scholarly journals Educating Men-and-Women-for-Others: Jesuit and International Educational Identity Formation in Conversation

2017 ◽  
Vol 3 (1) ◽  
pp. 37-61
Author(s):  
Christopher Hrynkow
Keyword(s):  
Social Justice ◽  
Identity Formation ◽  
International Education ◽  
Ethic Of Care ◽  
Meaning Making ◽  
Educational Institutions ◽  
Jesuit Education ◽  
Men And Women ◽  
Educational Identity ◽  
Globalising World

  In a globalising world that often appears overrun by corporate and consumerist values, international education can be tempted to follow suit and support elitist transnational learning. Such an outcome may emerge intentionally or through an unreflective embrace of an unjust status quo. It follows that students and alumni of international education institutions may have little concern for more broadly communitarian values such as social justice, solidarity, and active care for those on the margins of local and global societies. However, for those craving alternatives that counteract segmented interests, this article demonstrates one such alternative. It maps how ‘men-and-women-for-others,’ a concept with worldwide traction in Jesuit education, can both inform and learn from international education concepts and practices. Further, this article employs the case of two remarkable Jesuit nativity schools to ground that dialogical process of meaning making, as men-and-women-for-others interacts with the International Education Studies literature in a mutually enhancing manner. The results will be of interest to those committed to fostering social justice, solidarity-based action, and a glocal ethic of care amongst the students and alumni of both Jesuit and international educational institutions.

scholarly journals Towards Sensorial Approaches to Visual Research with Racially Diverse Young Men

2018 ◽  
Vol 11 (2) ◽  
pp. 275-297
Author(s):  
Emmanuel Tabi ◽  
Jennifer Rowsell
Keyword(s):  
Social Justice ◽  
Critical Race Theory ◽  
Literacy Practices ◽  
Meaning Making ◽  
Young Men ◽  
Educational Institutions ◽  
Visual Methods ◽  
Racially Diverse ◽  
Visual Research ◽  
Moving Images

This is a collaborative ethnographic research project that highlights the artistic, literary contributions of racially diverse young men. It uses Critical Race Theory to question conventional, Eurocentric educational approaches that historically and currently continue to suppress various socially and culturally learned modes of communication. This article presents two research projects in urban and suburban formal and informal educational institutions to highlight multimodal literary approaches. The first project is an amalgamation of two critical, ethnographic case studies that explores how racially diverse young men express their literacy through rap and spoken word poetry. The second project uses ethnographic methods to observe racially diverse young men’s production of films and photographs in high school, community centers, and art gallery spaces. This study uses visual methods coupled with affect and sensory-laden approaches to collect data and conduct an analysis. The article reflects on conversations surrounding young men, particularly racialized young men, their relationship with literacy, and how these conversations are founded on their failure and deficit language about their literacy repertoires. We believe that such research is closely tied with other social justice themes and modes of inquiry. This article steers away from the ways racialized young men do not use literacy, and focuses instead on the ways that they do use literacy. Their literacy practices are predominantly visual in nature, frequently accompanied by other modes such as words and moving images. Fitting within the scope of the special issue on social justice and visual methods, we argue for a greater acknowledgement and analytical gaze on sensory and affective nuances within visual research. This approach adds texture and volume to interpreting racialized young men’s narratives. Interrogating their visuals and talking through their narratives that have agentive qualities gives both researchers an awareness of young men’s emotional worlds, and how the visual allows for sense-laden, agentive meaning-making.

The Self in Social Justice: A Developmental Lens on Race, Identity, and Transformation

2017 ◽  
Vol 87 (4) ◽  
pp. 457-481 ◽  
Author(s):  
ELEANOR DRAGO-SEVERSON ◽  
JESSICA BLUM-DeSTEFANO
Keyword(s):  
Social Justice ◽  
Meaning Making ◽  
Ways Of Knowing ◽  
Developmental Theory ◽  
Educational Institutions ◽  
Constructive Developmental Theory ◽  
Race Identity ◽  
Research And Teaching ◽  
Equity And Access ◽  
Challenges And Opportunities

