Complex Relationship ◽  
East Indies ◽  
Dutch East Indies

AbstractThe powerful concept of orientalism has undergone considerable refinement since Edward Said popularized the term with his eponymous book in 1978. Orientalism typically is presented as a totalizing process that creates polar oppositions between a dominating West and a subordinate East. U.S. orientalisms, however, reflect uniquely North American approaches to identity formation that include assimilating characteristics usually associated with the Other. This article explores the complex relationship among three individuals—U.S. composer Charles T. Griffes, Canadian singer Eva Gauthier, and German-trained Dutch East Indies composer Paul J. Seelig—and how they exploited the same Javanese songs to lend legitimacy to their individual artistic projects. A comparison of Griffes's and Seelig's settings of a West Javanese tune (“Kinanti”) provides an especially clear example of how contrasting approaches manifest different orientalisms. Whereas Griffes accompanied the melody with stock orientalist gestures to express his own fascination with the exotic, Seelig used chromatic harmonies and a chorale-like texture to ground the melody in the familiar, translating rather than representing its Otherness. The tunes that bind Griffes, Gauthier, and Seelig are only the raw materials from which they created their own unique orientalisms, each with its own sense of self and its own Javanese others.

scholarly journals State, identity, and the politics of music: Eurovision and nation-building in Azerbaijan

2012 ◽  
Vol 40 (6) ◽  
pp. 833-851 ◽  
Author(s):  
Murad Ismayilov
Keyword(s):  
Identity Formation ◽  
Public Discourse ◽  
Sense Of Self ◽  
Nation Building ◽  
State Identity ◽  
Cultural Encounters ◽  
Cultural Elements ◽  
Eurovision Song Contest ◽  
Cultural Domain ◽  
National Identity Formation

Albeit often — and fairly — degraded in the world of high culture as a populist and politicized representation of music, the Eurovision Song Contest (ESC) — by sheer virtue of the populist and politicized nature of its essence — stands among the most consequential cultural encounters to which post-independence Azerbaijan has been exposed, in that the extent to which Baku's victory in the ESC-2011 — and the further developments this victory has generated — can potentially impact on, and contribute to, the very process of nation-building and national identity formation, with which this post-Soviet Muslim-majority country is currently struggling, is unparalleled by any of the state's earlier encounters of the kind. This paper focuses on, and examines, four intimately related ways in which the ESC and Azerbaijan's successful involvement with the latter worked to interfere with the country's nation-building: as a dubious factor in the evolution of the Western sense of self among Azerbaijanis; as a unifying force within the structure of the country's rapidly maturing civil society; as a medium working to open up a channel through which Western popular cultural elements could interfere with the evolving dynamics of, and work to globalize, indeed de-endogenize, indigenous Azerbaijani culture, on one hand, and unify the discursive realm within which the country's cultural domain is to further evolve, on the other; and, finally, as an important element serving to decouple the evolving processes within the country's cultural domain from the unfolding dynamics of conflict settlement and hence conducive to the diversification of public discourse in Azerbaijan.

scholarly journals THE CONTENT ASPECT OF THE IMAGE “I” IN THE STRUCTURE OF TEACHERS’ PERSONAL IDENTITY AT DIFFERENT STAGES OF PROFESSIONAL DEVELOPMENT

2020 ◽  
pp. 230-242
Author(s):  
Ольга Владимировна Савельева ◽  
Александр Витальевич Гычев ◽  
Юлия Валерьевна Овчинникова
Keyword(s):  
Professional Development ◽  
Identity Formation ◽  
Personal Identity ◽  
Point Of View ◽  
Educational Institutions ◽  
Structural Components ◽  
Developmental Impairment ◽  
Social Components ◽  
The City

