Construction Of Personal Identity Research Articles

They are Just for Making Nyángá: Ethnosemiotic Significance of Waist Beads Among Young Women in Nigeria

ABSTRACT Waist beads are important cultural accessories with different layers of signification among young women in Calabar metropolis, Cross River State, south-eastern Nigeria. Drawing on ethnographic qualitative approaches involving focus group and semi-structured interviews with thirty participants who were purposively sampled, this article explores the social, symbolic and aesthetic values of waist beads based on subjective accounts and nuanced experiences of young women who have used them for varying length of time. The study is anchored on ethnosemiotic methods and anthropo-semiotic framework to foreground an investigation of indigenous system of signs in a particular cultural context. It aims to interrogate how young women make sense of body practices and representations through waist beads in shaping their social universe. Waist beads can be identified as social texts with enormous symbolic capital that is useful in beauty projects, fertility narratives, discourses of spirituality and the expression of femininity. The study concludes that waist beads are essential components of participants’ material culture that provide new opportunities for self-expression, self-representation and personal identity construction. Waist beads, therefore, offer a prominent performance site through which the aesthetic of the female body is redefined, recreated and transformed.

Elements of Historical Personal Identity Construction of Finnish-Speaking Students

In this paper, the constructions of historical personal identity of Finnish-speaking students are analysed. The students participated in a larger study of historical narratives and identities, carried out in 2020 in two schools in Finland and in one European School outside Finland. In the mixed-method study, sixty-one students were interviewed and given writing and drawing assignments on historical identity. In this paper, the students’ visual representations of their personal historical identity and its relationship with wider official history are analysed. The aim is to increase understanding of how 14–16-year-old students visualise and articulate their historical personal identity constructions and the historical elements they use in negotiating this identity. The findings suggest that the students integrate personal and historical social narratives in diverse ways but that the majority of them find it challenging to connect their personal family history with the wider official history. Only twelve students made the connection. In addition to presenting the results for the whole group of students, the visual representations of two selected students are discussed in more detail so as to highlight the difference in the approaches to historical personal identity construction among the students.

Elements of Historical Personal Identity Construction of Finnish-Speaking Students

In this paper, the constructions of historical personal identity of Finnish-speaking students are analysed. The students participated in a larger study of historical narratives and identities, carried out in 2020 in two schools in Finland and in one European School outside Finland. In the mixed-method study, sixty-one students were interviewed and given writing and drawing assignments on historical identity. In this paper, the students’ visual representations of their personal historical identity and its relationship with wider official history are analysed. The aim is to increase understanding of how 14–16-year-old students visualise and articulate their historical personal identity constructions and the historical elements they use in negotiating this identity. The findings suggest that the students integrate personal and historical social narratives in diverse ways but that the majority of them find it challenging to connect their personal family history with the wider official history. Only twelve students made the connection. In addition to presenting the results for the whole group of students, the visual representations of two selected students are discussed in more detail so as to highlight the difference in the approaches to historical personal identity construction among the students.

Private Shrines: Domestic Experiences of Surrealism in Three Italian Interiors from the Early 1970s

Abstract: The COVID-19 pandemic has highlighted the importance of private spaces. As a result, the link between Surrealism and domesticity has gained new relevance. In this essay, Di Domenico explores the impact of surrealist artworks exhibited inside collectors' homes focusing on three case studies: three Italian rooms from the early 1970s featuring artworks by Man Ray and René Magritte. Photographs of these rooms were featured in popular art and interior design magazines such as Domus, Casa Vogue , and BolaffiArte . By analyzing how surrealist artworks functioned within the bathroom of the Agnelli family, the "playroom" of actress Sophia Loren, and the bedroom of gallery owner Luciano Anselmino, the author examines the impact of surrealist works in domestic settings, the role of gender dynamics in the construction of personal identity through collecting, the reception of Surrealism in Italy, and its relationship with interior and product design. By delving into the biographies of the collectors, he offers insights into the role, function, and significance of the surrealist artworks they chose to display in their most intimate spaces: their private shrines.