In this essay, Eleanor Drago-Severson and Jessica Blum-DeStefano add a new dimension to the literature on social justice in education and constructive-developmental theory by exploring how adult developmental theory can shed new light on the challenges and opportunities of teaching and leading for social justice. Drawing from their decades of research and teaching about leadership that supports educators' internal capacity building, they posit that adults' qualitatively different ways of knowing—or developmental meaning-making systems—will influence how they understand diversity of all kinds, as well as what it means to teach and/or lead for social justice. Given the imperatives of equity and access in educational institutions, US society, and the world, this essay aims to help us better understand how to support diverse adults in their efforts to serve all students well and to work more collaboratively and productively across lines of difference.

HIGHER EDUCATION IN ANCIENT INDIA

2018 ◽  
Vol 6 (26) ◽  
Author(s):  
Satyendra Singh Chahar ◽  
Nirmal Singh
Keyword(s):  
Cultural History ◽  
Early Stage ◽  
University Education ◽  
Educational Institutions ◽  
Educational Method ◽  
Men And Women ◽  
Ancient India ◽  
Herbert Spencer ◽  
History Of ◽  
The Ideal

University education -on almost modern lines existed in India as early as 800 B.C. or even earlier. The learning or culture of ancient India was chiefly the product of her hermitages in the solitude of the forests. It was not of the cities. The learning of the forests was embodied in the books specially designated as Aranyakas "belonging to the forests." The ideal of education has been very grand, noble and high in ancient India. Its aimaccording to Herbert Spencer is the 'training for completeness of life' and ‘the molding o character of men and women for the battle of life’. The history of the educational institutions in ancient India shows a glorious dateline of her cultural history. It points to a long history altogether. In the early stage it was rural, not urban. British Sanskrit scholar Arthur Anthony Macdonell says "Some hundreds of years must have been needed for all that is found" in her culture. The aim of education was at the manifestation of the divinity in men, it touches the highest point of knowledge. In order to attain the goal the whole educational method is based on plain living and high thinking pursued through eternity.

The Politics of US Latino Literature and American Realism

2019 ◽  
pp. 231-248
Author(s):  
Ramón J. Guerra
Keyword(s):  
United States ◽  
Social Justice ◽  
Mexican Revolution ◽  
The United States ◽  
Spanish American ◽  
Spanish American War ◽  
Men And Women ◽  
Latino Literature ◽  
The Common ◽  
Racial Ethnic

This chapter examines the development of Latino literature in the United States during the time when realism emerged as a dominant aesthetic representation. Beginning with the Treaty of Guadalupe Hidalgo (1848) and including the migrations resulting from the Spanish-American War (1898) and the Mexican Revolution (1910), Latinos in the United States began to realistically craft an identity served by a sense of displacement. Latinos living in the United States as a result of migration or exile were concerned with similar issues, including but not limited to their predominant status as working-class, loss of homeland and culture, social justice, and racial/ethnic profiling or discrimination. The literature produced during the latter part of the nineteenth century by some Latinos began to merge the influence of romantic style with a more socially conscious manner to reproduce the lives of ordinary men and women, draw out the specifics of their existence, characterize their dialects, and connect larger issues to the concerns of the common man, among other realist techniques.

Conceptualizing Culture: Possibilities for Political Science

2002 ◽  
Vol 96 (4) ◽  
pp. 713-728 ◽  
Author(s):  
Lisa Wedeen
Keyword(s):  
Identity Formation ◽  
Political Science ◽  
Meaning Making ◽  
Meaning Construction ◽  
Ethnic Identity Formation ◽  
Work Habits ◽  
Political Effects ◽  
Theoretical Category ◽  
Causal Variable ◽  
Oriented Approach

