Student Parents or Parent Students in Lockdown Pandemic? A Third Space approach

The pandemic has affected families in many ways. Parents, who at the same time are studying, tend to be an under-represented cohort of adult learners, and in this study, their experiences and reflections, on how they navigated through their dual identities during lockdown, are explored. Through an online survey, 91 student parents from 20 different higher education institutions in the United Kingdom shared their views as to how they balanced their parenting and studying responsibilities during lockdown in early 2021. Findings indicate how student parents felt both their roles were impacted rather negatively, but also how the pandemic provided them opportunities for bridging and resisting binaries, through the emergence of a Third Space (Bhabha, H. K. (1994). The location of culture. New York, NY: Routledge; Soja, E. W. (1996). Third space: Journeys to Los Angeles and other real-and-imagined places. Malden, MA: Blackwell). The study shows how student parents re-positioned their identities, identified ways to manage disruptions caused by the lockdown and acknowledged family time and family relationships as very important.

Studies on Platform-Type Organization Design Based on Leadership Promotion

In the present scenario, continuous reforms in the social organization have become a new normal of maintaining the survival and development of enterprises and enhancing the competitiveness on the market, wherein the core of revolution is the change of management mode and leadership promotion. In this pursuit, the present study envisaged the innovation of organizational management mode of a subordinate secondary department of the Customer Service Center of the State Grid Corporation of China. Meanwhile, the revolution from the traditional bureaucratic organization to a novel platform-typed organization for the state-owned enterprises in internet evolution process was analyzed via the promotion of cadre leadership based on dual-requirements. The characteristic organization form with dual identities was built to better support the business development and compliance management, thereby achieving greater economic and social value creation for the enterprises.

Teachers as Private Tutors: Understanding Dual Professional Identities of Six Faculty Members from Uzbekistan University

Due to socio-economic difficulties, many teachers in Uzbekistan combine their regular teaching activities with private supplementary tutoring (PST). Involvement in two professional activities has led to the emergence of teacher and tutor professional identities. It is assumed that the co-existence of dual identities has an influence on the professional activities of a tutor and/or of a teacher. Although a plethora of studies has focused on teacher identity and its effect on teachers’ professional activities and some on co-existence of teacher identity with other social identities, there is a gap in the academic literature with only a few studies on teacher-tutor identity and its impact on their professional activities. The present qualitative study has made an attempt to reveal the types of relationship between these two professional identities, to find out the reasons for the existing relationship and to explore how this relationship impacts their professional activities as a tutor and/or as a teacher. For these purposes, the research utilizes semi-structured interview questions with six university teaching staff members who are also private tutors. By applying a predetermined theoretical framework, an intrapersonal identity network approach, the study reveals the three most predominant types–power relationship, temporal and conflicting. These types of relationship found to have a negative impact on the respondents’ activities as private tutors.

Sexual Consent and Communication Among the Sexual Minoritized: The Role of Heteronormative Sex Education, Trauma, and Dual Identities

Prior research and the #MeToo movement have recognized the complexities of sexual consent and how it contributes to experiences of sexual violence. A heteronormative perspective often dominates discussions on sexual violence at the expense of lesbian, gay, bisexual, transgender, queer, and other sexual minoritized individuals’ (LGBTQ+) experiences. Utilizing focus groups with LGBTQ+ people to discuss sexual consent, themes relating to sex education, defining sex in queer relationships, trauma and victimization, and overlapping gender and sexual orientation identities emerged. Findings are presented in the context of feminist and queer theoretical perspectives with particular focus on power inequity.