В меняющихся социально-экономических условиях происходит нарушение развития личностной идентичности педагогов, что приводит к искажению (деформации) ее структурных компонентов. В связи с этим необходим научный поиск путей преодоления кризиса идентичности и построение программ развития подсистем личностной (индивидуальной) и социальной (профессиональной) идентичности педагогов, адекватных изменившимся условиям. В работе изучены уровни дифференцированности идентичности, рефлексивности, особенности эмоционально-оценочного тона идентификационных характеристик, соотношение личностных и социальных компонент в самоопределении идентичности. Выборку исследования составили 132 педагога образовательных учреждений г. Киселёвска Кемеровской области в возрасте 24–63 лет с педагогическим стажем от 1 года до 35 лет. Все педагоги разделены на шесть групп в соответствии с периодизацией профессионального становления В. А. Дмитриевского. Для всех испытуемых характерна негармоничность элементов идентичности, преобладание социальных компонент (учебно-профессиональные и семейно-клановые характеристики) в структуре самоописаний, средний уровень рефлексивности и низкий уровень самопринятия. Полученные данные интерпретируются с точки зрения теорий профессионального становления и формирования идентичности. In the changing socio-economic conditions there is a developmental impairment of teachers’ personal identity, which leads to a distortion (deformation) of its structural components. The relevance of the study is due to the need for a scientific search for ways to overcome the identity crisis and build programs for the development of subsystems of personal (individual) and social (professional) teachers’ identity that are adequate to changing conditions. The aim of the study was to investigate the levels of differentiation, reflexivity, features of the emotional-evaluative tone of identification characteristics, the ratio of personal and social components in self-determination of identity. Research sample consists of 132 teachers of educational institutions of the city of Kiselevsk, Kemerovo region, aged 24 to 63 years, with pedagogical experience from 1 year to 35 years. All teachers were divided into 6 groups in accordance with the periodization of the professional development of V. A. Dmitrievsky. All subjects were characterized by the the inharmony of elements of identity, the predominance of social components (educational, professional and family-clan characteristics) in the structure of self-descriptions, the average level of reflectivity and a low level of self-acceptance. The received data were interpreted from the point of view of theories of professional formation and identity formation.

scholarly journals Fashion and Faith: Islamic Dress and Identity in The Netherlands

Religions ◽  
2019 ◽  
Vol 10 (6) ◽  
pp. 356 ◽  
Author(s):  
Bat Sheva Hass ◽  
Hayden Lutek
Keyword(s):  
The Netherlands ◽  
Identity Formation ◽  
Social Action ◽  
Sense Of Self ◽  
Muslim Women ◽  
Muslim Identity ◽  
Dutch Identity ◽  
Dress And Identity ◽  
And Gender ◽  
Islamic Dress

This paper focuses on the relationship between clothing and identity—specifically, on Islamic dress as shaping the identity of Dutch Muslim women. How do these Dutch Muslim women shape their identity in a way that it is both Dutch and Muslim? Do they mix Dutch parameters in their Muslim identity, while at the same time intersplicing Islamic principles in their Dutch sense of self? This study is based on two ethnographies conducted in the city of Amsterdam, the first occurring from September to October 2009, and the second took place in August 2018, which combines insights taken from in-depth interviews with Dutch Muslim women and observations in gatherings from Quranic and Religious studies, social gatherings and one-time events, as well as observations in stores for Islamic fashion and museums in Amsterdam. This study takes as its theme clothing and identity, and how Islamic clothing can be mobilized by Dutch Muslim women in service of identity formation. The study takes place in a context, the Netherlands, where Islam is largely considered by the populous as a religion that is oppressive and discriminatory to women. This paper argues that in the context of being Dutch and Muslim, through choice of clothing, these women express their agency: their ability to choose and act in social action, thus pushing the limits of archetypal Dutch identity while simultaneously stretching the meaning of Islam to craft their own identity, one that is influenced by themes of immigration, belongingness, ethnicity, religious knowledge and gender.

scholarly journals Being a ‘White Muslima’ in the Netherlands Ethnicity, Friendships and Relationships—The Dutch Conversion Narrative

Religions ◽  
2020 ◽  
Vol 11 (7) ◽  
pp. 345
Author(s):  
Bat Sheva Hass
Keyword(s):  
The Netherlands ◽  
Identity Formation ◽  
Sense Of Self ◽  
Muslim Women ◽  
Dutch Society ◽  
Muslim Identity ◽  
Conversion Narrative ◽  
Conversion Narratives ◽  
Conversion Experience ◽  
Muslim Communities

This article, which is part of a larger ongoing project, examines relationships, friendships and levels of belonging in Dutch society, as well as in the Dutch Muslim community in narratives of women converted to Islam. The ethnicity of these women is always visible as ‘native Dutch’ and shapes their conversion narratives. This ethnography raises a number of questions that form the basis for the analysis presented here: How do Dutch Muslim women shape their identity in a way that is both Dutch and Muslim? Do they incorporate Dutch parameters into their Muslim identity, while at the same time weaving Islamic principles into their Dutch sense of self? The findings show how the conversion narrative can be mobilized by Dutch Muslim women to serve identity formation, levels of belonging and personal (religious) choice in the Netherlands, where Islam is largely considered by the non-Muslim population to be a religion that is oppressive and discriminatory towards women and is associated with foreignness and being the Other. It is argued that, in the context of being Dutch and Muslim, these women express their freedom of choice, which is manifested through friendships, relationships and marriages (Islamic vs. civil), while their ethnicity and conversion experience is a visible component in their identity. In so doing, these women push the limits of the archetypal Dutch identity and are able to criticize Dutch society while simultaneously stretching the meaning of Islam and being critical of Dutch Muslim communities to craft their own hybrid identity.