Construction of Personal Identity for Outside Baduy Citizens on Instagram Social

Social media serves as a means for users to place themselves in the desired framework. Through social media, people can quickly build relationships, add insight, shape, express, and display their identity. Discussions about self-identity become unique and exciting when a Baduy citizen uses social media and forms his identity. Of course, we already know that the Baduy are one of the tribes in the Banten region and are a group of indigenous peoples in the interior who still adhere to the culture of their ancestors. The purpose of this study is to examine how outside Baduy residents construct their identities on Instagram social media. This research uses a qualitative approach with a case study method. The study results show that outside Baduy residents are familiar with gadgets and Instagram social media. The motive for using social media is to promote Baduy products and culture. Instagram makes it easy to access information. The construction of self-identity on Instagram is shown by posting pictures of Baduy characteristics or identities, such as the Instagram account name added with the word "Baduy", Baduy clothes and accessories, daily activities in Kanekes Village, and original Baduy products and customs.

Digitalization in Vulnerable Populations: A Systematic Review in Latin America

The present systematic review seeks to collect and analyze relevant academic approaches to the effects of digitalization on the populations that live in vulnerable contexts in Latin America with the purpose of examining to which extent the ongoing universalization of information and communication technologies has the potential to improve the lives of the most disadvantaged in this region. For this aim, both theoretical as well as empirical studies on these populations were considered, as long as they were from Latin America with the aim of listening to the voice of those involved, thus avoiding assigning understandings of the phenomenon and solutions that are alien to the characteristics of the region. Five databases (SCOPUS, Web of Science, ERIC, Communication & Mass Media Complete and Dialnet) were consulted for the period 2001–2021. The analysis of the studies that met the inclusion criteria led to identifying seven themes that point to specific needs that must be met to advance development for the populations under study and that are useful for generating hypotheses for future effective interventions. Among them, some stand out: the specific demands of indigenous communities in the political agendas, the increasingly noticed opportunity for political empowerment through e-government, the development of a sense of belonging through technology, the potential of a digitally-mediated construction of personal identity, and the lack of enough consideration of cultural and situational factors that led to limited results in the implementation of digital public policies.

"The babbitry of professors' humble abodes": Representation of Everyday Life of the "Positivist Father" in Memoirs of Russian Symbolism

The formation of symbolism as an artistic and worldview phenomenon took place in intellectual and cultural opposition to the tradition of Russian academic positivism. In the article positivism and symbolism are viewed as two discourses competing for influence in the Russian intellectual environment, the competition of which often took on the features of a conflict between "fathers and children". One of the ways of " battle for the authority" was the construction of the image of "father-positivist" in memoirs and diary notes by symbolists. The object of the study is the representation of the everyday culture of the conventional "father" in the memoirs of A. Beliy, G. I. Chulkov, V. Y. Brusov, N. Petrovskaya, B. M. Runt and Z. N. Gippius. The subject is those discursive mechanics, through which the representation of otherness and "othering" of such everyday life are achieved. The methodology of the work is built around the optics of the translation turn, which allows us to look at the scenes from the memoirs as "third space", where the battle of discourses unfolds at the expense of representational practices. The novelty of the research is manifested both in drawing attention to this problem and in the development of an actual methodological base. Based on the results of the analysis, the following mechanics of "othering" were identified: unification and generalization, binarity and asymmetry, giving the Other the status of timelessness and non-historicity, the use of pejorative categories, the narrative technique of double representation and concealment. The aim of the fathers "othering" was the construction of personal identity and selfhood, as well as the attempt to define oneself through the constitutive Other.

