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Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of the current innovative practice paper is to introduce a technique to explore leader identity development and meaning-making that builds on the narrative pedagogical tradition. In this paper, we recommend a process for combining turning-point graphing and responsive (semi-structured) interviews to co-explore leadership identity development and meaning-making with college students. Design/methodology/approach: The paper provides student feedback data on the effectiveness of the technique in improving understanding of leader identity and transforming meaning-making. Originality/value: We hope practitioners can utilize this approach to build leadership identity development and meaning-making capacity in college students. [ABSTRACT FROM AUTHOR]

Purpose: The current paper is part of a larger scoping review project investigating the intersection of leader(ship) identity development and meaning-making. In this review, we analyzed 100 articles to determine the current extent of literature that covers the intersection of leader(ship) identity development, meaning-making and marginalized social identities. Design/methodology/approach: A review of the extant literature is included, and a conceptual model is suggested for further exploration into this critical and under-researched domain. Findings: More research is needed at the intersection of leadership identity development, meaning-making and marginalized social identities. Originality/value: As this area of study has expanded, scholars have noted an absence of research on the effect of multiple social identities, especially marginalized identities, on meaning-making and leadership identity construction. [ABSTRACT FROM AUTHOR]

The current investigation aims to explore the multimodality of the visual language in cinema, which articulates pictures and words into a creative medium of contemporary aesthetics and criticism. This multimodal discourse analysis focuses on Al-Akhar (The Other, 1999), a film that renders the postcolonial philosophy of Edward Said (1935-2002), the Palestinian-American critic. Youssef Chahine (1926-2008), the Egyptian cinematic artist, produced this film. The present creativity of multimodal cinematic visual language is significant in articulating form and content, where expressive components manifest through graphic, aesthetic, and semiotic symbolisms overlapping with local/global cinematographic ecologies. Three decades ago, Al-Akhar imagined today's media dominance when it criticised the sociopolitical landscape of the 1990s, which led to a series of inhumane incidents across different geographies at the beginning of the new millennium. It investigates the impacts of media and globalisation on Arabic social systems, discussing economies and cultural heritage with imperialism, colonialism, and capitalism. This paper aims to identify Youssef Chahine's cinematic art as a medium of Edward Said's criticism. Methodologically, it adopted the aesthetic analysis as a qualitative research method to explore the visual language in the cinematic medium. The research's question corresponds to the critical role of media in rendering the cultural issues of identity from aesthetic perspectives. This paper is significant because it explores the impact of critical thinking on multimodal media, which aesthetically incorporates language, fashion, architecture, sociology, philosophy and education. Furthermore, it identifies a significant dualism in art resembling a multimodal articulation of Edward Said's criticism and Youssef Chahine's cinema. [ABSTRACT FROM AUTHOR]

This paper is an ecofeminist exploration of Pratibha Ray's (2001) one of the most imperative works The Primal Land, translated from Oriya text into English. The article presents grave issues on the themes of the exploitation of women within the community as well as the exploitation of the indigenous people at large, where nature becomes a spiritual and cultural symbol. The physical forces lurk upon tribal communities for the encroachment of land and the exploitation of natural reservoirs of resources and fracture the bond between nature and culture. Unrestrained hunger for modernization and urbanization leads to dissolving age-old bonds with nature and culture. Representation of internal and external conflicts where women are seen to work with a lot of burdens and face typical stringent traditional practices whereas external conflicts to preserve cultural identity and existence of ethnic community against the exploitative local government takes shape in this paper. Exploration of the life of the Bonda Tribe in the midst of the natural environment, their unique traditional practices, and their close affinity with nature as a spiritual being is presented through the ecofeminist holistic notion. This paper excavates the socio-ethnic tensions between the ethnic community and the politics of Development on one hand and the internal conflicts based on gender bias on the other. [ABSTRACT FROM AUTHOR]

This paper aims to introduce a new theory, techno-realism, which is derived from political realism, to help comprehend the complex connections between technology and politics. According to techno-realism, technology serves as a means of power, with the innate drive for survival in human nature shaping the formation of identity. The research question at the core of this study revolves around the extent to which technology influences contemporary political science and whether it truly serves as a means of power. Three concepts are introduced: identity establishment, technology as the central source of power, and non-state actors in politics. The primary case study focuses on the complexity of the issue in Xinjiang, examining the application of cyberpolitics in the region. The second case study explores technology’s role in Indonesia’s political power struggle, as evidenced by its 2024 elections and the abuse of information and electronic transaction law effectiveness to control freedom of speech. Additionally, this paper introduces a case study on the Indo-Pacific regional power dynamics in confronting “digital authoritarianism”. This paper underscores the imperative for a new theoretical framework, adapted from political realism, which despite being subject to considerable criticism, has the potential for further development, placing technology at the core of analysis. Recognising the central roles of technology, identity formation, and non-state actors, techno-realism offers valuable insights for navigating complex political landscapes and informing strategic responses to emerging challenges. However, further research is needed to understand completely its applicability and limitations across different contexts, as demonstrated by the case studies presented in this paper. [ABSTRACT FROM AUTHOR]