A Narrative Inquiry of Identity Construction in a Post-Colonial Context: Hybrid Identity of a Young Generation Hongkonger

Identity construction is a complex issue, especially for Hongkongers. Due to historical reason, Hongkongers are regarded to have multiple languages and dual identities, which is hybridity of Chinese (eastern) culture and English (western) culture. Based on the method of narrative inquiry, this study explores how a young generation Hongkonger constructs her identity in a post-colonial context and provides evidence of Hongkonger’s hybrid identity. On the one hand, Hongkongers desire permission to be accepted in the certain cultural communities. On the other hand, they are excluded by both the Chinese community and the English community from a cultural point of view, which leads to localism in Hongkong. As a result, they are like cultural orphans wandering in the cultural “in-between” space.

“The Band of Brothers”: The Mobilization of English Welsh Dual Identities in Second World War Britain

In the run-up to the Second World War, the War Office agreed to organize territorial units that recruited specifically on the grounds of English Welsh dual identities. These formations, which comprised the 99th London Welsh Heavy Anti-Aircraft regiment and the 46th Liverpool Welsh Royal Tank Regiment, began recruiting in 1939 from English cities with significant Welsh populations. This article explores the mobilization and performance of English Welsh identities during the Second World War and reflects upon why, at a time of global conflict, some English men opted to enlist on the basis of Welsh antecedents. Relatively little attention has been paid to the plurality of British identity in wartime or to how the existence of what historian Thomas Hajkowski has called “hybrid ‘dual identities’” within the constituent countries of the United Kingdom informed the functioning of Britishness during the Second World War. Making use of previously unpublished and original life-writing sources, this article illuminates the significance of dual identifications across two nations at once—in this case, Wales and England—within the multinational state of Britain at war. Overall, by examining the intersectionality between subjective wartime constructions of kin, home, and nation(s), it points to how a sense of dual identifications could feed into recruitment patterns and potentially bolster combat motivation and morale. By highlighting the interconnectedness between constituent nations of Britain, and the complexities of identity formation within Britishness, this article adds to the literature that complicates the notion of fixed singular national identities and underscores the importance of dual identifications within and across the borders of the constituent nations in advancing our understanding of twentieth-century Britain.

Pode a academia formar professores? Uma experiência de formação de professores de educação física na universidade