This essay makes a case for an anthropological conceptualization of culture as “semiotic practices” and demonstrates how it adds value to political analyses. “Semiotic practices” refers to the processes of meaning-making in which agents' practices (e.g., their work habits, self-policing strategies, and leisure patterns) interact with their language and other symbolic systems. This version of culture can be employed on two levels. First, it refers to what symbols do—how symbols are inscribed in practices that operate to produce observable political effects. Second, “culture” is an abstract theoretical category, a lens that focuses on meaning, rather than on, say, prices or votes. By thinking of meaning construction in terms that emphasize intelligibility, as opposed to deep-seated psychological orientations, a practice-oriented approach avoids unacknowledged ambiguities that have bedeviled scholarly thinking and generated incommensurable understandings of what culture is. Through a brief exploration of two concerns central to political science—compliance and ethnic identity-formation—this paper ends by showing how culture as semiotic practices can be applied as a causal variable.

scholarly journals How Meaningfulness and Professional Identity Interact in Emerging Professions: The Case of Corporate Social Responsibility Consultants

2021 ◽  
pp. 017084062110355
Author(s):  
Konstantinos Iatridis ◽  
Jean-Pascal Gond ◽  
Effie Kesidou
Keyword(s):  
Corporate Social Responsibility ◽  
Social Responsibility ◽  
Professional Identity ◽  
Identity Formation ◽  
Meaning Making ◽  
Professional Socialization ◽  
Work Meaningfulness ◽  
Professional Self ◽  
Complex Relationships ◽  
Corporate Social

Although interest in meaningfulness is mounting in the growing stream of research dedicated to how professionals experience it, research has only just begun to investigate the complex relationships between the search for meaningfulness and the constitution of professional identity for emerging professional groups. This paper investigates how meaningfulness interacts with the formation and enactment of professional identity, focusing on the emerging professional group of corporate social responsibility (CSR) consultants. Relying on interviews with 39 CSR consultants, we induce two social mechanisms bridging meaningfulness and professional identity, namely ‘meaning-making through professional self-identification’ and ‘meaning-making through professional socialization’. Our results explain how these mechanisms produce distinct, and potentially contradictory, professional identities of CSR consultants, which themselves enable contrasted forms of professional identity enactment. The study advances meaningfulness research by clarifying how the self-other tension is played out through identity formation and revealing the gendered nature of meaningfulness. The research also contributes to studies on professional identity through the specification of meaning-focused mechanisms of identity formation, and ultimately to micro-CSR research by offering a nuanced approach to how CSR is involved in the production of work meaningfulness.

(Re)storying Japanese Canadian Histories: Artistic Engagements

2021 ◽  
pp. 153270862098726
Author(s):  
Matthew Chin ◽  
Izumi Sakamoto ◽  
Jane Ku ◽  
Ai Yamamoto
Keyword(s):  
Identity Formation ◽  
Meaning Making ◽  
Art Making ◽  
History Writing ◽  
The Past ◽  
Common Structure ◽  
Academic History ◽  
Historical Accounts ◽  
Japanese Canadian ◽  
Cultural Identity Formation

This paper examines how Japanese Canadian (JC) artists challenge discursive limitations of constructing representations of JC pasts. Their interventions into JC history-making are significant given the rise of interest in and proliferation of JC historical accounts, partly as a result of the accelerated passing of the remaining survivors of JC incarceration within a broader context of unsettled and unsettling discourses around incarceration in JC families and communities. Contrary to narratives of JC history premised on the conventions of academic history writing, we explore how JC artists engage with the past through their creative practices. Focusing on JC artist Emma Nishimura’s exhibit, The weight of what cannot be remembered, we suggest that JC creative history-making practices have important implications for processes of ethno-racial and-cultural identity formation. In so doing, we decenter state-bound history-making processes that reproduce colonial frameworks of JC subjectivity, temporal linearity, and “objectivity.” Instead, we focus on the temporally circuitous way that Nishimura and other JC artists engage with the past through the idiom of personal intimacy in ways that facilitate a more expansive notion of JC identity and community. Though Nishimura’s work is indexical as opposed to representative of contemporary JC art-making, it is significant in tapping into a common structure of feeling among JC artists that emphasizes a notion of JC’ness rooted in the active struggle to establish a relationship with the past. In attending to Nishimura’s work, we highlight the productivity of art-making as a method of (re)storying to expand meaning-making endeavors within and across communities.

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.

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