This paper aimed to demonstrate the correlation, a hidden, intricate, interplay, between the conception of risk and the fluid nature of society during the eras of migratory relocations as portrayed in Salman Rushdie's literary masterpiece, The Satanic Verses. The general premise found in this paper was that risk is based on the following logical axiom: Risk is mathematically unpredictable, something that goes beyond the human capability of discernment or probabilistic prevision. This blank space that separates reality from its potentiality is the risk. Thus, in migratory relocation, the risk consists of the unknowability of what could happen the second after having passed a line. It is the border of what is known. Rushdie's work offers profound insights into the ways in which individuals navigate the turbulent waters of a rapidly changing world, where cultural, social, and political paradigms constantly shift. In the first part of this work, we will present the main topics related to risk. Rushdie's work underlines the central role that storytelling and narrative play in navigating the complexities of a fluid society. The characters in Rushdie's novel employ storytelling as a means of understanding and asserting their own identities, thereby confronting the inherent risk of being silenced or marginalized in a world dominated by shifting power dynamics. In conclusion, Salman Rushdie's The Satanic Verses provides a rich tapestry of narratives that not only explore the conception of risk in a fluid society but also challenge readers to contemplate the intricate interplay of identity, culture, and faith in an ever-changing world. This works serve as a testament to the power of literature to engage with contemporary issues, transcending boundaries, and sparking critical conversations. Through his vivid characters and daring narratives, Rushdie invites readers to grapple with the aims and main issues of our time: the quest for self-identity, the inevitability of risk, and the enduring need for storytelling as a means of understanding and shaping our rapidly evolving society. [ABSTRACT FROM AUTHOR]

In the field of migration research, the frequency of employing qualitative walking interviews has risen in recent years to delve into the construction, evolution, and negotiation mechanisms of migrant identities within everyday spatial practices. This novel mobile method emphasizes the interaction between micro-experience and macro-structure. It facilitates a shift away from viewing migrants as passive outsiders, empowering them with increased agency, and allow researchers to gain deeper insights into migrants' emotional dynamics, life experiences, and self-identification within new social landscapes and power configurations. This systematic review aims to evaluate, integrate, and analyse the current empirical evidence in qualitative migration research using walking/go-along interviews for different types of migrants (defined as an individual who moves away from his or her place of usual residence, whether within a country or across an international border, temporarily or permanently, and for a variety of reasons). This review brings together for the first time the knowledge and insights from migration research that involves walking interviews. This review employs framework synthesis to analyse the 24 included articles, identifying five major themes: (1) synergising diverse research methods within different research designs; (2) adjustment of power dynamics; (3) migrants' place-based threefold agency; (4) migrants' identity construction; (5) place-based sense of belonging or exclusion. By integrating these themes, the methodological contribution of this review lies in recognizing the advantages of combining walking interviews with other research methods, which lies in capturing the multidimensional aspects of mobility, allowing researchers to flexibly switch between methodological strategies and spatial scales. Additionally, this paper recommends a deeper exploration of migratory experiences to transcend prevailing practical knowledge and pay sensitive attention to potential ethical issues throughout the research. Such investigation has the potential to uncover the dynamic evolution of agency, identity construction, and the fluctuating sense of belonging among various migrants throughout their journey. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: The dramatic reconfigurations of work-family roles and social boundaries resulting from the social restrictions imposed during the Covid-19 pandemic led working mums to look for online sites as spaces of emotional support and regulation where they could vent their emotions, share their concerns and griefs, and seek advice. They also became interactional spaces where mums' relevant identities were reassessed and enacted as they aimed to balance work-family roles and improve their wellbeing. The paper explores how working mums discursively negotiated their multiple identities in an online support forum during times of global struggle, how these identity constructions reflect the domains of Work-Family Conflict (WFC) and how working mums perceived these identities are related to their mental health. Methods: 127 posts of Chilean working mums published in a public online support forum for working mums collected during the first half of 2020 were analysed in three phases. The first one involved a thematic analysis to identify themes and subthemes related to working mums' identity construction in the data. The second phase involved conducting a narrative analysis of working mums' microstorias in order to identify a master narrative crafted by these working mums, and contesting and conforming ideologies of motherhood, among others. Finally, the third phase involved a fine-grained discourse analysis of the most representative extracts illustrating working mums' identity negotiation. Results: The sociolinguistic analysis showed that working mums' discourses displayed three themes of self-reflection, namely, diminishing self-care, reassessing their self, and enhancing self through self-care. Identity-related sub-themes for each main theme are discussed and discursively analysed. Two main points are emphasised: (1) the identity that was most salient in working mums' discourse was their personal identity (rather than work-family roles and identities), and (2) microstorias allowed working mums to challenge the hegemonic power of dominant discourses around their identities and their work-family roles. Conclusions: The study shows that a sociolinguistic approach to the exploration of working mums' identity negotiation is useful to highlight the ways in which mums contest binary assumptions of work-family roles and the need to reconsider working mums' life domains so that they reflect working mums' actual identity needs and lived experiences. Future lines of research are outlined. [ABSTRACT FROM AUTHOR]

This paper focuses on the impact of Hurricane Katrina—which hit parts of the U.S. South, especially New Orleans, in 2005—on African American coming-of-age novels. In particular, we argue that Hurricane Katrina constitutes a watershed moment in African American coming-of-age narratives, bringing about changes in identity formation and self-realization concerns that are typically associated with preKatrina African American coming-of-age novels. To develop our argument, we study two post-Katrina African American coming-of-age narratives: Ninth Ward (2010) by Jewell Parker Rhodes and Salvage the Bones (2011) by Jesmyn Ward. We suggest that these two narratives exemplify those changes through conforming to the Black Radical Tradition, as theorized by Cedric Robinson. The two novels, we show, not only lay bare the systemic racism that came to the fore in the aftermath of the hurricane but also highlight African Americans’ resistance strategies in the face of such racism. [ABSTRACT FROM AUTHOR]