Role Models: The Rational Construction of Personal Identity in Markets, Morality, and Politics

Role Models: The Rational Construction of Personal Identity in Markets, Morality, and Politics

The Commodification of Identity in Victorian Narrative: Autobiography, Sensation, and the Literary Marketplace, by Sean Grass

Reviewed by: The Commodification of Identity in Victorian Narrative: Autobiography, Sensation, and the Literary Marketplace by Sean Grass David Vincent (bio) The Commodification of Identity in Victorian Narrative: Autobiography, Sensation, and the Literary Marketplace, by Sean Grass; pp. xi + 279. Cambridge and New York: Cambridge University Press, 2019, £75.00, $99.99, $29.99 paper, $24.00 ebook. Sean Grass's The Commodification of Identity in Victorian Narrative: Autobiography, Sensation, and the Literary Marketplace has an unusual structure. Following an introduction setting out the nature of the enterprise, the first chapter—which comprises more than a quarter of the book—is essentially a bibliographical exercise seeking to demonstrate that, from 1820 onward, the genre of autobiography was a major driver in the growth of Victorian publishing and reached a peak in the 1850s and 1860s. Making rigorous use of the Nineteenth-Century Short Title Catalogue and other bibliographical collections, along with a range of publishers' archives, Grass provides the most thorough statistical survey of the field. The analysis, which centers on graphs that show "Increases of 'autobiography' titles, 1841–1860," (24) "Autobiographical titles by year 1841–1869," (26) and "Titles [autobiographical and all] published by decade 1800–1860," (27) will comprise an essential point of reference for all future work on published nonfiction memoirs in the period as well as the broader dynamics of Victorian book history. This first chapter supplies fascinating detail on the range of autobiographies published in this period. However, the focus is not on the texts themselves but rather on the commercial enterprise of publishing. The basic point is that an increasing range of firms commissioned autobiographies because there was a growing market for them. They sought out narrative accounts of unfolding lives in order to make money. By this means, identity became a commodity, supported by the Victorian publishing industry and contingent developments in mass literacy, retail outlets, circulating libraries, and copyright law. These changes are linked to parallel developments in the bureaucratization of identity through the creation of the General Record Office in 1836, and other transitions from community to official constructions of personal identity. [End Page 474] At this juncture, the analysis moves away from nonfiction autobiography and its particular claims to truth. The remainder of the book focuses on the commodification of identity through separate chapters on Charles Dickens's Great Expectations (1861) and Our Mutual Friend (1865), Mary Elizabeth Braddon's Lady Audley's Secret (1862), George Eliot's Silas Marner (1861) together with Charles Reade's Hard Cash (1863), and Wilkie Collins's The Moonstone (1868). The final chapter revisits the drama of The Tichborne Claimant, which Grass describes as "a stunning parable of modern subjectivity" (213). Only the first of the texts takes the form of a fictional autobiography. The remainder move further away from the literary form which is examined at the outset, focusing instead on the convergence of textuality and commodity in the construction of identity, and the anxieties that this generated. There is a price to be paid for this change of focus. It would have been instructive for Grass to turn back to the classic Victorian autobiographies, armed with his new understanding of the dynamics of the genre. Likewise, the insistence on the interface between identity and the market could have been interrogated by an examination of the many memoirs in this period which were published in noncommercial outlets such as newspapers, or in journals connected to organizations and interests, or which remained in manuscript form, intended only as a private record for the author and perhaps his or her family. Those issues must be saved for another book, however. The conclusion of the opening chapter is that the 1860s represented a watershed in literary representations of the nature of identity, thus enabling Grass to make powerful connections between a set of novels which appeared in these years. The discussion of each in turn both draws from and interrogates a wide range of scholarship on a set of texts which, with the possible exception of Reade's Hard Cash, have already received substantial critical attention. In each case Grass is at pains to deconstruct any sense of the novels reaching a conclusion that satisfactorily reconstitutes...