A educação equitativa e de qualidade para todos os cidadãos é uma das mais importantes formas de ultrapassagem das desigualdades que ainda se fazem sentir fortemente nas sociedades. A qualidade dos professores é uma dimensão central dos processos educativos, a qual depende em grande parte da qualidade da formação inicial. Este artigo apresenta uma pesquisa desenvolvida com o objetivo de explorar as características das identidades de professores formadores e dos climas de formação que formam professores focados na inclusão social e na humanização. Teoricamernte o estudo ancora-se no conceito de identidade profissional. Metodologicamente, a pesquisa segue uma orientação qualitativa que se estrutura através de entrevista em grupo com professoras formadoras de um curso de ensino da educação física em uma universidade portuguesa e de análise documental sobre o ensino superior em Portugal a nível nacional e a nível da instituição das pessoas em estudo. A instituição foi escolhida devido à qualidade reconhecida de seu curso. Para dar conta da identidade dos formadores, a entrevista considerou o percurso profissional dos professores formadores e a sua perspectiva sobre a formação inicial; os documentos incluíram legislação, planos de estudos, ementas de documentos de auto e hétero avaliação do curso. A análise sugere que é possível a academia formar professores para a inclusão e a humanização, nomeadamente em certas condições: (i) existência de identidades duais (de registro acadêmico e profissional) e (ii) existência de verdadeiras comunidades de prática de professores formadores, professores cooperantes e estudantes estagiários.Palavras-chave: Formação de Professor. Percurso Profissional. Ensino da Educação Física.Can the academy train teachers? An experience of training physical education teachers at the universityABSTRACTEquitable and quality education for all citizens is one of the most important ways to overcome the inequalities that are still strongly felt in societies. The quality of teachers is a central dimension of educational processes, which largely depends on the quality of initial training. This article presents a research developed with the objective of exploring the characteristics of the identities of teacher educators and the training climates that form teachers focused on social inclusion and humanization. Theoretically, the study is based on the concept of professional identity. Methodologically, the research follows a qualitative orientation that is structured through a group interview with teachers who teach a physical education teaching course at a Portuguese university and documentary analysis on higher education in Portugal on national level and on studied people institutional level. The institution was chosen due to the recognized quality of its course. To account for the identity of the trainers, the interview considered the professional path of the teacher educators and their perspective on initial training; the documents included legislation, study plans, menus for self and straight course evaluation documents. The analysis suggests that it is possible for the academy to train teachers for inclusion and humanization, namely under certain conditions: (i) existence of dual identities (of academic and professional record) and (ii) existence of true communities of practice for teacher educators, cooperating teachers and student trainees.Keywords: Teacher Training. Professional Path. Physical Education Teaching.¿Puede la academia formar profesores? Una experiencia de formación de profesores de educación física en la universidadRESUMENLa educación equitativa y de calidad para todos los ciudadanos es una de las formas más importantes de superar las desigualdades que aún se sienten con fuerza en las sociedades. La calidad de los docentes es una dimensión central de los procesos educativos, que depende en gran medida de la calidad de la formación inicial. Este artículo presenta una investigación desarrollada con el objetivo de explorar las características de las identidades de los formadores de docentes y los climas de formación que forman los docentes enfocados en la inclusión social y la humanización. Teóricamente, el estudio se basa en el concepto de identidad profesional. Metodológicamente, la investigación sigue una orientación cualitativa que se estructura a través de una entrevista grupal con profesores que imparten un curso de docencia de educación física en una universidad portuguesa y un análisis documental sobre la educación superior en Portugal a nivel nacional y a nivel institucional. La institución fue elegida por la reconocida calidad de su curso. Para dar cuenta de la identidad de los formadores, la entrevista consideró la trayectoria profesional de los formadores de docentes y su perspectiva sobre la formación inicial; los documentos incluían legislación, planes de estudio, menús para autoevaluación y documentos de evaluación del curso. El análisis sugiere que es posible que la academia capacite a los docentes para la inclusión y la humanización, es decir, bajo ciertas condiciones: (i) existencia de identidades duales (de expediente académico y profesional) y (ii) existencia de verdaderas comunidades de práctica para los formadores de docentes, profesores colaboradores y alumnos en formación.Palabras clave: Formación Docente. Carrera. Enseñanza de la Educación Física.

WHAT DO WE HAVE IN-COMMON? OVERCOMING THE NOT-INVENTED-HERE SYNDROME THROUGH RECATEGORISATION

The not-invented-here (NIH) syndrome describes a negatively-shaped attitude of employees towards externally generated knowledge. Despite being cited as one of the largest barriers in the transfer of external knowledge, empirical evidence on interventions to overcome NIH remains scarce. To address this research gap, we design a brief and specificrecategorisational-intervention on basis of the common in-group identity model in order to change employees’ attitudes towards external knowledge directly. Additionally, we take into account the effects of affirmations as a frequently mentioned countermeasure to NIH and also investigate the role of dual identities in recategorisation. To test our hypothesis, we conducted a large field experiment with a total of 1,097 employees within a multinational organisation. Results revealed that (I) organisational identification and status are positively related to higher levels of NIH, (II) a recategorisational-intervention completely removes the NIH bias and leads to a significant increase in the evaluation of external knowledge.

RETHINKING SINO-FRENCH DIASPORA FROM CROSS-CULTURAL POINT OF VIEW

The paper aims to re-think the similar and contrasted parts of contemporary Sino-French diaspora through the extended perspective of Chinese self-image from the methodology of comparative literature, by analyzing the Post-colonialism and Marginal Discourse to Diaspora Discourse. How these diaspora writers/artists both acknowledge and challenge the attachment/memory in a diaspora framework as their cross-cultural identities? How the identity intended to eliminate the concept of national borders? How the identity by describing the cross-cultural elements to carry out the dual identities of Sino/ French? <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0770/a.php" alt="Hit counter" /></p>