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Este es un estudio de las experiencias significativas vividas por el primer autor durante los tres primeros años como profesor e investigador en el Instituto Federal de Educación, Ciencia y Tecnología de Amazonas (IFAM), Campus Coari, en el interior del estado brasileño de Amazonas. El objetivo era, a partir de las reflexiones sobre el Desarrollo Profesional Docente (DPD), encontrar nuevas direcciones para los procesos de identificación experimentados en el campo de la investigación científica, tratando de descubrir e informar las posibilidades de cambios significativos. La investigación tuvo lugar en el contexto de los estudios de doctorado en curso desde la perspectiva de la investigación narrativa, anclada en la propuesta de Clandinin y Connelly (2015), en diálogo con el enfoque biográfico-narrativo de la investigación, de Ferrarotti (2014) y otros. Este ejercicio dio lugar a nuevos entendimientos y posibilidades de mejoras en el proceso de DPD, cuando se resignaron las experiencias vividas entre diferentes épocas, lugares y diferentes contextos sociales y educativos. También nos permitió ampliar la visión del método y la metodología de la investigación cualitativa, relatada en primera persona del singular, considerando el diálogo colaborativo con los coautores, que contribuyen con el apoyo teórico y con las relaciones establecidas en los grupos epistémicos de Brasil y de España, para la resignificación de la experiencia vivida Trata-se de estudo sobre experiências significativas vividas pelo primeiro autor durante os três anos iniciais como docente e pesquisador no Instituto Federal de Educação, Ciência e Tecnologia do Amazonas (IFAM), campus Coari, no interior do estado brasileiro do Amazonas. Objetivou-se, a partir de reflexões sobre o Desenvolvimento Profissional Docente (DPD), encontrar novos sentidos para os processos de identificação experienciados no campo da pesquisa científica, buscando descobrir e informar possibilidades de mudanças significativas. A investigação ocorreu no contexto de estudos de doutorado em andamento na perspectiva da Pesquisa Narrativa, ancorada na proposta de Clandinin e Connelly (2015), em diálogo com o enfoque biográfico-narrativo de pesquisa, a partir de Ferrarotti (2014) e outros. Esse exercício resultou em novas compreensões e possibilidades de melhorias no processo de DPD, quando se ressignificaram experiências vivenciadas entre tempos, lugares e contextos sociais e educativos diferentes. Permitiu, ainda, ampliar a visão sobre método e metodologia de pesquisa qualitativa, relatada em primeira pessoa do singular, considerando o diálogo colaborativo com os coautores, que contribuem com o suporte teórico e com as relações estabelecidas em grupos epistêmicos no Brasil e na Espanha, para a ressignificação da experiência vivida This study is about significant experiences lived by the first author during the three initial years as a professor and researcher at the Federal Institute of Education, Science and Technology in the state of Amazonas, (IFAM), Campus Coari, which is located in the interior of the Brazilian State of Amazonas. It aimed, through reflections on the Professional Development of the Teacher (PDT), to find new meanings for the identification processes experienced in the field of scientific research, seeking to discover and inform possibilities of significant changes. The investigation occurred in the context of ongoing doctorate studies in the perspective of Narrative Research. It was based on Clandinin and Connelly’s proposal (2015), in dialogue with the biographical narrative research by Ferrarotti (2014) and others. This exercise resulted in new understandings and possibilities for improvement in the PDT process, as experiences lived in time, space, and different social and educational contexts. It also allowed us to broaden our vision about qualitative research method and methodology, reported in the first person singular, considering the collaborative dialogue with the co-authors, who contribute with theoretical support and with the relations established in epistemic groups in Brazil and Spain, for the resignification of the lived experience

This work investigates inquires into the Peruvian ethnographic testimony of Gregorio Condori Mamani. Autobiografía (1997) to analyze how the identification processes of the indigenous native migrant from the mountain ranges are built and how this construct is penetrated by a contentious heterogeneity that, in turn, is marked by a position of subordination. Besides, this work is interested in reflecting on the importance of the testimony as a text of heterogeneous nature that, from its generic condition, translates into a device that represents Latin American heterogeneity and that denounces the Western culture’s outrages against the indigenous one., Este trabajo indaga en el testimonio etnográfico peruano de Gregorio Condori Mamani. Autobiografía (1997) a fin de analizar cómo se construyen los procesos de identificación del indígena migrante de las sierras y cómo esa construcción se encuentra atravesada por una heterogeneidad conflictiva que, a su vez, se signa por una posición de subalternidad. Además, interesa reflexionar en torno a la importancia del testimonio como texto de carácter heterogéneo que desde su condición genérica se traduce en un dispositivo que representa la heterogeneidad latinoamericana y que denuncia los ultrajes de la cultura occidental sobre la indígena.