Life-story pedagogy for identity

Identity as a life story is constructed in social interaction with the surrounding world in a narrative continuum through language. When given pedagogic recognition for active meaning-making and construction of personal identity, the student is encountered in a just and holistic manner. In school, skills related to identity construction are taught especially in language education. In Finland, the central aim established in the Core Curriculum for learning mother tongue and literature is to teach students linguistic skills with which to word, interpret, understand, make meaning and construct oneself and the world in interaction with others. Although the identity-mission is shared by all curricular activities, the importance of mother tongue and literature gives reason to call it the ‘identity subject’ proper. Yet, in multilingual educational contexts, not everyone’s mother tongue is equal, as analysed in multi-professional interview data in this paper. For migrant-language speakers, there is a major expectation to learn one of the national languages for participation and active citizenship. This leads to undermining two things. First, the process can also take place vice versa: participation enhances feelings of belonging, which enhances language learning. Second, the first language plays a central role in constructing life-story identity. Although identity construction is cherished in the Core Curriculum, it is not automatically valued, offered, or endorsed in the context of migrant students learning their own first languages. Linguistic and cultural recognition helps to support the significance of life-story identity, and acknowledging it in structural support and in pedagogic practices will further promote all students’ equity and participation as active involvement.

Music Roles Affect the Selection of Consumption Means: A Questionnaire Survey of People's Expectations for Music and Exploratory Factor Analysis.

People listen to music for various purposes, and the roles that listeners expect from music can vary from person to person. In recent years, “subscription-based streaming services” (hereinafter referred to as “subscription”) have increased their share in the music market, thereby changing the way people listen to music. Though, the impact of this change on the role of music, is yet to be explored. This study analyzed survey data to reveal the relationship between the expected roles of music and the choice of music consumption means, including subscription. In particular, we obtained that a factor in the use of subscription is the expectation of constructing a personal identity. We also found that both purchase and live usage are affected by two factors: the expectation of fan identity construction and the expectation of artist contribution. This indicates that subscription is not an alternative to the existing means, but a new kind of consumption means in the music market. It was also found that subscription facilitates the construction of personal identity through music.Supplementary InformationThe online version contains supplementary material available at 10.1007/s12626-022-00115-x.

The Dual Journey: Traveling On-site and Online

Travel is increasingly imagined as a sociotechnical practice wherein ICTs are integrated with experience. In this context, in addition to the movement of the traveler within and between places, and encounters with peoples, cultures, and landscapes, the activity of travel is constituted within various forms of online interactions. Emphasizing this point, emerging industry and theoretical paradigms such as "smart tourism" propose the use of social media and digital devices as ubiquitous and essential to the future of tourism. This article uses the theoretical concept of mediatization—the integration and influence of media forms within social practice—to explore how the embeddedness of ICTs influences tourism, focusing on the avatar of online communication in particular. ICTs bridge distances in time and space, support the construction of personal identity and community, and channel the data flows permitting informationization, with these characteristics likewise being reflected in the textures of contemporary tourism. Tourists' use of ICTs is conceptualized through the model of the "dual journey," a vision of hybridized travel in which online and physical spheres are interwoven in the construction and consumption of tourist experience. The purpose of this conceptual investigation is not only to consider the intensification of communication within tourism but also to highlight the ways in which tourists' communicative practices are enfolded within, and become, tourism.

INCLUSIVITY’ AND ‘AFFECTIVE EMPATHY’: A READING OF CHIB’S ONE LITTLE FINGER IN DISABILITY STUDIES

Disability Studies, have gained gushy prominence in the contemporary era, but if we do scrutinize whether differently abled have attained their significance, freedom, equality and accessibility similar to the able-bodied, it turns out to be a debatable concept because the naked truth is thunderous ‘no’. The lack of inclusive mentality among able-bodied who set norms as a ruling class is the foremost cause to circumscribe differently abled towards the fringes of passivity. The intervention of medical humanities is indeed victorious in deflating the superstitious beliefs associated with it, but in turn it throttles the capability of differently abled under rigorous medicalization of biomedical cognition. This paper is an endeavor to study and analyze the operation of biomedical knowledge and physician and able-bodied politics in generalization of differently abled and how it distorts their construction of personal identity and sociability. Set against this backdrop, it applies the theories of affective empathy, intersubjectivity and narrative humility in reconnoitering the life, tribulations and trauma of differently abled by taking Chib’s One Little Finger as a specimen.

