Learning, Potential and Identity Construction in Maltese Early Years Settings

2021 ◽  
Author(s):  
Rosienne C. Farrugia
Keyword(s):  
Identity Construction ◽  
Early Years ◽  
Learning Potential

The Early Years

Assia Djebar ◽  
2006 ◽  
pp. 21-52
Author(s):  
Jane Hiddleston
Keyword(s):  
Identity Construction ◽  
Political Thought ◽  
Early Period ◽  
Early Years ◽  
Social Convention ◽  
Role Of Women

This first chapter studies Djebar’s works published during the early years of her career, from her first novel La Soif to the last of her novels written in the early period, Les Alouettes naïves. The chapter explores Djebar’s notions of identity construction, the role of women, including their subordination and revolt, social convention, political thought, and Algerian identity.

scholarly journals A narrative case study of Indonesian EFL learners’ identities

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Yanty Wirza
Keyword(s):  
Identity Construction ◽  
English Learners ◽  
English Language ◽  
Early Years ◽  
Narrative Case Study ◽  
Positive Identity ◽  
Local Contexts ◽  
False Sense ◽  
Political Dimensions

Much research on identity (re)construction in periphery countries (e.g., Pakistan, Thailand) continues to shed light on how English learners negotiate and construct their identities. This narrative case study explores how two Indonesian learners of English who have been learning English for many years reflect on their journey of identity construction as English learners in their local contexts. Nested in a narrative inquiry methodology, this study examined the participants’ personal stories that were unique, rich and nuanced with the interplay of social, cultural and political dimensions (re)shaping their experiences. The initial phases of identity construction revealed from the participants’ early years indicated that the emergence of identity as English learners was largely marked by a false or negative association of the English language in relation to various aspects of being a school subject leading to a false sense of positive identity. Pedagogical implications of the study are also presented in this article.

scholarly journals Exploring the Contribution of Teaching and Learning Processes in the Construction of Students’ Gender Identity in Early Year Classrooms

2014 ◽  
Vol 1 (1) ◽  
pp. 54-66
Author(s):  
Amina Baig
Keyword(s):  
Gender Identity ◽  
Identity Construction ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Student Interaction ◽  
Early Years ◽  
Single Gender ◽  
Structured Interviews ◽  
Single Sex ◽  
Teacher Student

The present study explores how gender identity construction takes place in a single gender classroom in early years. Qualitative research guided the study design which was conducted in two public sector single gender schools. The data were collected through observations of the teacher-student interaction, student-student interaction, focused group discussion, and semi-structured interviews. The study found that teaching and learning is gendered in single sex settings as gender messages are passed on to the students, who play an important role in the gender identity construction of these children. The study also indicated that the teachers’ personal experiences greatly affect their perceptions regarding gender identities. There was also evidence of teachers having different expectations for girls and boys. Schools were hence found promoting stereotypes regarding gender roles and responsibilities in a social context.

Consolidating Power

2017 ◽  
Author(s):  
Shuang Chen
Keyword(s):  
Local Government ◽  
Identity Construction ◽  
Central Government ◽  
Local Governance ◽  
Early Years ◽  
Local Administration ◽  
Local Identity ◽  
Top Down ◽  
Local Agency ◽  
History Of

This chapter uncovers a forgotten history of local agency in the first thirty years after the initial settlement. In this period, Shuangcheng saw the consolidation of both local administration and society. Although the state built the society from the top down, local government developed in response to localized social processes that marked the early years of settlement. These include local identity construction by different waves of migrants, conflicts between metropolitan and rural bannermen, and private cultivation of unassigned land by immigrants. It was not until 1852 that the central government embedded the local administration into the imperial system. This chapter enriches the understandings of local governance and state-society relations by emphasizing that the different interests of state representatives offered savvy settlers multiple channels to appeal to state authority to pursue their interests.

Latino/a Voices in Australia: Negotiating Bilingual Identity

2003 ◽  
Vol 4 (3) ◽  
pp. 314-336 ◽  
Author(s):  
Criss Jones Díaz
Keyword(s):  
Early Childhood ◽  
Identity Construction ◽  
Latin American ◽  
Early Years ◽  
Child Rearing ◽  
Bilingual Children ◽  
Research Attention ◽  
Language Retention ◽  
Early Childhood Settings ◽  
Parents Experiences