This paper aims to address the identity struggles experienced by the female protagonists in The Kitchen God’s Wife. Through a detailed textual analysis, the study investigates how the novel portrays the conflicts faced by Chinese-American women in reconciling their dual cultural identities. In this novel, Amy Tan vividly illustrates Winnie Louie’s culturally transformative experiences as a Chinese immigrant woman and their enduring impact on her sense of self, particularly in relation to her American-born daughter, Pearl. Tan emphasizes the intergenerational tensions arising from differing cultural expectations and personal histories. This paper employs Erik Erikson’s Psychosocial Development Theory as a research method to explain the identity conflict within the characters, focusing on Winnie’s past traumatic experiences and their role in shaping her identity. The study explores how these issues lead to significant conflicts with her daughter, Pearl. In addition, Tan introduces a feminist struggle over culture and identity between Winnie and Pearl due to their differing perspectives on life in the US. Their quest is for identity and self-discovery. The result of this paper demonstrates to what extent communication between mother and daughter aids in resolving the identity struggles that they experience, empowering them to assert their power in the world. [ABSTRACT FROM AUTHOR]

The formation of a healthy self-esteem in early ages is of great significance for people's forthcoming social behaviors, as it paves the way for taking healthy risks, solving problems and trying new things in their future life. People, especially young individuals, with a healthy self-esteem, will conceivably demonstrate more positive behavioral characteristics in the future in context of a society. Although, the study of self-esteem as a concept has been widely investigated psychologically; it has been overlooked in the recent socio-cultural studies. Therefore, this paper aims at the study of the links between self-esteem and upcoming social behaviors from an interdisciplinary point of view trying to combine the specific value tendencies with social possibilities and contingencies of pursuing those desires. To achieve these goals, this paper firstly presents the challenges and demands facing the research on social-cultural perspective of self-esteem; then it talks about the relationship between the influence of self-esteem in a person's future life and identity constructive behaviors and also enquiries the sort of identities that individuals will give worth and follow after their selfesteem is formed; finally the last part displays the way that the pursuits of self-esteem are mediated and intertwined with social occurrences. [ABSTRACT FROM AUTHOR]

Teaching in contemporary schools raises complex questions about how to engage meaningfully with diversity. Working within already politicized and fast-changing sociocultural landscapes, the diversity that teachers are required to navigate can no longer be accounted for by pre-existing categorizations. New qualities of difference are continually emerging through students' and teachers' own identity development and the continually evolving relationships that are part of everyday classroom work. As such, teaching also involves a dynamic approach to decision-making as to what is right and good in and through music, indeed, the very axiological premises of music education are constantly called into question. In this paper, we heuristically engage with the theoretical writings of Bauman, Greene, and Hare to formulate invitations through which music teacher education might approach these complex, dynamic, and intersecting diversities. By assuming complexity, approaching learning as an adventure, alternating between the personal and the professional, assuming a researcher disposition, fostering artistic play, and (co-)imagining possible futures, we suggest that future teachers might be equipped to resist the passive acceptance of the status quo and explore how we might practice the art of living with difference, together. [ABSTRACT FROM AUTHOR]

Research investigating young people's social media use has been criticized for its limited theoretical foundations and scope. This paper elaborates young people's social media activity from a socio-ecological evolutionary perspective (SEE), where young people's online exchanges cannot be divorced from the highly competitive and achievement-oriented modern market cultures in which they live. In highly competitive and achievement-oriented forms of life, young people's social media environments are often constituted as dynamic and evolving extrinsically oriented ecological niches that afford for status and identity enhancement while also affording for peer approval, belongingness, and selfworth nested within, and subordinate to, these higher-order affordances. The extrinsic value organization of social media platforms that serve young people's status and identity-enhancement are embodied by a community of mutually interdependent criteria that are evolutionary-based, developmentally salient, and market-driven: physical attractiveness, high (educational and extracurricular) achievements, and material success. Young people's online signaling of these interdependent extrinsic criteria affords for status-allocation and selfenhancement, where each criteria becomes an arena for social competition and identity formation, enabling young people to build personal and optimal models of social success congruent with their own interests and abilities. Young people's status and identity enhancing signaling of these extrinsic criteria is moving toward increasingly idealized or perfect embodiments, informed by accelerating, shortterm positive feedback processes that benefit from the technological affordances and densely rewarding peer environments instantiated on social media. [ABSTRACT FROM AUTHOR]

This study explores the formation of Baloch ethnic identity which has been influenced by historical, cultural, political, and socioeconomic dynamics. The study aims to investigate the historical factors such as historical roots, cultural and linguistic trends, tribalism, political contours, and challenges confronted by Baloch groups. The study explores the reasons for migrations and different civilizations in context of Baluchistan. The study found that the governmental approaches in Baluchistan have greatly influenced the process of Baloch identity formation. The study further tried to address the questions of how Baloch identity formation has been a nationalistic feeling. The paper is qualitative in nature, with many historical facts evaluated to investigate historical events and situations that influenced the creation of Baloch ethnic identity in Baluchistan. [ABSTRACT FROM AUTHOR]