Medicine and the Body in Second‐Wave Feminist Histories of the Nineteenth Century

AbstractThe 1970s was a crucial decade in the historiography of medicine, and it also witnessed a new political movement. This article will explore the relationship between medical history and second‐wave feminism and argue that 1970s feminists made the idea of the nineteenth century and its medical system work for their political cause. Not only did many of them find in that century the origin point of their own conflict with the medical profession, they also claimed that the medical care they received was founded on the form and methodologies of medical knowledge that arose in the 1800s. Moreover, I contend that the importance of the nineteenth century to many feminist scholars was related to second‐wave feminism's reassertion of the physical body in the construction of personal identity and its related privileging of embodied, experiential knowledge over objective or disembodied forms of expertise.

Revising Trauma Theory: Trauma as Identity Construction and the Discontented Self in Fadia Faqir’s My Name is Salma (2007)

This essay will examine the concept of traumatic identity in My Name is Salma, exploring theories of traumatic identity and their relationship to the self in Arab Literature, the social context of the text and its historical resonance, and representation and identity via the female traumatic experience. The analysis will seek to reflect upon the impact and convergence of feminism, trauma and post colonialism within issues like the construction of the self, belonging, and the juxtaposition of homeland and exile. This essay argues, in part, that Arab women writers embrace trauma in their texts, while simultaneously critiquing the effects of trauma on the construction of personal identity. In particular, the work of Jordanian author, Fadia Faqir, in her novel, My Name is Salma (2007), provides a first-person narrative of the narrator and protagonist, Salma, who defines her personal identity as constructed from trauma, yet who is unable to process, mediate, or overcome her traumatic past. As she nevertheless attempts to construct a coherent narrative of self, the character of Salma allows readers insights into her thoughts, actions, and the way she views herself. This essay asserts further that the types of trauma that inform Salma’s narrative of self also speak to the experiences of many women in Arab states, such as the social stigmatization of so-called illegitimate birth, the violence of honour killing, racial abuse, Othering, and the dire circumstances and suffering inherent in life as a refugee.

Формирование образа «Я» в повествовании о самом себе

The article deals with an analysis of the self-concept and the issues of identification and self-identification formation in social communication space. The purpose of the study is to determine features of personal identity construction in the context of the narrative about oneself. Novelty of the study lies in the fact that the author, assessing features of personal identification, proceeds from the logic of the existential-narrative approach, justifying its methodological effectiveness. A brief overview of the main theories of social communication is provided. The article also examines the issue of stable and unstable self-narratives in the context of the discursive space of the modern society. The result of the study amounts to highlighting the process of autobiography writing as the main form of self-narrative constructing; assessing structural elements and formation stages of autobiography writing; as well as detecting the factors that affect the shape of unstable self-narratives in the modern social communicative environment.

Доверие как иррациональная компонента рацио: значение в конструировании личностной идентичности

Доверие как иррациональная компонента рацио: значение в конструировании личностной идентичности

Past Violence and Present Belonging in Belfast: Two Sisters Remember their Childhood Experiences with Paramilitary Violence on Shankill Road

SUMMARYBelonging is a shifting concept in Northern Ireland as demographics change and people seek to move past the violence of the Troubles. For older adults in the two majority communities, especially in the lower‐income areas most impacted by the Troubles, belonging can illustrate a sectarian divide over group identity: one is either an Irish Catholic or a British Protestant. Young adults who grow up in these hard‐hit neighborhoods, still struggling with high unemployment and low school completion rates, must also find a place for themselves. I explore constructions of identity and belonging in the narratives of two sisters, Angie and Ellie, who grew up in one such neighborhood, the predominantly Protestant Shankill Road in Belfast, in the last decades of the Troubles. Their childhood and adolescent recollections include IRA bombings and extreme security measures, but it was the violence of the loyalist paramilitaries affiliated with their own community that most influenced their present constructions of personal identity and sense of belonging to the wider Protestant community.

