Story Of Identity Research Articles

Modeling Cultural Humility: Listening to Students’ Stories of Religious Identity

ABSTRACT To foster development of cultural humility in social work students, educators must listen carefully to students to uncover and disrupt implicit biases about other groups. This study was a narrative analysis of undergraduate social work student papers about identity and intersectionality where most students wrote about religion/spirituality and how it was important to their identity development and early experiences with empathy and advocacy. Students wrote about identity development, early experiences with empathy and advocacy, and implicit biases they held about religion. Religion and spirituality are important to clients and social workers, and yet are rarely addressed in the classroom. Discussion of shared religious experience and bias could serve as a catalyst for more difficult discussions of race, gender, sexuality, and ability bias. Better understanding of implicit bias and how empathy happens are crucial aspects of cultural humility.

Narrative Study of the Significance of Infertility and Its Treatment for Maternal Identity

ObjectiveTo explore how women who experienced infertility and underwent fertility treatments constructed maternal identities after they successfully gave birth. DesignNarrative qualitative study. SettingFinland, Scandinavia. ParticipantsTwenty-six previously infertile Finnish women who later conceived were recruited via social media, health clinics, and relevant informal support organizations. MethodsNarrative analysis was used to process written accounts and individual episodic interviews with each of the 26 women. ResultsFour different identity stories emerged from the data: Fractured Maternity, Pursuing Maternity, Learning Maternity, and Discovering Maternity. Infertility, its treatment, and childbirth were narrated as turning points in the participants’ life courses, but the significance of these turning points for maternal identity varied across the four stories. ConclusionThese findings have important implications for nursing practice. Health care professionals should be aware of the effects of previous long-standing infertility on the subsequent experience of motherhood so they can provide women with understanding, sufficient support, and appropriate interventions throughout the transition to motherhood.

Understanding Tension-Filled Tenure Track Stories: Currere, Autobiographical Scholarship, and Photography

In this paper I utilized the currere method and my experiences as a tenure track hire. Currere provided a framework that allowed me to remember and then engage my ways of knowing and immerse myself in supportive contexts. Specifically, I was able to deepen my understandings, learn, imagine up, and over time shift my tenure track stories. The complex, sometimes hegemonic institutional narratives embedded along my tenure track, regularly resulted in tension. In response to the tension and because of my enactment of the currere, I was able to remember and reflect on what I know and value, think about who I am and who I am becoming, including who I want to be as a professor. This work includes photographs because once I gave myself permission to play, taking, viewing, and manipulating pictures became part of my shifting tenure track identity stories.

Coming of Age: A CODA, Her Father, and Their Story of Identity

Coming of Age: A CODA, Her Father, and Their Story of Identity

Making sense of identities as sense-making devices

This commentary combines the insights offered by the contributors to this special issue into one consistent whole, a single story of identity and the learning of mathematics. Its somewhat unusual format—the story is told in an interview granted by the “Ideal Mathematics Education Researcher” to a journalist—signals that the author addresses the narrative not only to her fellow academics, but also to practitioners and the general public. As the story unfolds, the commentator reflects on the current state of research and invites her colleagues to harness their insights on identity and learning while taking a critical look at their own work.

Education for a good life: tracing how Sumak Kawsay and Sufficiency Economy became ideals for living well

Both Sumak Kawsay (SK) in Ecuador and Sufficiency Economy (SE) in Thailand are stories of virtue, identity and progress that bring about an ideal citizen and lifestyle claimed to be good for all, but which are in fact problematic and dangerous for many. These notions arose in political and educational discourses as a promise to “rescue” “indigenous” values; to make possible ways of good-living better suited for each of these countries than “Western” notions of well-being. It is problematic that in trying to make the idea of progress “indigenous” these proposals (re)inscribe particular historically transmitted ideas of who an ideal citizen is, and a lifestyle which makes deviant “kinds” of people who have to be “cured” through education. This paper will argue that SK and SE in education are ways of organizing the behavior of people through stories of virtue. It will also argue that these stories shape and are shaped by their intersection with the traveling and translation of ideas of progress. The paper will look into particular historical events to analyze what categories and notions of progress make SK and SE possible.