This paper aims to illustrate the research path and methodological aspects of the study of sexual normativity with reference to a specific population of the LGBTQ+ universe, namely binary and non-binary transgender people in the Italian context through the analysis and historical reconstructions of the path of gender affirmation, in daily life and in the narrative proposed by the main old media. The decision to orient the focus of the analysis on transnormativity is related to the observation of an important research gap present in the scholarly literature, which has so far analyzed the processes of the construction of sexual normativity in mainstream society - and, as a result, has produced several studies and theorizing on heteronormativity and the male homosexual population (or homonormativity) - while conspicuously leaving out noncisgenderist sexual identities (transgender, genderfluid, agender, etc.). Following up on these premises, specifically, the following research questions were set: what are the reference gender models that guide and direct the identity construction of transgender people? And what are those of binary and non-binary people? how do these models reflect aspects attributable to mainstream sexual normativity (mainly heteronormativity and cisgenderism) furthermore, what differences are evident among these reference models in relation to various socio-demographic and identity aspects (how do they vary according to age, educational qualification, gender identity status, and sexual orientation). In order to try to answer the questions of the research design, a survey was conducted, using a biographical approach, through the administration of semi-structured interviews with privileged witnesses working in the field of gender reaffirmation pathways in the medical, clinical and legal fields, in order to reconstruct the chronological and cultural stages of the construction of transnormativity from the enactment of State Law 164/1982 to the present day. In contrast to this perspective, new, increasingly fluid, complex, and differentiated demands are emerging, which have generated debate on the one hand and tension both with mainstream society and within the LGBTQ+ community on the other. This further fragmentation of cis-heteronormative criteria could, for some, pose a threat to the achievements and social positions acquired through years of struggle, demands and construction of their own sexual normativity. [ABSTRACT FROM AUTHOR]

While the ubiquity and importance of narratives for human adaptation is widely recognized, there is no integrative framework for understanding the roles of narrative in human adaptation. Research has identified several cognitive and social functions of narratives that are conducive to well-being and adaptation as well as to coordinated social practices and enculturation. In this paper, we characterize the cognitive and social functions of narratives in terms of active inference, to support the claim that one of the main adaptive functions of narrative is to generate more useful (i.e., accurate, parsimonious) predictions for the individual, as well as to coordinate group action (over multiple timescales) through shared predictions about collective behavior. Active inference is a theory that depicts the fundamental tendency of living organisms to adapt by proactively inferring the causes of their sensations (including their own actions). We review narrative research on identity, event segmentation, episodic memory, future projections, storytelling practices, enculturation, and master narratives. We show how this research dovetails with the active inference framework and propose an account of the cognitive and social functions of narrative that emphasizes that narratives are for the future--even when they are focused on recollecting or recounting the past. Understanding narratives as cognitive and cultural tools for mutual prediction in social contexts can guide research on narrative in adaptive behavior and psychopathology, based on a parsimonious mechanistic model of some of the basic adaptive functions of narrative. [ABSTRACT FROM AUTHOR]

Dealing with change and the resulting process of transition is challenging. In today's workplace, where change and innovation are increasingly a fact of life, too many transitions end in failure, at a high cost to both people and organizations. Interest in the identity work integral to career transition has grown rapidly in recent years and it is now recognized that career transition is more than simply a change in status, salary and role description. It involves social, relational and personal shifts, conscious and unconscious processes, and identity work--agentic, holistic engagement in the shaping and sustaining of who we become. Evidence suggests that specifically addressing identity work in coaching leaders, teams and groups significantly increases the success rate of transitions. And yet topics around identity and identity work are given little prominence in coaching education, leaving many coaches unaware of these basic constructs. This paper presents a new coaching framework, the MAP (Me-As-a-Process) coaching model, to support coaches and their clients as they embark on the process of identity work in voluntary career choices and transitions. It draws on research from my qualitative doctoral study (2021) which identified four stages in the process of women's identity work in voluntary career change and choice. It synthesizes academic theory, evidence from coaching practice, and findings from 53 women who had recently experienced career choice or change. [ABSTRACT FROM AUTHOR]

This paper analyzes redemptive narratives constructed by Mashhadi Jewish immigrants through oral histories, memoirs, and life stories collected across generations. It examines how conceptions of religion, community, and family shaped their meaning-making around migration challenges. The first case study examines Malka Aharonoff's lamentation reconstructed from religious redemption across generations into a Zionist narrative. The second analyzes Esther Amini's published memoir, which reconciles her story with that of her immigrant parents through narrative, demonstrating its role across generations with gender as the focal point. The later cases of Aharon Namdar and Mehran Bassal present individual oral histories, capturing major migration waves from Iran, playing out the differing import and expression given to Zionism and to religion by different immigrants. The study explores how selective appropriation and cultural translation occurred between generations. It sheds light on ideological and cultural frameworks underlying immigrant perspective. By comparing narratives emphasizing collective redemption versus individual experiences, it offers insights into identity formation and the role of memory in immigrant communities dispersing over time. By demonstrating narrative's therapeutic role in processing dislocation across generations, the study sheds light on cultural transmission and identity formation within dispersed immigrant communities. It offers a fresh perspective on their migration experiences. [ABSTRACT FROM AUTHOR]

Sharing experience via social media communication has been examined in psychology, sociology, communication and linguistic studies. While this research has mostly examined consumption experience and health issues, how people make meanings and develop interactions while sharing mundane matters needs more investigation. This paper reports on a pragmatic investigation into individuals sharing their exam experiences in social media groups. Data were collected from two support groups on Douban , a Chinese social networking site that encourages users to share their thoughts, interests and experiences. A total of 400 original posts, 200 each from a group sharing experiences of failure in examinations and a group sharing their success in examinations, were collected and analysed both quantitatively and qualitatively. The findings showed that the two groups were significantly different in the ways they voluntarily disclosed their identities and in the types of expressions they employed to refer to different participants. In addition, they differed significantly in how they sought or offered support in interactions. Similarities and differences between the two groups' sharing are discussed in relation to the instructions of the two groups, their identity construction, the affordances of social media, and the importance of politeness and face in Chinese culture. • This paper reports on a pragmatic investigation into individuals sharing their exam experiences in social media groups. • The failure and the success groups were significantly different in the ways they voluntarily disclosed their identities. • They were also significantly different in the types of expressions used to refer to different participants. • They differed significantly in how they sought or offered support in interactions. [ABSTRACT FROM AUTHOR]

