Negotiating identity by transnational Chinese students during COVID-19

For some years now, there has been an increase in the number of Chinese students travelling abroad to pursue higher education. The outbreak of COVID-19 has created new challenges for international students around the world. Based on an analysis of online forums during the pandemic (January–July 2020), we focus on the challenges Chinese transnational students have been facing. From the state's point of view, being at the front of China's internationalization progress, the students are expected to have both a ‘vision of globalization’ (国际化视野) as well as a deep ‘Chinese feeling’ (中国情怀). However, in practice during the pandemic, the students found it extremely difficult to achieve a balance between their multiple identities. In this article, we argue that discrepancies between the students’ identities may be due to the pandemic having highlighted several existing conflicts that have so far received only meagre attention or were even overlooked.

Jars of Light

The 21st century adult male learner lives a multidimensional life with multiple identities impacted by their notion of masculinity and manhood. Traditional notions of masculinity offer consequential stakes for college men which can impact student success and retention. This chapter presents a study designed to examine experiences of diverse undergraduate male learners as they explore the ways of knowing and make meaning of their own notions of how they experience their masculinity regulated and how their perception of other men's notion of masculinity shape their relationship with other men. Utilizing Queer Theory as a framework, educators can reimagine how masculinity impacts lives and boldly reimagine what an affirming and inclusive identity looks like for college men. This chapter will help stakeholders serve as an anchor for men willing to contest dominant ideologies surrounding masculinity while offering strategies to support male student retention through culturally inclusive practices.

Social Insecurity At The Intersection Of Disabilities And Poverty In John Steinbeck’s Of Mice And Men

Poverty is much experienced by disabled people and vice versa. Having less or even no chance to public access has caused the feeling of uncertainty and social unworthiness. Social insecurity triggers anxiety about everything, and mostly about people’s self-confidence to create a relationship with others. Of Mice and Men represents society’s bad treatment for two disabled characters. The paralyzed condition, which is also worsened by their low-financial status, makes the two characters have some problems in adapting themselves to society. This paper aims to discuss kinds of social insecurity constituted at the intersection of disabilities and poverty using qualitative research analysis and descriptive methods. Intersectionality theory helps this paper to see and understand how oppression is formed because of people’s multiple identities. The result of this paper showed that the multiple identities of disabled people become barriers that give them the feeling of insecure to build relations with others and improve their life.

Questioning Our Credibility: An Exploration of the Professional Identity Development of Mathematics Teacher Educators

Preparing future mathematics teacher educators (MTEs) with knowledge that are needed to effectively support pre-service teachers (PSTs) is very important. However, little attention was paid to MTEs’ knowledge development, which is multifaceted and complex. This study investigates successes, challenges, and tensions that four international graduate MTEs and one mathematics teacher educator (TE) experienced in developing their identity as math teacher educators. In total, 20 h of interactive interviews were analyzed by using qualitative methods. Emerging themes include how MTEs establish a sense of credibility and how they feel they are navigating multiple identities. Among the graduate MTEs, credibility was described as having the following: (a) knowledge of and experience teaching in the US education system; (b) experience in teaching using a problem-solving approach; (c) the ability to enact theory in practice. While navigating multiple identities, graduate MTEs recognize their ethnic identities are central and influence their perceptions of self as MTEs, and how they think they are perceived by others. The results highlight the importance of understanding MTEs tensions and challenges and provide “in-the-moment” support along the journey of becoming teacher educators.