Este es un estudio de las experiencias significativas vividas por el primer autor durante los tres primeros años como profesor e investigador en el Instituto Federal de Educación, Ciencia y Tecnología de Amazonas (IFAM), Campus Coari, en el interior del estado brasileño de Amazonas. El objetivo era, a partir de las reflexiones sobre el Desarrollo Profesional Docente (DPD), encontrar nuevas direcciones para los procesos de identificación experimentados en el campo de la investigación científica, tratando de descubrir e informar las posibilidades de cambios significativos. La investigación tuvo lugar en el contexto de los estudios de doctorado en curso desde la perspectiva de la investigación narrativa, anclada en la propuesta de Clandinin y Connelly (2015), en diálogo con el enfoque biográfico-narrativo de la investigación, de Ferrarotti (2014) y otros. Este ejercicio dio lugar a nuevos entendimientos y posibilidades de mejoras en el proceso de DPD, cuando se resignaron las experiencias vividas entre diferentes épocas, lugares y diferentes contextos sociales y educativos. También nos permitió ampliar la visión del método y la metodología de la investigación cualitativa, relatada en primera persona del singular, considerando el diálogo colaborativo con los coautores, que contribuyen con el apoyo teórico y con las relaciones establecidas en los grupos epistémicos de Brasil y de España, para la resignificación de la experiencia vivida Trata-se de estudo sobre experiências significativas vividas pelo primeiro autor durante os três anos iniciais como docente e pesquisador no Instituto Federal de Educação, Ciência e Tecnologia do Amazonas (IFAM), campus Coari, no interior do estado brasileiro do Amazonas. Objetivou-se, a partir de reflexões sobre o Desenvolvimento Profissional Docente (DPD), encontrar novos sentidos para os processos de identificação experienciados no campo da pesquisa científica, buscando descobrir e informar possibilidades de mudanças significativas. A investigação ocorreu no contexto de estudos de doutorado em andamento na perspectiva da Pesquisa Narrativa, ancorada na proposta de Clandinin e Connelly (2015), em diálogo com o enfoque biográfico-narrativo de pesquisa, a partir de Ferrarotti (2014) e outros. Esse exercício resultou em novas compreensões e possibilidades de melhorias no processo de DPD, quando se ressignificaram experiências vivenciadas entre tempos, lugares e contextos sociais e educativos diferentes. Permitiu, ainda, ampliar a visão sobre método e metodologia de pesquisa qualitativa, relatada em primeira pessoa do singular, considerando o diálogo colaborativo com os coautores, que contribuem com o suporte teórico e com as relações estabelecidas em grupos epistêmicos no Brasil e na Espanha, para a ressignificação da experiência vivida This study is about significant experiences lived by the first author during the three initial years as a professor and researcher at the Federal Institute of Education, Science and Technology in the state of Amazonas, (IFAM), Campus Coari, which is located in the interior of the Brazilian State of Amazonas. It aimed, through reflections on the Professional Development of the Teacher (PDT), to find new meanings for the identification processes experienced in the field of scientific research, seeking to discover and inform possibilities of significant changes. The investigation occurred in the context of ongoing doctorate studies in the perspective of Narrative Research. It was based on Clandinin and Connelly’s proposal (2015), in dialogue with the biographical narrative research by Ferrarotti (2014) and others. This exercise resulted in new understandings and possibilities for improvement in the PDT process, as experiences lived in time, space, and different social and educational contexts. It also allowed us to broaden our vision about qualitative research method and methodology, reported in the first person singular, considering the collaborative dialogue with the co-authors, who contribute with theoretical support and with the relations established in epistemic groups in Brazil and Spain, for the resignification of the lived experience

Educational provision for gifted and talented pupils in primary schools is under-researched and so far an empirical study investigating pedagogical practices for gifted and talented pupils in both England and Scotland has not taken place. The aim of this thesis is to investigate how selected primary schools in Scotland and England have approached the development of policy and practice for the educational provision of gifted and talented pupils, by exploring how primary practitioners conceptualise giftedness, how they interpret and restructure national or local authority policy and what processes they follow to identify and provide for these pupils. An analysis of the national policy background in these two jurisdictions preceded the empirical investigation of the approaches adopted in five selected schools. One independent and four state-funded schools were purposively selected taking into account the number of pupils enrolled, the amounts eligible for free school meals and pupils’ achievements in literacy and numeracy in order to allow for meaningful comparisons to be drawn between each school and