This study examines the complex correlation between warfare and individual identity as depicted in Chimamanda Ngozi Adichie's literary work, "Half of a Yellow Sun." and a movie entitled "the wall". The novel explores the effects of the Nigerian-Biafran War on personal and group identities, providing a captivating narrative within this historical context. The movie also tackles the issue of identity by providing viewers with situations pertaining to the issue of identity formation. This research aims to explore the impact of war on the transformation and reinterpretation of identity, encompassing ethnic, national, and personal ties. It achieves this by closely analyzing the experiences of the individuals involved. This paper explores the characters' reactions to the societal disruption resulting from the war, scrutinizing their efforts to navigate their sense of self amidst the presence of aggression and forced relocation. Furthermore, this study critically examines the influence of memory, trauma, and storytelling on the development of the characters' changing perception of their own identity. Through an exploration of these thematic elements, a more profound comprehension of the ways in which war may both shatter and form identities is attained, thereby illuminating the intricate nature of human experiences within periods of conflict. [ABSTRACT FROM AUTHOR]

Many authors in recent years have worked to encourage the inclusion of disabled people and to show disability characters in a positive light. In order to accomplish this, they tend to produce counterdisability characters and scenarios to promote enablement. This textual analysis focuses on three young adult fictions that provide positive portrayals of protagonists with disability, including Out of My Mind (Draper, 2010), Five Flavors of Dumb (John, 2010) and Jerk, California (Friesen, 2008). Drawing on the social identity theory and the social model, this paper explores how the protagonists' disability identities are formed. Three themes emerged from the textual analysis: impairment and identity, which looked at the complex interactions between impairment and identity; community transformation, which analyzed factors causing both socially constructed disability and positive interaction; and positive disability identity, which examined how protagonists navigate challenges and form positive identity. This study may offer recommendations for educators, parents, and researchers who might utilize this study to advance and build an inclusive society. [ABSTRACT FROM AUTHOR]

This paper delves into the sociocultural landscape portrayed in Chetan Bhagat's novel Five Point Someone to provide insights into the youth culture of metropolitan India. The narrative explores the lives of three protagonists as they navigate the demanding academic environment of an elite engineering institute in Delhi. Through a sociocultural lens, we examine how these characters grapple with societal expectations, peer pressure, and the impact of a rigid educational system on their identities and aspirations. The analysis focuses on key themes such as identity formation, rebellion against tradition, and the clash between individual desires and societal norms. We also investigate the characters' responses to familial pressures, the pursuit of personal goals, and the challenges they face while striving for academic success. This examination of Five Point Someone offers a deeper understanding of the sociocultural dynamics that shape the lives of metropolitan youth in contemporary India. By shedding light on the complexities of their experiences, we contribute to a broader conversation about the evolving youth culture in urban settings. [ABSTRACT FROM AUTHOR]

The purpose of this article is to analyze the existing literature on the role of identity in mental illness and self-diagnostic behavior among individuals on social media. In this paper, we consolidate existing frameworks for illness identity formation based on principles of social contagion and community formation principles to conceptualize abnormal behaviors related to social media use, including Munchausen's by Internet, mass social media-induced illness, and mass sociogenic illness. The importance of a diagnosis in personal identity formation and ingroup involvement is an emergent theme in this review. Social media communities represent a cultural antithesis of the medical establishment by rejecting healthcare expertise and creating spaces whose membership is only afforded through a psychiatric diagnosis for individuals to participate in shared experiences. Clinical implications of these findings include tools to identify and dismantle harmful self-pathologizing of normal behavioral variants in young adults who present with specific symptomatology. [ABSTRACT FROM AUTHOR]

The construction of one's identity in late modernity is sometimes viewed as a project of the autonomous self in which one's identity may shift or change over the course of one's existence and development. For the Christian, however, one's identity is both a divine gift, and a task of ecclesial formation, and for both the gift and the task, Christian baptism is fundamental. Baptism represents the death of the self and its rebirth in Christ, a decisive breach with the life that has gone before. Baptism establishes a new identity, a new affiliation, a new mode of living, and a new life orientation, direction, and purpose. This paper explores the role of baptism in the formation of Christian identity, finding that Christian identity is both extrinsic to the self and yet also an identity into which we are called and into which we may continually grow. The essay proceeds in three sections. It begins with a survey of recent philosophical reflection on the concept of identity, continues by reflecting on the nature of Christian baptism in dialogue with this reflection, and concludes by considering in practical terms how baptism functions in the process of conversion–initiation toward the formation of mature Christian identity. [ABSTRACT FROM AUTHOR]

