Identity Construction Research Articles

Language Teacher Researcher Identity Construction in Activity: Navigating Entanglement of Two English PSTs in Undergraduate Thesis Work in the Indonesian Context

ABSTRACT Addressing the issue of colonial humanism ideologies plaguing undergraduate thesis work of English pre-service teachers in the Indonesian context and perpetuating the dichotomy of teacher and researcher identities, this study explored two pre-service teachers’ entanglements in their day-to-day praxes of undergraduate thesis work as a site of identity construction by framing it in the lens of postcolonial, posthuman and transnational Cultural-Historical Activity Theory. Orienting toward movement of actions and praxes, they actively participated in entanglements of identity construction by making visible layers of contradictions and continuously maneuvering the contradictions to achieve meaningful outcomes in each praxis. The contradictions at the micro level further revealed contradictions at the meso level of actions and the macro level of networked activity systems at the institutional level, indicating the pivotal role of understanding their micro level of praxes to unveil issues hindering undergraduate thesis to serve as a democratic space to generate meaningful knowledge.

Gender stereotypes in the physical education textbook

Gender stereotypes in media, including books, can play an important role in the process of gender identity construction. The purpose of this study is to analyze gender representation in Elementary School Physical Education, Sports and Health textbooks. The analysis was conducted by tabulating images and looking at the appearance of gender characters in the text in the elementary physical education books from grade one to grade six. Visibility and Firstness refer to the number of times a male or female character appears first in an exercise. Gender stereotypes (such as female characters doing rope games, male characters playing big ball games) were counted. Based on this data, it can be seen that in classes 1,2,4,5 and 6 there are more male images than female, only in class 3 there are more female images than male. Furthermore, the results of Gender Stereotyping data show that males are more dominant in Floor Gymnastics, Water Sports, Physical Fitness Activities, Invasion Games, Net Games, Maintenance of Reproductive Hygiene, Pencak Silat Martial Arts, and Athletics. In contrast gymnastics materials and Rhythmic Gymnastics Activities are dominated by women. Such stereotypes are considered as one of the ways in which gender identity is influenced and constructed. They can limit individuals' choices in relation to their roles, interests and aspirations, as individuals tend to conform to what is perceived as the gender norm in society.

The King: The Identity Construction of Duke of Zhou in Jinteng in the Pre-imperial Period

The Jinteng () is a famous chapter in the Shangshu. In addition to the Shangshu, the bamboo slips in the collection of Qinghua University also contain a text about Zhou Wu Wang You Ji Sou Zi Yi Dai Xian Wang Zhi Zhi, and the overall plot is similar to the Shangshu Jinteng. This paper pays particular attention to the depictions of rituals in the two versions of the Jinteng of the pre-imperial period. With the help of the principle of sympathetic magic proposed by Frazer, it is concluded from the analysis of the ritual depictions and specific texts in the Jinteng that the identity of Zhou Gong may be constructed as an obscure King. However clarifying the changes in the construction of the identity of the Duke of Zhou, it is also possible to understand and expand the ideologies of different political systems behind the texts.

Who are we? Discursive construction of collective identity in youth organisations in Poland: a citizenship orientation perspective

ABSTRACT Collective identity (CI) is one of the levels of the social construction of citizenship. It was assumed that since citizenship as a state-centred notion is difficult to maintain today, an analysis of CI should exceed national, ethnic, language and cultural identifications. What does it look like in the case of CI constructed discursively by youth organisations? The aim of the research presented in the paper is to reconstruct collective identities (CIs) based on a discourse analysis of selected youth organisations operating in Poland and an assessment of their community-individual orientation. The research material constituted 696 documents produced in 2018 by six youth organisations on their official websites and Facebook profiles. The approach by Ruth Wodak and Martin Reisigl was adopted. We analysed the application of discursive strategies in the texts referring to the ‘we’ and ‘they’ categories. The conclusions indicate, among others, that in the analysed discourses the CI is differentiated by the manner of distinguishing from ‘others’ and the constellation of predicates relating to the category ‘we’.