In Australia, bilingual identity and home language retention/attrition in bilingual children has had little research attention. This is particularly true in the early years of life where identity construction emerges in the context of early childhood education. This article begins with an overview of the Australian context to focus attention on the limited provision of bilingual support in early childhood settings. By drawing on the work in identity and hybridity negotiation, the ‘voices' of six Latin American parents are discussed to show how identities are negotiated and intersect with language retention within the social fields of ‘race’, ethnicity and gender differences. Three emerging themes are highlighted: the diversity of the parents' experiences in negotiating identity and language retention in family life; the parents' experiences of identity as multiple; and identity as a site of transformation and struggle in child rearing and gendered family practices. These findings demonstrate the significance of parents' perspectives and experiences of identity and language retention in raising their children bilingually, which can inform equitable and innovative practices in the provision of bilingual support in early childhood settings. In conclusion, the author invites early childhood educators to reframe their understandings of identity construction in young bilingual children.

The Genesis and Internal Dynamics of El Salvador's People's Revolutionary Army, 1970–1976

2014 ◽  
Vol 38 (01) ◽  
pp. 102-129
Author(s):  
ALBERTO MARTÍN ÁLVAREZ ◽  
EUDALD CORTINA ORERO
Keyword(s):  
Latin America ◽  
El Salvador ◽  
Early Years ◽  
Left Wing ◽  
Internal Dynamics ◽  
Internal Coherence ◽  
The 1960S

AbstractUsing interviews with former militants and previously unpublished documents, this article traces the genesis and internal dynamics of the Ejército Revolucionario del Pueblo (People's Revolutionary Army, ERP) in El Salvador during the early years of its existence (1970–6). This period was marked by the inability of the ERP to maintain internal coherence or any consensus on revolutionary strategy, which led to a series of splits and internal fights over control of the organisation. The evidence marshalled in this case study sheds new light on the origins of the armed Salvadorean Left and thus contributes to a wider understanding of the processes of formation and internal dynamics of armed left-wing groups that emerged from the 1960s onwards in Latin America.

Image quality vs data obtainment in biological electron microscopy

1986 ◽  
Vol 44 ◽  
pp. 42-43
Author(s):  
J. E. Johnson
Keyword(s):  
Electron Microscopy ◽  
Endoplasmic Reticulum ◽  
Electron Beam ◽  
Image Quality ◽  
High Speed ◽  
Early Period ◽  
Early Years ◽  
Fluorescent Screen ◽  
Embedding Medium

In the early years of biological electron microscopy, scientists had their hands full attempting to describe the cellular microcosm that was suddenly before them on the fluorescent screen. Mitochondria, Golgi, endoplasmic reticulum, and other myriad organelles were being examined, micrographed, and documented in the literature. A major problem of that early period was the development of methods to cut sections thin enough to study under the electron beam. A microtome designed in 1943 moved the specimen toward a rotary “Cyclone” knife revolving at 12,500 RPM, or 1000 times as fast as an ordinary microtome. It was claimed that no embedding medium was necessary or that soft embedding media could be used. Collecting the sections thus cut sounded a little precarious: “The 0.1 micron sections cut with the high speed knife fly out at a tangent and are dispersed in the air. They may be collected... on... screens held near the knife“.

Accent Policy and Accent Modification Enterprises as Potential Indicators of Intercultural Power Relations: A Call for an Updated Research Agenda

2013 ◽  
Vol 3 (1) ◽  
pp. 22-33 ◽  
Author(s):  
Brynne D. Ovalle ◽  
Rahul Chakraborty
Keyword(s):  
International Relations ◽  
Identity Construction ◽  
Social Theory ◽  
Power Relations ◽  
Linguistic Diversity ◽  
Cultural Organization ◽  
Using Data ◽  
The Individual ◽  
The Impact ◽  
The Relationship

This article has two purposes: (a) to examine the relationship between intercultural power relations and the widespread practice of accent discrimination and (b) to underscore the ramifications of accent discrimination both for the individual and for global society as a whole. First, authors review social theory regarding language and group identity construction, and then go on to integrate more current studies linking accent bias to sociocultural variables. Authors discuss three examples of intercultural accent discrimination in order to illustrate how this link manifests itself in the broader context of international relations (i.e., how accent discrimination is generated in situations of unequal power) and, using a review of current research, assess the consequences of accent discrimination for the individual. Finally, the article highlights the impact that linguistic discrimination is having on linguistic diversity globally, partially using data from the United Nations Educational, Scientific and Cultural Organization (UNESCO) and partially by offering a potential context for interpreting the emergence of practices that seek to reduce or modify speaker accents.

Early Years Care and Education in Europe

2001 ◽  
Vol 27 (4) ◽  
pp. 380-380
Author(s):  
S Wolfendale
Keyword(s):  
Early Years
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