The present study aims to test the importance of belonging to religious communities to the frequency of using religious strategies for coping with stress, taking into account the moderating role of identity status and gender. This study used Polish adaptations of two questionnaires: The Religious Coping Questionnaire and the Dimensions of Identity Development Scale. Participants in this study were adolescent and young adult Polish Catholic girls and boys, belonging and not belonging to religious communities. The survey was carried out using the pencil–paper method on a sample of 407 young people with varying degrees of involvement in religious practice. A multivariate analysis of variance showed that the frequency of using positive religious coping strategies differs significantly between groups of people belonging to and not belonging to a religious community. As a result of the study, the interaction of the variable belonging to a religious community and the variable identity status in deciding on the frequency of using positive religious strategies for coping with stress was recognized (F = 2.448; p = 0.033). However, the interaction of these variables with gender did not reach the level of statistical significance (F = 0.655; p = 0.658). Multiple regression analysis indicates that the identity dimension Identification with Commitment explains 14.7% of the frequency of using the Cooperation with God strategy. Belonging to religious communities is significant for the frequency of use of selected religious coping strategies and the intensity of all dimensions of identity development. The results of the statistical analysis showed that identity status is a moderator of the relationship between belonging to religious communities and the intensity of positive religious coping strategies. It was found that the frequency of use of religious coping strategies and the intensity of identity dimensions differed between Polish Catholic girls and boys. [ABSTRACT FROM AUTHOR]

The narrative inquiry investigates the construction and evolution of a female Chinese language teacher’s identity across her pre-service and in-service phases. Utilising data from interviews, class observation and written reflections, the research examines how internal and external aspects shape her identity development. It specifically explores the role of third positions, meta positions, and promoter positions drawing on the dialogical self theory. The findings reaffirm that a teacher’s identity is fluid and influenced by personal and professional factors. Over time, however, strong teaching beliefs and a growth mindset emerge as pivotal drivers for sustained and positive teacher development. The paper concludes by offering implications for pre-service teacher education and female teachers’ continuing professional development. [ABSTRACT FROM AUTHOR]

This paper reports on a study that explored the professional identity development of two early career English-language teachers in Vietnam. The data collected for the study included the observation notes from classroom teaching and recordings from semi-structured interviews in which the participating teachers reflected on their work and their interactions with students. Findings suggested that they demonstrated a certain degree of devotion and vulnerability, adopted an orientation towards openness, and considered themselves as learners in the process of learning how to teach. Implications regarding the necessity of teacher agency are then discussed in the context of teacher education programmes. [ABSTRACT FROM AUTHOR]

Recent scholarship on the Bodmer Miscellaneous Codex (BMC) has analysed various features of the manuscript, mostly attempting to answer questions like "Why was this codex created?" and "What purpose did it serve?" Some have given more specific answers, while others believe the document to be largely enigmatic. To further the academy's understanding of this ancient codex, this paper will examine the BMC, which comprises 11 different writings, for evidence of early Christian social identity formation. More specifically, it will heuristically apply Social Identity Theory (SIT) and Social Identity Complexity Theory (SICT) to reflect on identity and boundary construction in the BMC. It will be argued that various features of this ancient codex reveal a process of social identity formation, specifically an emerging orthodox Christian identity that is seeking positive distinctiveness and striving to reinforce the boundaries between an ingroup and various other outgroups. Furthermore, it is argued that the evidence of these features, in the context of persecution and competing Christianities, denotes a lower level of social identity complexity. [ABSTRACT FROM AUTHOR]

Copyright of Revista Rupturas is the property of Revista Rupturas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper details a semester-long course project that has been successfully adapted for use in mathematics courses ranging from introductory level, generaleducation classes to advanced courses in the mathematics major. Through creating aspirational mathematical family trees and writing mathematical autobiographies, this assignment is designed to help battle belonging uncertainty, to challenge students to self-situate in relation to the history of mathematical and scientific knowledge, and to make visible a student's developing identity in mathematics and, more broadly, in STEM. The construction and scaffolding of the project, assignments, examples of student work, foundational readings, assessment and outcomes, and adaptation strategies for various classroom settings are discussed in detail. [ABSTRACT FROM AUTHOR]

We move beyond discussing the desirability and feasibility of bridging the research–practice gap to introducing an identity perspective to explore how Chinese management researchers make sense of the research–practice gap and what kinds of career identities are constructed. We conducted a qualitative study among 34 Chinese management researchers working at or studying for a PhD at research-oriented business schools in China. The findings show that management researchers in typical Chinese higher education institutions prefer constructing a single identity (i.e., professional, scholar, or knowledge worker identity) rather than a hybrid identity such as "academic-practitioner" as studies of their Western counterparts suggest. Moreover, before seeking and emulating role models to construct their desired career identities, researchers in China studying management reflexively search for referent groups by identifying either with a narrow disciplinary group (US mainstream management researchers or traditional intellectuals) or a broad group of knowledge workers. Furthermore, this study delineates how researchers with varying career identity narratives adopt corresponding identity work strategies (i.e., redefinition, defense, and distance) suggesting that identity work strategies do not always lead to achieving or preserving positive identity. [ABSTRACT FROM AUTHOR]

Career-change teachers (CCTs) are a growing group within the international secondary teacher workforce. In the context of a global teacher shortage, it is important to interrogate career-change student teachers' (CCSTs') experiences, so they can be effectively supported to have successful and sustainable teaching careers. This systematic literature review presents and analyzes scholarship, which focuses on the development of secondary sector CCTs' teacher identity, with a focus on learning from CCSTs and CCTs who are recent ITE graduates. The two research questions were as follows: What theoretical frameworks are used in the literature to explore CCTs' teacher identity development? What emerging teacher identities do CCTs take on, and what do they need to experience successful teacher identity development? Analysis of theoretical frameworks reveals different perspectives on the nature of teacher identity and identity development processes. The valuable contribution of multiple theoretical frameworks, including career engagement and development theoretical frameworks, from beyond education is highlighted. Four themes illuminate key influences on CCSTs' teacher identity development: continuity from prior careers, self-efficacy and need for validation, CCTs' desire for out-of-the-box teacher identities, and CCTs' views on ITE. Because CCSTs are a distinct group, with different identities and needs, we call for further research, and we call on ITE providers and schools to use insights from research on CCTs to support CCSTs' distinctive needs, career transition, and emerging teacher identities. [ABSTRACT FROM AUTHOR]