Development of a Professional Identity Scale for Information Professionals

Professional identity is generally defined as one’s interpretation of self as a professional in connection with the personal and professional experiences, attitudes, and aspirations. The research used the framework developed by Pierson et al. (2019), value statements from major professional associations, library and information science (LIS) literature to revise a professional identity scale for counseling profession developed by Woo and Henfield (2015). The developed instrument will be reviewed by small number of experts (N≈20) for content validation. The instrument will be sent out to LIS professionals via mailing lists for construct validation. LIS professionals who have just transitioned from school to work (graduated from LIS programs in the last 5 years) will be invited to participate in the study. The final instrument will include demographic questions (e.g., age, gender), highest degree achieved, employment status, and LIS job experience. Exploratory factor analysis will be carried out to identify the factor structure of the scale and relevant tests (e.g., Kaiser-Meyer-Olkin, Bartlett's test of sphericity) will be performed to investigate and assess the professional identity constructs that will emerge from the data. Confirmatory factor analysis will be conducted to obtain additional measures of fit and possibly explore additional changes. As the profession goes through a transformation and recalibrates itself to stay relevant and better address the needs and expectations of users, having a validated and reliable instrument to assess the professional identity of the professionals in the field will help address this gap.

FORMAÇÃO DE PROFESSORES PARA A EDUCAÇÃO INFANTIL: NECESSIDADES E PERSPECTIVAS

This article addresses a disturbing issue regarding the training of professionals working in early childhood education, exploring in depth the constitution of the teacher, his/her reflective practice and teaching identity. Its purpose is to highlight the relevance of teacher training, emphasizing, through a detailed analysis of several authors, the importance of the identity construction of the education professional and of critical reflection in teaching training and practice. This is a literature review that seeks support from renowned scholars to illustrate the importance of continuous and in-depth training for these professionals. Thus, the focus is on the need to adequately prepare those who will be responsible for constructing the learning of children from zero to five years of age, an important and formative period in the lives of individuals. The review aims to emphasize how the training and identity of the teacher are essential not only for personal development, but also for pedagogical effectiveness and the quality of early childhood education.

The Biblical Discourse of Disability and Implications for Religious Communities in Uganda: A Hermeneutical Review

This hermeneutical review of biblical discourse of disability seeks to promote inclusive religious participation. Although the Bible is a religious book among Ugandans, there is limited discussion on how it can enhance social and religious participation of persons with disabilities. The review revealed that disability representation, human dignity and essence, divine human integrity and social empowerment dominate biblical discussion of disability. So, the article asserts that disability interpretation and representation shapes the construction of social identities and enhances inclusive participation for persons with disability. Therefore, an African disability hermeneutics is recommended to transform religious teachings and theological interpretations of disability.

Roots tourism experiences, identity construction, social equity and social justice: a mixed methods approach

ABSTRACT The incidence of African diaspora’s pilgrimage to their ancestral motherland in Africa has recently increased. Indeed, initiatives such as the Black Travel Movement and Year of Return have increased the desire for black diasporans to ‘go back home’. Evidence in the literature illustrates that this homecoming is a deliberate effort towards identity construction. Using a mixed-method research approach (and W.E.B Du Bois’s sociological; terror management, and substantive identity negotiation theories), this study examined root tourism’s effects on identity construction, social justice, and equity using data from the Cape Coast and Elmina Castles in Ghana. The study’s key outcome shows root tourism’s power to influence social justice and human rights equality. Furthermore, the study discovered that terror management and substantive identity negotiation theories are limited in their relevance to non-Western contexts. This study demonstrates how managers of tourism firms can rightly position root tourism as a distinct tool for identity construction, social justice and social equity. The study also discusses its implications, limitations and future studies.

Language and Cultural Identity Construction in Children Attending a Bilingual Programme in France: A Longitudinal Case Study

ABSTRACT This 5-year longitudinal case study contributes to our understanding of how family and space impact children’s bilingual identity construction and agency development. Participants are two French-English bilinguals from contrasting family profiles. Ava was born and raised in France. Her parents’ first language and her dominant home language is English. Victor was born in France. His parents’ first language and his dominant home language is French. His family moved to Australia for 3 years before returning to France when Victor was 5. Ava and Victor, who attend the same bilingual school programme in France, are followed from the beginning to the end of elementary school. Our results show that parents’ investment is critical to children’s attitudes and identity construction. While birthplace and family links to languages and cultures are highlighted, length of time spent in a place is also significant, although it impacts the children differently. Expressions of identity evolve constantly, as reinterpretations of children’s past and present experiences, together with the support of people around them, influence their plural self-concept and agency development.