Information and Communication Technoethics

2010 ◽  
pp. 108-127
Author(s):  
Luppicini Rocci
Keyword(s):  
Identity Formation ◽  
Information And Communication Technologies ◽  
Information Exchange ◽  
Sense Of Self ◽  
Academic Research ◽  
Professional Associations ◽  
Technology Studies ◽  
Meaning Creation ◽  
Information And Communication ◽  
Technology And Communication

Vanderburg’s (2005) Living in the Labyrinth of Technology, describes the seemingly ambivalent state of life and meaning within a technological society. The ubiquity and invisibility of advancing information and communication technologies (ICT’s) challenges individuals sense of self and society, and their understanding of how meaning is communicated, by whom, for what purpose, and with what outcomes. The convergence of information, communication, and technology has become an important concern in academia as is apparent in the intersecting interests of technology studies, information studies, and communication studies in areas related to the role of technology in social interaction, meaning creation, identity formation, culture, and information exchange. This intersection of fields is partly due to the convergence of information and communications with advancing technological innovation. This has given rise to the ever-expanding convergence in academic research within communications and technology studies. This is exemplified through an amassing body of research publications focusing on technology, information, and communication, along with continued growth of technology and communication oriented research activities carried out within professional associations (Society for Social Studies of Science [4S] and the European Association for the Study of Science and Technology [EASST], International Communication Association, Canadian Communication Association).

Identity Development and Mentoring in Doctoral Education

2009 ◽  
Vol 79 (1) ◽  
pp. 49-70 ◽  
Author(s):  
Leigh Hall ◽  
Leslie Burns
Keyword(s):  
Professional Development ◽  
Identity Development ◽  
Identity Formation ◽  
Doctoral Students ◽  
Doctoral Education ◽  
Faculty Members ◽  
Mentoring Relationships ◽  
Formal Curriculum ◽  
Faculty Mentors ◽  
Diverse Groups

In this essay, Leigh Hall and Leslie Burns use theories of identity to understand mentoring relationships between faculty members and doctoral students who are being prepared as educational researchers. They suggest that becoming a professional researcher requires students to negotiate new identities and reconceptualize themselves both as people and professionals in addition to learning specific skills; however, the success or marginalization that students experience may depend on the extent to which they attempt to enact identities that are valued by their mentors. For this reason, Hall and Burns argue that faculty mentors must learn about and consider identity formation in order to successfully socialize more diverse groups of researchers, and they believe that formal curriculum designs can be used more intentionally to help students and faculty understand the roles identity plays in professional development and to make doctoral education more equitable.

Making Sense of Self: An Autoethnographic Study of Identity Formation for Adolescents in Music Therapy

2019 ◽  
Vol 37 (2) ◽  
pp. 141-150
Author(s):  
Allison Echard
Keyword(s):  
Clinical Practice ◽  
Developmental Disabilities ◽  
Music Therapy ◽  
Identity Formation ◽  
Sense Of Self ◽  
Ego Identity ◽  
Core Concept ◽  
Formation Theory ◽  
Making Sense ◽  
Clinical Thinking

Abstract Told through my experiences of working with three teenagers who had mild and moderate developmental disabilities, this autoethnographic study considers identity formation as a core concept in music therapy clinical practice. In doing so, I explored theories of identity formation, including those described by Erikson (1950, Childhood and society, Norton), Marcia and colleagues (1993, Ego identity: A handbook for psychosocial research, Springer), and Crocetti, Rubini, and Meeus (2008, Journal of Adolescence, 31(2), 207–222), relating these concepts to each of the teenagers I worked with. This article, therefore, chronicles the ways in which my clinical thinking shifted from a skills-based approach to one that considers the client’s identity as a whole, leading to suggestions of ways to integrate identity formation theory into clinical practice.

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