Increasing demand for high‐quality STEM education calls for the formation and retention of effective educators with STEM expertise; yet endeavors to meet this demand require organizational structures and supports that can overcome the lack of collective understanding around STEM education, limited STEM knowledge by leadership, and mounting teacher attrition. STEM teacher leadership is one mechanism for addressing this challenge by empowering excellent classroom teachers with opportunities to institutionally shape STEM learning, without extracting them from their instructional role. This paper offers a STEM teacher leadership framework that targets teachers' identity development toward an equity‐focused, transformational STEM teacher leader. First, we examine the field of teacher leadership (both STEM‐specific and generally) to provide a foundation for the areas of potential impact by STEM teacher leaders, as well as dispositions and stances that support their emergent leadership. Complementing the literature, we explore and elevate aspiring STEM teacher leaders' perspectives, drawn from baseline surveys and interviews of a multi‐year professional development program for middle grade teachers in STEM disciplines. The framework, iteratively informed by these sources, includes our stance on equity in STEM education, eight dispositions, and four domains of knowledge and practices that shape STEM teacher leadership in K‐8 school settings. [ABSTRACT FROM AUTHOR]

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The article discusses the application of systemic functional linguistics (SFL) in English language teaching, specifically in the context of China. It emphasizes the importance of critical cross-cultural literacy (CCCL) and the relationship between identity construction and linguistic coding. The authors propose the concept of individuation and validate the classification of identities from the perspective of identity negotiation. The article also introduces an appraisal system aligned with the SFL framework and provides valuable insights for evaluating classroom discourse strategies. While the study offers valuable contributions to English language education, further research is needed to validate its findings. [Extracted from the article]

In the history of Brazilian literature, the representation of local color has always occupied a central place. In view of this, literary criticism praised realistic fiction, highlighting the documentary tone, to the detriment of the supernatural. Gabrielli (2002, p. 25) states that "the presence of fantastic literature among us; its penetration both among critics and the general public has been, since 1947, the year of release of Murilo Rubião's O ex-mágico e outros contos, of overwhelming scarcity". França (2017a) and others emphasize that the identity construction project suffocated literature away from realistic fabulation. In this sense, this paper aims to map a repertoire of Brazilian fantastic short stories produced from the second half of the 20th century, forgotten by literary critics. [ABSTRACT FROM AUTHOR]

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Copyright of ESSACHESS is the property of ESSACHESS and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Where we work—our workplaces—have enormous effects on our work attitudes and behaviors. As workplaces become increasingly mobile, remote, multiple, and uncoupled from the organization for which the work is done, individuals—and their employers—struggle with the question, "How does this place affect me and what I do?" We need new theoretical insights into how workplaces shape our experience of work and important outcomes such as well-being, boundary management, and territoriality. To do so, we describe the phenomenology of how our workplaces become deeply intertwined with our sense of self at work, particularly in the modern context. Our model explains how the functional, social, aesthetic, and temporal dimensions of the workplace, and the holistic and immersive experiences that result, affect workplace identification via sensemaking processes, and the outcomes that result. [ABSTRACT FROM AUTHOR]

Background: Mentoring can help shape how medical students think, feel, and act as physicians. Yet, the mechanism in which it influences this process of professional identity formation (PIF) remains poorly understood. Through the lens of the ecological systems theory, this study explores the interconnected and dynamic system of mentoring relationships and resources that support professional development and growth within the Palliative Medicine Initiative (PMI), a structured research peer mentoring program. Methods: A secondary analysis of transcripts of semi-structured interviews with peer mentors and mentees and a review of their mentoring diaries was conducted to explore the impact of participation in a longitudinal peer mentoring program on both mentees and peer mentors on their personal and professional development through the lens of the mentoring ecosystem model. The Systematic Evidence-Based Approach was adapted to analyze the data via content and thematic analysis. Results: Eighteen mentees and peer mentors participated and described a supportive community of practice within the research program, with discrete micro-, meso-, and macro-environments that are dynamic, reflexive, and interconnected to form a mentoring ecosystem. Within this ecosystem, reflection is fostered, and identity work is done—ultimately shaping and refining self-concepts of personhood and identity. Conclusion: This study underscores the nuances and complexities of mentorship and supports the role of the mentoring ecosystem in PIF. A deeper understanding of the multiple factors that converge to facilitate the professional development of mentees can help educators develop and implement structured peer mentorship programs that better support reflective practice and identity work. [ABSTRACT FROM AUTHOR]

Narratives play an important role in the development of the self-identity. Romantic relationships offer a powerful context in which to develop these narratives about the self through the good and the bad experiences people have with their partners. However, the stories we tell can also be colored by how we already see ourselves. In a secondary analysis, using a prospective longitudinal study of people in established romantic relationships (N = 402), we tested pre-registered hypotheses regarding how attachment anxiety and avoidance lead people to develop narratives about their relationship high-points and transgressions, and whether these narratives influence their relationship satisfaction over time. Relatively higher avoidance, but not anxiety, was related to narrative construction. Those relatively higher in avoidance made more negative event connections about themselves in their transgression narratives, and more positive event connections about themselves in their relationship high-point narratives. Narrative content, however, did not mediate the association between attachment anxiety and avoidance and relationship satisfaction. Despite the lack of support for some of our pre-registered hypotheses, these findings provide valuable insights into how insecure attachment influences the stories people tell about their relationships, and how they link these events back to the self. [ABSTRACT FROM AUTHOR]