شلۆڤه‌كرنا مۆتیفان د ئه‌فسانه‌یا ده‌لالێدا

ئه‌فسانه‌یا ده‌لالێ ژ وان ئه‌فسانه‌یێن كوردی یێن ب باندوره‌ د فۆلكلۆرێ كوردیدا ل سه‌ر خه‌لكێ ده‌ڤه‌را زاخۆ. ئه‌ڤ ئه‌فسانه‌ وه‌كی پرانیا ئه‌فسانه‌یێن دی خودان په‌یامه‌ك مرۆڤایه‌تی، په‌روه‌رده‌یی و ره‌وشتییه‌ مینا ڤیان، قوربانیدان و وه‌فاداری و په‌یوه‌ندیا مرۆڤی ب سرۆشتیڤه‌ و پیروزیێن مرۆڤی دیاردكه‌ت. ئه‌ڤ خه‌باتا بناڤێ "شلۆڤه‌كرنا مۆتیفان د ئه‌فسانه‌یا ده‌لالێدا" لێگه‌ریانه‌كه‌ ژبوی دیاركرنا مۆتیف و راز و نه‌په‌نێن ئه‌ڤێ ئه‌فسانه‌یێ، ژ به‌ر كو موتیف هه‌لگرا چه‌ندین تایبه‌تمه‌ندێن جور بجوره‌ و هه‌ر ژ به‌ر ئه‌ڤی ئه‌گه‌ری ئه‌ڤ لێكۆلین پشتبه‌ستنێ ل سه‌ر رێبازا "ستیس تۆمپسۆنی" دكه‌ت یا ب ناڤئ " ئه‌نده‌كسا مۆتیفێن ئه‌ده‌بیاتا گه‌لێری." ل گوره‌ی ئه‌ڤێ رێبازێ هه‌می ڤه‌گێرانێن گه‌له‌ری د ناڤ خوه‌دا هنده‌ك تشتێن هه‌ڤپشك هه‌لدگرن و ب ئه‌ڤێ هه‌ڤپشكیێ دبێژن مۆتیف. ب رێكا مۆتیفا مه‌ هه‌ڤپشكیا ئه‌فسانا ده‌لالێ دگه‌ل ڤه‌گێرانێن دی یێن گه‌له‌ری یێن كوردی و بیانێ ده‌ستنیشانكرییه‌ و واتایا وان مۆتیڤان د چاندا گه‌له‌ری یا كوردی دا دیاركریه‌ و پاشی شلۆڤه‌كرییه‌.

From Campus to Classroom: An Other Story of Diversity and Identity

A preservice teacher considers how her experiences as a woman of color have shaped her understandings of identity and diversity in the classroom.

Engaging the US in the Age of Trump: The Case for a New European Strategic Discourse

While the prevailing perception of EU Member States of NATO is that cooperation with the US under President Trump has become close to impossible, there is still no alternative to engaging. International solutions of consequence will hardly be sustainable without the US. How can EU/NATO Member States and the EU engage effectively with the US on workable international solutions? Policy is applied analysis that inevitably infers from theory in response to the question: what works? Therefore, policy is an intervention, as therapy uses the term, and theories are cognitive tools. Policy and therapy are comparable because both work through discourse to effect change by cognitive restructuring. Therefore, psychological theories offer cognitive tools for designing a strategic discourse as policy intervention. A model for cognitive behavioural therapy and a theory on identity can innovate theory and make policy more effective. Current US political controversies mainly boil down to conflicting US identity stories. Foreign policy issues are an extension of competing domestic group identities and derived domestic issues. The domestic political process does not consider foreign policy issues on their own merit. As a result, current US foreign policy of unilateral confrontation causes some serious risks and costs to US interests. The states now seen as adversaries, such as Russia and Iran, have comparable identity stories that are in a similar way dysfunctional. Stories of confrontation bestow assets in a domestic power struggle while undermining international solutions. A new European strategic discourse should avoid identity stories but seek cognitive restructuring of grand strategies by proposing within the EU/Russian Permanent Partnership Council a comprehensive multilateral conference on the new regional political order in Syria and Iraq. This proposal can emulate the most successful cognitive restructuring of a grand strategy ever, the process led by Willy Brandt and Egon Bahr in West Germany in the 1960s and 1970s leading to the Conference on Security and Cooperation in Europe.