Schoolscaping in the third space

The aim of this paper is to trace students’ multilingualism and agency in the schoolscape of the Language Introduction Programme (LIP) in one Swedish upper secondary school. Through linguistic schoolscaping, the study contributes to a deeper understanding of LIP. The schoolscape is analysed as reconstructions of photographs of displayed images, objects, symbols, and written language on walls and elsewhere in the school area. The photographs are analysed in terms of how they orient to time, place, and space; control behaviour; and shape discourses. Through the analysis, discourses of an organized, inclusive, and tolerant society appear, that simultaneously shape a discourse of behaviour: in this school (and in Sweden) we (want to) follow (the) rules. Students’ multilingualism is nearly absent in the schoolscape, as is their agency. In line with Bhabha’s concept third space, the schoolscape may be understood as a space for Swedishness, where inclusion demands mastery of Swedish. The in-betweenness of the LIP, as a transitional programme, appears as a space to escape otherness by changing language, which is the requirement for inclusion. Thus, in this case, the signage displayed in the schoolscape does not open up spaces for identity development related to multilingualism or multiculturalism. Opening space for students as agents in the schoolscape and making their diverse linguistic resources visible would also open up a third space for negotiation of norms, through contestation, resistance, and manifestation. Thus students’ development of multiple identities would be enabled and their opportunities to be (co-)creators of their own futures widened.

Studying the Gang through Critical Ethnography

This chapter outlines what is entailed in studying gangs through a critical ethnographic approach. A critical ethnography of the gang seeks to humanize the research subjects while fully exploring the environmental contexts of such groups as their members make their lives through their multiple identities, practices, social obligations, and relationships. This basic reconceptualization of these social actors emphasizes their agency, structured conditions, and history. Such a method of inquiry puts a premium on the reflexive approach of the researcher who is always struggling to develop a critical theory of the gang against the pathological paradigms of mainstream criminology through its methods of empiricism and positivism.

Identity of Three Bulgarian Christian Communities in Sofia

This article focuses on the history and identity of three Bulgarian Christian communities from the second part of 20th c. until today. The article presents the results of ethnographic explorations between 2010 and 2020 carried out on a comparative basis among three Bulgarian Christian denominations in Sofia. The case of the Bulgarian Orthodox Church shows that believers might be desrcibed as ‘believing and belonging, without behaving’ (PRC 2017b). Under the Soviet regime, members of the Bulgarian Catholic Church managed to maintain their religious identity due to their interconfessional links. Their religious identity was strengthened by their witnessing repressed priests, monks and selfless members of the laity. Modern Bulgarian Christians have multiple identities, but prioritize their ethnic identity, followed respectively by their identities as religious in general terms and finally specific confessional identities.

Konstruksi Identitas Gender Pada Budaya Populer Jepang (Analisis Etnografi Virtual Fenomena Fujoshi pada Media Sosial)

This study discusses the phenomenon of fujoshi which is a favorite of a woman in enjoying anime and manga that has the genre Yaoi or Boys Love. Yaoi is a genre that tells about same-sex relationships made by men. This research was conducted with qualitative research methods with virtual ethnographic analysis. This study will examine how the construction of gender identity is built on yaoi fans on social media by using the communication theory of gender from Michael Hecht. The results showed that the gender identity of fujoshi was formed through three layers, namely the personal layer, the enactment layer, and the communal layer. This study also found that Fujitsu tends to have multiple identities in their lives. Fujoshi is more willing to show identity about their passion for yaoi on social media.Keywords: Popular Culture, Fujoshi, Social Media, Gender Identity Communication

Dual naming as a mechanism to recognize multiple identities; Casablanca or Ad-Dār al-Bayḍā

The primary aim of place names is to provide clear direction and reference in order to distinguish geographical entities. The Moroccan linguistic situation allows for a bilingual presentation of place names, with an Arabized version and a French counterpart that differs phonetically. On the other hand, Casablanca has dual naming, a colonial name, and an Arabic variant, which is not simply a translation that happened as a result of Arabization policies introduced after the country's independence. This study relies mainly on questionnaires, in addition to interviews, in an attempt to address the following aspects: The attitude towards the standardization of only one variant, variants and the city's cultural heritage and significance, standardization of only one variant and the accurate representation of the place, dual naming as a reminder of the multiple place histories vs. dual naming as a mere case of the language difference, and Moroccans and the etymology of the variants. The findings indicate that Casablanca shifts from a mere marker of the colonial period to an active maker of the city's heritage. Its meaning is disconnected from its historical anchorage and converted into an instrument of identity and means of historical memory. Moreover, the choice of one variant is perceived as a loss of toponymic identity, which will serve as a hindrance against the population and their relation to their past.