Precarious privilege: identity (re)construction among international students returning to South Korea

Precarious privilege: identity (re)construction among international students returning to South Korea

English and Putonghua varieties in Hong Kong: language attitudes and identity

ABSTRACT With its growing global visibility and usage, Chinese has evolved into a regional and emerging global lingua franca, spoken by a significant population of L1/L2 speakers. This study expanded world Englishes/English as a lingua franca research to explore language attitudes and identity across diverse English and Chinese varieties. It compared educated stakeholders' (university students/professionals) (N = 1481) attitudes towards different L1/L2 varieties of English and Putonghua/Mandarin in Hong Kong, where both languages play an essential role under its ‘biliterate, trilingual' language policy. Findings derived from the verbal-guise technique suggest a hierarchy exists in the status of these language varieties, with L1 English at the top. A further evaluation of these varieties in the status/solidarity dimension indicates that Hongkongers' identity construction may involve proficient/L1-based English and a Putonghua variety, including Hong Kong Putonghua. Furthermore, the findings underscore the dynamic nature of language attitudes depending on contexts, pointing to a greater acceptance of L2 English and Putonghua/Mandarin varieties in less formal/more interactional L2-L2 communication. They also show a potential relationship between language attitudes and one's working experience/awareness. The paper argues that adopting a pluricentric framework to (re)conceptualise Chinese can provide valuable insights into its role in multilingual societies, identity construction, and Chinese language education.

Constructing Ethnolinguistic Identities: A Critical Examination of Language and Power Dynamics in Diasporic Communities

This research investigates the complex interplay between language and power in the formation of ethnolinguistic identities within diasporic communities. As globalization accelerates, diasporic groups navigate a complex landscape where traditional linguistic practices intersect with new socio-political realities. This study aims to critically examine how language functions as a tool for negotiating identity and power within these communities, emphasizing the role of language ideologies and practices in shaping social dynamics. The primary objectives are to explore how language serves as a medium for the construction and negotiation of ethnolinguistic identities and to understand the influence of power relations on these processes. Specifically, the study seeks to identify the ways in which language practices reflect and challenge power structures within diasporic contexts and how these practices contribute to the formation of collective and individual identities. This research is a multi-sited ethnographic approach,and integrates discourse analysis across several diasporic communities. Findings reveal that language serves as a strategic resource for negotiating social status and ethnic belonging. Diasporic individuals employ code-switching, language reclamation, and multilingualism to assert identity and resist assimilation pressures. The study highlights how language ideologies both reinforce and contest existing power structures, demonstrating the dynamic role of language in shaping ethnolinguistic identities amidst shifting socio-political landscapes.

I am not a Sportsman: the characteristics of identity construction in Traditional Chinese Martial Arts groups

I am not a Sportsman: the characteristics of identity construction in Traditional Chinese Martial Arts groups

A critical discourse study of cultural and national identity (re)construction in Taiwanese high school EFL textbooks

ABSTRACT In foreign language textbooks, cultural representations embedded in texts and images not only facilitate the acquisition of linguistic knowledge but also construct ethnic or political identities. Over the past century, the mainstream ideology in Taiwan has changed due to the rotation of ruling parties and generational shifts. This change is also evident in contemporary English-as-a-Foreign-Language textbooks. In light of this emerging issue, this study employed critical discourse analysis to examine three sets of textbooks that are widely used in high schools in Taiwan. The study reveals that textbooks produced in Taiwan generally: (1) highlight the indigenous culture of the island, (2) extensively depict contemporary Taiwanese celebrities, specialties, and natural landscapes, (3) embellish the period of Japanese and Dutch-Spanish colonisation, and (4) strategically differentiate between ‘China/Chinese’ and ‘Taiwan/Taiwanese’. The findings expose the Taiwan-centric perspective of the textbooks while downplaying the significance of the national title – ‘the Republic of China’.

PERTENCIMENTO E RECONHECIMENTO NO CONTEXTO DA EDUCAÇÃO DE JOVENS E ADULTOS: REFLEXÕES SOBRE MEMÓRIA E IDENTIDADE

This article discusses the importance of belonging and recognition in the context of Youth and Adult Education (EJA), with an emphasis on its implications for memory and education studies. Based on a theoretical review based on the works of authors such as Baumeister, Leary, Maslow, Hegel and Honneth, we seek to explore how these concepts influence the construction of identity, the retention of information and the social interaction of educational subjects. The feeling of belonging and recognition in the educational environment are essential for the academic and emotional development of students, directly impacting engagement and motivation for learning. The main objective of this research is to investigate the role of belonging and recognition in EJA, analyzing the contributions to the formation of identity and the academic development of students.