Associative Memory and Belief Formation

This paper experimentally studies the role of associative memory for belief formation. Real-world information signals are often embedded in memorable contexts. Thus, today's news, and the contexts they are embedded in, may cue the selective retrieval of similar past news and hence contribute to the widely documented pattern of expectation overreaction. Based on a stylized version of models of associative memory in the literature, we develop a simple and tightly controlled experimental setup in which participants observe sequences of news about the stock market value of hypothetical companies. Here, identical types of news are associated with identical stories and images. In this setup, participants' expectations strongly overreact to recent news. We successfully verify the model's predictions about how the magnitude of overreaction should depend on the history of news. For example, once today's news are associated with the stories and images of previous opposite news, expectations systematically under-react. By exogenously manipulating the scope for imperfect and associative recall in our setup, we further provide direct causal evidence for the role of memory in belief formation and overreaction. Finally, we use our experimental data to estimate the model parameters that govern the strength of imperfect and associative recall over different time horizons.

The Poverty of Philosophy

This article explores the essence of philosophy as a situation of authentic asking (poverty) which transcends the bounds of pragmatic knowledge. The poverty of philosophy is investigated in three meanings: liminality, abandonment, freedom. Liminality means that basic philosophical concepts are not ontologically given, they point to the openness of being, so docta ignorantia, learned ignorance is posited as the archetypal form of philosophy. Learned ignorance here means the knowledge of the whole (freedom, truth, God, soul, death, etc.). Knowledge of these is not gained experientially, not amassed, nor passed on, but rather exists in the special mode of already-knowledge. This knowledge leads to the dichotomy of captivation for fundamental philosophical concepts that precedes reflection and “grasp” of the instrumental mind, which turns the world as a whole into the object of power-seeking (V. Bibikhin). Abandonment: philosophy unfolds as thinking after the catastrophe of great beginnings. Historically, philosophy emerges with the collapse of mythological thinking. Philosophy is defined as post-catastrophic thinking, thinking in the state of abandonment. Freedom: philosophy as a self-collected readiness to place oneself at the edge. The author points out the marginality of philosophy, which doesn’t represent any metasubject (nation, state, class). This article shows philosophy’s destructive influence on myth, using the juxtaposition of community and society. Myth is shown to be a meta-narrative that integrates the community through a grand story of identity, marginalizing the Other and taking away her voice. At the same time, community is not an alternative project to be implemented as “utopia”; it is called to resist the final immanentization of society by generating splits and disruptions. The author outlines the main characteristics of community: the interruption of myth through giving voice to outcasts, and the destruction of the mimetic stance of “sacred beginnings”; the dispersion of subjective collectedness in existence- at-the-edge of a simulacrum; the introduction of the principle of ontological inadequacy (M. Blanchot); the gainsaying of the alternative between the singular and the general through articulating a “singular plural” (J.-L. Nancy), “any” being (G. Agamben); com-patibility as division (of joint space of coexistence and resisting homogenization); death as extreme openness to the other; communication as an ontological phenomenon beyond the function of representation and passing “information”; and memory as preservation of the traumatic Forgotten (J.-F. Lyotard). This article analyzes contemporary culture’s simulation of poverty, where exoticism of amassed impressions replaces liminality, the place of abandonment is taken by the apocalyptic rhetoric of postmodernity, and freedom is simulated through the biopolitical themes of security.