illuminate the topic studied from a variety of angles. Those schools’ policies were investigated first and then each was case-studied for a period of approximately 15 days. Data were collected through various methods, namely semi-structured interviews with teachers and head teachers, teacher- and pupil-observations and analysis of relevant documents (e.g. self-assessment or external school reports, pupil assignments, photographs). The analysis of the data collected through multiple methods and from multiple perspectives facilitated the comprehension of the often contradictory values and beliefs regarding gifted and talented education expressed by participants. The analysis of the data showed that there are considerable differences not only between schools but also within each case. Despite a heightened awareness of giftedness, teachers in this study still held stereotypic views about gifted and talented pupils (e.g. that they are privileged from nature and do not need additional support or that they have difficulties in their social life). Several teachers were reluctant to engage with the questions regarding the nature and terminology of giftedness, while teachers from the independent school rejected the concept of giftedness altogether. Identification of pupils as gifted and provision for their needs was very closely related to ability grouping and setting practices. A number of teachers equated identification processes with the procedures they adopted in order to group their pupils ‘homogeneously’ and suggested that this is one of the most effective ways to cater for all pupils’ needs, even though in many cases no differentiation of instruction or tasks was observed. The complex pattern of opinions about and attitudes towards gifted and talented pupils observed illuminates the degree to which teachers hold contradictory beliefs about the nature of giftedness and the dilemma to cater either for the ‘more vulnerable’ or the more ‘privileged’ pupils’ needs.

Com base na constatação de que vivemos numa sociedade de grupos que buscam diferentes e múltiplas afiliações, esta tese, fundamentada, principalmente, nos estudos de Sigmund e Anna Freud e Michel Maffesoli, teve como objetivo geral investigar como ocorre o processo de identificação entre membros de tribos urbanas. E, seus objetivos específicos foram identificar os significados compartilhados e a percepção de diferença desses membros em relação a si mesmos, aos outros e a imagem grupal; apontar os aspectos simbólicos, materiais, rituais e como são organizadas as relações de poder que marcam as suas identidades; e, examinar como os discursos enunciados nessa tribo urbana são incorporados à realidade quotidiana dos seus membros. A metodologia utilizada foi qualitativa, desenvolvida por meio de entrevistas semiestruturadas, realizadas entre agosto e outubro de 2018, nos estados do região sul, com 26 proprietários de motocicletas da Harley-Davidson, filiados ao grupo de motociclismo oficial da marca, o Harley-Davidson Owners Group, cujos depoimentos foram submetidos a análise de conteúdo. Concluímos que o processo de identificação nas tribos urbanas ocorre por meio da transformação das pessoas por meio da ilusão grupal. Criada através das experiências próprias da vida do grupo, essa ilusão influencia os sentimentos assim como os significados compartilhados que são de carinho, de amizade e de confiança, conduzindo os membros a se sentirem como pessoas especiais, protege o grupo contra desmembramentos futuros e grupos externos, ameniza conflitos decorrentes das distintas relações de poder e envolvem os membros e seus familiares numa mesma fantasia grupal, inclusive, na vida quotidiana. Based on the observation that we live in a society of groups that seek different and multiple affiliations, this thesis, based mainly on the studies of Sigmund and Anna Freud and Michel Maffesoli, had as general objective to investigate how the process of identification between members of urban tribes. And, its specific objectives were to identify the shared meanings and perceived difference of these members in relation to themselves, others and the group image; to point out the symbolic, material, ritual aspects and how the power relations that mark their identities are organized; and examine how the discourses enunciated in this urban tribe are incorporated into the daily reality of its members. The methodology used was qualitative, developed through semi-structured interviews, conducted between August and October of 2018, in the southern states, with 26 owners of HarleyDavidson motorcycles affiliated with the brand's official motorcycle group, the 88Harley-Davidson Owners Group, whose testimonies were submitted to content analysis. We conclude that the process of identification in the urban tribes occurs through the transformation of people through group illusion. Created through the experiences of group life, this illusion influences feelings as well as shared meanings of caring, friendship and trust, leading members to feel like special people, protects the group against future dismemberments and external groups, alleviates conflicts arising from different power relations, and involves members and their families in the same group fantasy, including in everyday life.