Drawing on the stimulus-organism-response theory, the present study aims to investigate the mediating role of environmental self-identity on the relationship of collectivism-organizational culture and green empowerment with employee's workplace green behavior. By adopting procedural remedy and purposive sampling approach, data was collected from 207 administrative employees in higher education institutions of China. Response rate in this study is 41.40%. The authors employed partial least square -structural equation modelling to validate the proposed hypotheses. The current empirical findings confirmed the direct effect of collectivism-organizational culture and green empowerment on employee's environmental self-identity. It is also proven that environmental self-identity significantly and positively influence employee's workplace green behavior. This study concludes with significant positive indirect impact of collectivism-organizational culture and green empowerment on the employees WGB through environmental self-identity. This study enriches the literature on sustainable development by examining the integrated relationship of collectivism-organizational culture, green empowerment, self-identity and green behavior. The limitations and implications have been elaborated at the end of research. [ABSTRACT FROM AUTHOR]

Background: The quality of the learning environment significantly impacts student engagement and professional identity formation in health professions education. Despite global recognition of its importance, research on student perceptions of learning environments across different health education programs is scarce. This study aimed to explore how health professional students perceive their learning environment and its influence on their professional identity development. Methods: An explanatory mixed-methods approach was employed. In the quantitative phase, the Dundee Ready Education Environment Measure [Minimum–Maximum possible scores = 0–200] and Macleod Clark Professional Identity Scale [Minimum–Maximum possible scores = 1–45] were administered to Qatar University-Health students (N = 908), with a minimum required sample size of 271 students. Data were analyzed using SPSS, including descriptive statistics and inferential analysis. In the qualitative phase, seven focus groups (FGs) were conducted online via Microsoft Teams. FGs were guided by a topic guide developed from the quantitative results and the framework proposed by Gruppen et al. (Acad Med 94:969-74, 2019), transcribed verbatim, and thematically analyzed using NVIVO®. Results: The questionnaire response rate was 57.8% (525 responses out of 908), with a usability rate of 74.3% (390 responses out of 525) after excluding students who only completed the demographic section. The study indicated a "more positive than negative" perception of the learning environment (Median [IQR] = 132 [116–174], Minimum–Maximum obtained scores = 43–185), and a "good" perception of their professional identity (Median [IQR] = 24 [22–27], Minimum–Maximum obtained scores = 3–36). Qualitative data confirmed that the learning environment was supportive in developing competence, interpersonal skills, and professional identity, though opinions on emotional support adequacy were mixed. Key attributes of an ideal learning environment included mentorship programs, a reward system, and measures to address fatigue and boredom. Conclusions: The learning environment at QU-Health was effective in developing competence and interpersonal skills. Students' perceptions of their learning environment positively correlated with their professional identity. Ideal environments should include mentorship programs, a reward system, and strategies to address fatigue and boredom, emphasizing the need for ongoing improvements in learning environments to enhance student satisfaction, professional identity development, and high-quality patient care. [ABSTRACT FROM AUTHOR]

Background: Interprofessional education (IPE) has the potential to shape students' collaboration perception and interprofessional identity but remains understudied. This study aims to understand the effects of the IPE program as a contextual trigger to promote collaboration perception change and interprofessional identity formation among healthcare professional students. Methods: Using concurrent triangulation mixed-methods, we examined the relationship between collaboration perception and interprofessional identity change among health profession students (N = 263), and explored their perspectives on how their IPE experiences influenced their perception and identity. Participants completed the Interdisciplinary Education Perception Scale and Extended Professional Identity Scale and responded to open-ended questions before and after the IPE intervention. Pearson's correlation, t-tests, regression (quantitative), and thematic analysis (qualitative) were conducted. Results: Teams with initially lower collaboration perception (M = 3.59) and lower interprofessional identity (M = 3.59) showed a significant increase in collaboration perception (M = 3.76, t = 2.63; p =.02) and interprofessional identity (M = 3.97, t = 4.86; p <.001) after participating in IPE. The positive relationship between collaboration perception and interprofessional identity strengthened after participating in IPE, as evident from the correlation (Time 1: r =.69; p <.001; Time 2: r =.79; p <.001). Furthermore, collaboration perception in Time 1 significantly predicted the variance in interprofessional identity at Time 2 (β = 0.347, p <.001). Qualitative findings indicated that 85.2% of students expressed that IPE played a role in promoting their interprofessional identity and collaboration attitudes. Conclusions: Incorporating the IPE program into the curriculum can effectively enhance students' collaboration perception and interprofessional identity, ultimately preparing them for collaborative practice in the healthcare system. By engaging students in interprofessional teamwork, communication, and joint decision-making processes, the IPE program provides a valuable context for students to develop a sense of belonging and commitment to interprofessional collaboration. [ABSTRACT FROM AUTHOR]

The article examines how sensory experiences or affects intersect with the everyday in Sarah Joseph's memoir, "Aaru Nee." Cited are how the connections between Joseph and her social relations animate her everyday life, the space-time of the memoir that can be seen as contesting the devaluation of everyday life, and critical engagements wherein the examination of ordinary affects in the memoir were built.

An editorial highlights common pitfalls in qualitative research submissions to JGME (Journal of Graduate Medical Education), emphasizing issues like lack of a conceptual framework, unclear aims, methodological misalignment, and inadequate descriptions of analysis and rigor.