Evangelisk ironi

This article addresses the question whether unreliable narration, as the concept is understood in the tradition following Wayne Booth’s original definition, can occur in non-fictional stories. Contrary to Pekka Tammi’s conclusion in a recent article, this article’s answer is affirmative. It seeks to demonstrate, through a comparative analysis of respectively Mark’s and Matthew’s stories about the Canaanite woman (Mark 7:24–30 and Matthew 15:21–28), how Matthew comes forward as an unreliable narrator, and that his narrative unreliability is a function of what James Phelan has termed underreporting. The textual analysis, which leans on Gregory Currie’s and James Phelan’s theories of unreliable narration, argues that far from being more or less identical stories, as is suggested by various exegetes, Matthew’s pericope is significantly different from that of Mark. It is different both thematically and regarding the portrayal of the figure of Jesus, but also, and not least, by pursuing a more complex and daring communicative strategy based on unreliable narration and a system of multilayered irony. In concluding the theoretical discussion of unreliable narration, I suggest not only that unreliable narration is possible in non-fictional stories, but also that it is a somewhat misleading concept when applied to the kind of stories Wayne Booth normally referred to, namely fictional first-person narratives.

ТРАДИЦИЯ ГОРОДСКОГО ТЕАТРА БАНГСАВАН И ХУДОЖЕСТВЕННОЕ СВОЕОБРАЗИЕ ДРАМАТУРГИИ МАЛАЙЗИИ СЕРЕДИНЫ ХХ ВЕКА (НА МАТЕРИАЛЕ ПЬЕС ШАХАРОМА ХУСЕЙНА)

The paper reveals the transitory nature of the early Malay dramaturgy of the 1950-1960s with special reference to the writing of Shaharom Husain, one of the most outstanding authors of that time. The analysis demonstrates the persisting influence of the urban theatrical form bangsawan and the artistic principles of realistic drama co-existing in his plays. Ambivalence of focus in Shaharom’s writing brought into life two strikingly different works based on almost identical story line. His dramaturgy reflects complex interplay of tradition and novelty typical of the Malaysian literature of the time that witnessed the increasing dominance of the author’s individuality.

Stories of Identity from High Performance Male Boxers in Their Training and Competition Environments.

The current submission was conceived to broaden the discussion around male athletic identities by exploring the stories told by four members of the Canadian National Boxing Team. The athletes’ stories were elicited through an arts-based method followed by a conversational interview. Stories were then analyzed using an interpretive thematic analysis. Three salient themes were found—fluid masculinity, ethnicity brings an edge to boxing, and expressing identity through language. These themes present accounts that highlight how socially, culturally, and historically dominant narratives can allow athletes to feel comfortable in presenting the identities they might reveal or feel constrained from doing so due to factors outside of their control. The need to develop training and competition contexts that allow for the empowerment of athletes’ individually distinct identities is highlighted as a method to ensuring the positive mental health of elite level athletes.

Walking as Memorial Ritual: Pilgrimage to the Past

Walking as Memorial Ritual: Pilgrimage to the Past

And Ghana was scared: Media Representations of the Risk of an Ebola Outbreak in Ghana.

IntroductionThe 2014 Ebola virus outbreak in parts of West Africa marked the 25th occurrence of the disease since its discovery in 1976. While earlier outbreaks in Central and Eastern Africa had limited geographical extension and little media coverage, news media interest in the 2014 epidemic was remarkably high. In countries like Ghana, where the risk of imported infection was estimated to be among the highest, news coverage for the epidemic proliferated. This study aimed to describe and analyze the central themes which characterized media representations of the risk of Ebola outbreak in Ghana.MethodA quantitative content analysis (CA) was employed to study news media reportage of the risk of Ebola outbreak in Ghana. Two daily newspapers, the Daily Graphic and Today were sampled. An online search for Ebola news stories in the selected newspapers was conducted, and all hits with Ebola downloaded and screened. A total of 332 articles were retrieved and 156 articles met the inclusion criteria. Three independent coders carried out the coding using identical story analysis form.ResultsIn the course of the 2014 Ebola epidemic in parts of West Africa, the Daily Graphic and Today newspapers in Ghana published 332 stories about the epidemic. Of this number, the study analyzed 156 news articles which met the inclusion criteria. The analysis found that, media coverage for the risk of Ebola outbreak in Ghana reflected nine salient themes: concerns about the Ghana’s preparedness, support for Ghana’s preparation, public education on Ebola virus, assurances on Ghana’s readiness, suspected cases of Ebola, effects of Ebola, critique of Ebola risk handling, Misinformation and other.ConclusionAnalysis of news media coverage for the threat of Ebola outbreak in Ghana revealed nine important themes. These themes, contributed to an understanding of the broad impact of the recent Ebola outbreak on various sectors of the population.