Échelle de temporalité : validation française d’une version courte de la Zimbardo Time Perspective Inventory (ZTPI)

Lewin (1951, p. 75) defined time perspective as the “totality of the individual's view of his psychological future and psychological past existing at a given time”. Indeed, time perspective is considered to guide behaviors and participate in the construction of personal identity. The Zimbardo Time Perspective Inventory (ZTPI) was constructed by Zimbardo and Boyd (1999) to measure the five dimensions of time perspective (Past-Negative, Past-Positive, Present-Hedonistic, Present-Fatalistic and Future scales) and contained fifty-six items. The ZTPI was validated in more than twenty countries, as well in France (Apostolidis and Fieulaine, 2004) and a short version (15-25 items) was also studied in numerous cultural settings like in USA, Australia and various European countries. Nevertheless, the short version of the ZTPI has never been validated in French. The aim of this study is to validate a brief French measure of the ZTPI (Zimbardo and Boyd, 1999) in order to apply it to adults of all ages. Based on the long ZTPI (fifty-four items) validated by Apostolidis and Fieulaine (2004), we tested a version containing fifteen items, the ZTPI-15, among 466 adults (18-98 years). The exploratory analysis revealed a factorial structure representing five factors comprising three items for each scale. The model was tested through a confirmatory factorial analysis, showing that the ZTPI-15 fit indices were satisfactory (χ2/dl=2.58, RMSEA=.066, CFI=.90, AGFI=.90, RMSR=.067). Internal consistency and test-retest reliability was verified. Correlations between mean scores of the five factors showed relationships. Present-Fatalistic was related to Past-Negative (r=.23) and to Future (r=−.20), whereas a correlation between Past-Negative and Future (r=−.22) was demonstrated. Moreover, Future related to Past-Positive (r=.12). Age was associated to all scales of the ZTPI-15 and the strongest correlation was to Present-Hedonistic (r=−.31). The comparison between 253 young adults (M=22.5 years) and 160 older adults (M=73.3 years) showed that the older were less oriented to Past-Negative and Present-Hedonistic but more to Past-Positive, Present-Fatalistic and Future. Furthermore, educational level was correlated to Fatalistic-Present (r=−.28). The validity of the ZTPI-15 was also confirmed with the scores of anxiety and depression and with the Self-Esteem Scale: individuals with high score of anxiety were oriented to Past-Negative (r=.34) and those with high score of depression were oriented to past-Negative (r=.27) and Fatalistic-Present (r=.27). Finally, individuals with low self-esteem were strongly oriented to Past-Negative (r=−.45) and Present-Fatalistic (r=−.27), and individuals with high self-esteem to Future (r=.28).

Estudio de caso sobre el desarrollo de competencias emocionales y la construcción de la identidad personal en un centro de Educación Secundaria

INTRODUCCIÓN. La Educación Emocional desarrolla las competencias emocionales consideradas esenciales para la construcción de la identidad personal, en la que la interacción con los agentes externos adquiere un papel insustituible desde una perspectiva constructivista. Este trabajo presenta cómo la implementación del Programa de la Asignatura de Educación Emocional (AEdEm) favorece la construcción de la identidad personal. MÉTODO. La metodología seguida ha implicado la aplicación y evaluación de los resultados del dicho programa en un Instituto de Educación Secundaria. Las evidencias en las que se apoya la evaluación se han obtenido a partir de observaciones en el aula, entrevistas a los estudiantes y autoinformes realizados durante el desarrollo del programa. El análisis cualitativo de dicha información se ha realizado mediante un sistema de categorías construido a partir del constructo identidad y de un modelo competencial. RESULTADOS. Los resultados obtenidos indican que la Educación Emocional favorece la construcción de la identidad personal mediante el desarrollo de aspectos propios de las competencias emocionales que van desde la conciencia, expresión y autorregulación de las propias emociones a la responsabilidad, la empatía y las conductas prosociales. DISCUSIÓN. En conclusión, la Educación Emocional, cuando se aborda de forma sistemática y se incorpora al currículum, contribuye a la formación de la identidad personal haciendo personas más conscientes y sensibles a nivel individual y social.