<b>From Imagination to Practice: Unravelling the Professional Identity of a Pre-service EFL Teacher</b>

This study uses a narrative inquiry method, focusing on the transformation journey of a pre-service EFL teacher named Brandon (pseudonym), to explore the complex process of professional identity construction and reconstruction for pre-service teachers to teach EFL from a teaching practicum. The study gathered information about critical events that shaped Brandon's professional identity through semi-structured interviews and diaries before and during his teaching practice. Using an innovative "story constellation" approach, the research creates a three-dimensional narrative, weaving together temporal, personal, social, and contextual aspects. This exploration of Brandon's journey illuminates the core tenets of effective language teaching, including adaptability, empathy, continuous learning, and a student-centred approach, thereby gaining a deeper understanding of the (re)construction of EFL teachers' professional identities. This study widens knowledge of EFL teachers' pre-teaching professional experiences and offers important implications for teacher education programs.

The invisible community in contemporary China: a visual narrative framework for Chinese lesbian identity

This study employs the photo-elicitation (PE) interview method to explore the social construction of contemporary Chinese lesbian identity. It examines how individuals use visual symbols in their daily lives to construct and express their sexual orientation. The research highlights the diversity and creativity in Chinese lesbian identity expression, while addressing challenges from traditional family values, gender norms, and evolving social attitudes. Introducing the “Visual Narratives of Identity” (VNI) framework, this study bridges the gap between academic research and lived experiences, offering insights into identity expression under social and cultural constraints. The findings emphasize the complex strategies participants use to navigate social expectations and maintain personal authenticity. This study enriches the theoretical landscape of sexual orientation identity in visual culture studies, advocates for methodological diversity, and deepens our understanding of the complexities within Chinese lesbian subcultures.

Salafism and dialectics of Muslim identity in Nigeria and the Sahel

ABSTRACT Using examples from West Africa, this paper argues that Salafism has become modular. In interrelated trends, some Salafis have revised their postures towards other Muslims, while some non-Salafis selectively adopt elements of Salafism; both trends lead to forms of ‘post-Salafism’. The paper investigates three facets of these nascent ‘post-Salafi’ trends. First, Salafis have championed the hadith report as the main currency of evidence-giving in religious debate, but have lost ‘market share’ in the interpretation of hadith. Second, intellectuals trained in comparative jurisprudence can stake out an appealing middle ground between Salafism and traditionalism. Third, Salafis’ need for coalition partners in politics and society can blur the boundaries of Salafism, even to the point that some Salafis compromise on anti-Sufism, a core element of Salafism. Discussing Nigeria, Mauritania, and Mali, the paper highlights how local contextual factors have affected the construction of Muslim identity since the 1990s. These factors include democratic openings, exhaustion with Sufi-Salafi polemics, the appeal of Shi‘ism, and mass protests with religious colourations.

In between the neoliberal reality and the humanities imagination: a narrative inquiry of an English major’s identity construction in China

ABSTRACT This study reports an ethnographic case study of a Chinese female English major of a working-class background – Faye (pseudonym) and her English learning and use experience in an elite community in the Chinese context. Drawing on the data collected from a 13-month longitudinal inquiry, the study employs Darvin and Norton’s [2015. ‘Identity and a Model of Investment in Applied Linguistics.’ Annual Review of Applied Linguistics 35:36–56. https://doi.org/10.1017/S0267190514000191] model of investment to explore her identity transformation through English-as-a-foreign-language (EFL) practices. Findings suggest that Faye’s investment in EFL practices appeared to transform with her evolving perceptions of EFL learning and imagined identities, which were shaped largely under the influence of neoliberal and humanities discourses. The study argues for a critical interrogation of the impact of neoliberalism on EFL learning and humanities education, cautioning against its tendency to constrain identity potentials and sustain structural inequalities. Pedagogical implications are suggested at the end of the article.

Name and Power Relation to African-American Identity in Ralph Ellison’s Invisible Man

This study aims to explore the relationship between names and African-American identity in Ralph Ellison's Invisible Man. Through a qualitative descriptive analysis, the study investigates how power relations influence the construction of African-American identity in the novel. This study used semiotic approach by applying Charles Sander Peirce’s semiotic theory in examiningg the use of name, as well as sociological approach by applying Michel Foucault's concept of power relations in analyzing power relation to social identity. The findings reveal that names, while significant, are not the sole determinants of African-American identity. The study discovers that, after the Civil War, many African-American characters in the novel chose names of European origin in an attempt to avoid negative racial stigma and discrimination. Instead, the study finds that identity construction is primarily shaped by social categorization and comparison and that power relations play a crucial role in limiting positive representations of African-American identity. This study sheds new light on the relationship between names, power, and African-American identity in literature and provides insights into the ongoing discourse surrounding these important cultural and social issues.