‘Hogwash’: Addiction Policy Foundation on opioid bill reports

Last week, as the Senate headed toward a vote on the opioid package, the Addiction Policy Forum was weathering an attack in the form of almost identical stories in Congressional Quarterly and Politico that said Democrats were opposed to a provision in the bill that favors the advocacy organization. According to both reports, which came out Sept. 5, Democrats objected to the language that would give $10 million a year for five years to an advocacy organization, language that would apply only to the Addiction Policy Forum. The unnamed Democrat staffers, according to the stories, pinned their criticism on the fact that the Addiction Policy Forum receives pharmaceutical funding, something the organization itself announced last December (see ADAW, Jan. 8) but created a minor ruckus after protesters from Minnesota accused the group of a conflict of interest in a story published in The New York Times (see ADAW, Feb. 19, 2018).

Narratives of Desire, Love, Imagination, and Fluidity: Becoming an English Teacher in a University Preparation Program

This is a narrative study into the co-construction of teaching identities narrated by twenty-four undergraduate students in the context of an English language teacher education program in Argentina. Teacher identities are defined in the literature as co-authored stories of living and becoming. Our method uses narrative inquiry to study lived experiences as co-narrated phenomena. The narrative analysis of different texts gathered in the teacher education program allowed the co-composition of each participant’s identity story. Results first display thematizations of identity strands in these narratives involving emotions—love, desire, imagination, and fluidity. Next, participants’ negotiation of their processes of becoming through these emotions are retold. The discussion examines results considering state-of-the-art literature. The conclusions summarize the implications of the research for English language teacher initial university education.

Strict versus flexible categorizations of mixedness: classifying mixed race in Singapore and New Zealand

ABSTRACTClassifying and recording population data along racial and ethnic lines is common in many multiethnic societies. Singapore and New Zealand both use racial and ethnic categories in their population records and national censuses, although on different scales, using different methodologies and to different ends. Mixed race identities are particularly difficult to classify within traditionally singular racial categories, and each country has dealt with this in various ways. This paper explores the effects of different forms of classification on mixed racial and ethnic identities. Narratives from 40 men and women of mixed descent highlight the tangible and intangible impacts of categorization along racial lines, and the ways in which mixedness can be tied with belonging. The contrasting examples of Singapore and New Zealand illustrate the ways in which individuals of mixed heritage navigate both strict and fluid forms of classification, and how stories of identity are closely intertwined with institutional classificatory structures.

Travelling into the other's world: South African pre-service teacher education students' construction of difference, belonging and identity

Against the backdrop of a lack of social engagement in South Africa’s classrooms, this paper explores how nine pre-service student educators constructed stories of difference, belonging and identity in facilitated conversations around race relations in South Africa. As such it will contribute to an emerging field of research on pedagogical interventions that engage students in difficult conversations to create more socially just classrooms. Bamberg’s (2012) positioning analysis for small stories was used as analytical tool. What transpired in this analysis was that students tended to position themselves first and foremost along racial lines, revealing their experiences of continuing academic and social segregation. Although students expressed a desire to overcome these divides, they struggled to visualise a world where black and white students could engage beyond their comfort zones, moving beyond the narratives with which they grow up. Lugones’ (1987) concept of world-travelling and her suggestion that world travelling might be more difficult for those who are at most ease in their lives, was useful to unpack and understand the different roles students performed. Students’ stories also showed the importance of destabilising dominant understandings of subjectivity, by allowing the emergence of fragmented narratives in difficult conversations. Recommendations of how to use narratives to facilitate students’ world travelling include the emphasis on intersectionality, fluidity and complexity in students’ stories but also discuss the difficulties to facilitate such a process and the importance of self-reflexivity on the part of the facilitator.