Rad predstavlja doprinos raspravama o potrošačkoj kulturi u hrvatskom kontekstu. Uspoređujući paradigmu ekonomije identiteta kako se ona pojavljuje u ekonomskoj teoriji na prijelazu milenija, s antropološkim konceptima poput objektivizacije kulture, ukusa kao sredstva društvenoga razlikovanja i potrošnje kao izraza hijerarhije vrijednosti, ilustriraju se interdisciplinarna približavanja koja postuliraju klasičan kulturno–antropološki pojam identiteta u ekonomske analize. Na temelju narativnih empirijskih podataka prikazuje se kreativan karakter identifikacijskih procesa i nužnost pripisivanja performativnoga značenja ekonomskim praksama., The paper aspires to contribute to consumer culture discussions. It focuses on anthropologizing orthodox economic models through the paradigm of identity economics as portrayed in economic theory. The emphasis is on a comparison between the economics definition of identity and anthropological concepts. The conceptual framework of the analysis is based on anthropological structuralism — according to which tastes become a form of social differentiation — and also on the theoretical perspective of the objectification of culture in the global context. Empirical ethnographic material on consumer practices and experiences is examined using qualitative methodology in accordance with the rules of grounded theory. Expressive dimensions of the consumer culture are examined from a diachronic perspective of Croatian society starting from the second half of the twentieth century until today. The scope of this analysis includes the interrelationship between consumer practices with reference to a dominant department store during the socialist era and the same in modern shopping malls. The authors question structuralist principles, arguing in favor of the creative character of the identification processes. In illustrating narrative examples, they demonstrate how consumption can become a matter of subjectivity regardless of the economic transaction being realized or not. Research shows how material objects become symbols of individual identity both for those who use them and those who reject them. Finally, the paper affirms the benefits of a methodological shift in the direction of interdisciplinarity, i.e. the identity–based interpretation of consumer society and the necessity of attributing performative meaning to economic practices.

Foreword: Here I lay the groundwork of my book. I explain that this book use the same structure as Armenian stories and narratives, which are often intertwined. Stories within stories within stories where a sudden history is unveiled. I used the same technique to unravel the complexities of genocidal violence, the dynamics of genocide and its consequences in this book. Introduction: Here I return to a painting “A Mother and an Artist” painted by Arshile Gorky – a first generation survivor of the Armenian genocide. I tell his life history and ask myself the question why this painting has such an emotional impact on my informants. Especially since his surname does not indicate he is an Armenian. (His surname does not end with “ian”.) So why the emotional impact? What does Arshile Gorky stand for or symbolize? Chapter 1 In this chapter I lay the theoretical groundwork on which this book is built. I look at the definitions of identity, identity-making and how genocide and identity-making influences one another. I also explain that identity plays a pivotal role within genocide, more so than in other crimes against humanity. I try to give an explanation why this is and how this gives us a new analytical approach to study genocide. Chapter 2: In this chapter I look at the “Great Diaspora” right after the genocide and how the demographics of both the Armenian Diaspora community in London and the Netherlands is built. I look at the differences but also the commonalities which has a lot of consequences as we will see in later chapters. We will see how the Diaspora has been dispersed and how we can decipher first waves of immigrants and second and third waves of immigrants: immigrants that did not directly flee the Armenian genocide but the host country they fled to in the Great Diaspora. In this sense the Armenians are an “invisible” minority group. Chapter 3: In this chapter I look at the genocide itself. This is the pinnacle of my research and thesis. Genocide, as I will explain is not just as an physical act, but mostly and upmost a mental act springing from a crisis of the identity of the perpetrators. Due to international pressure they develop a pathological identity crisis which they resolve by rebuilding and creating a new identity through a process of Othering. I place the genocide and the mechanism of genocide in the center of identity building. Which gives genocide in this book an unique element. I approach the violence, in all its forms, as a cultural expression of a pathological fixation on identity of the perpetrators who use the Other to create a new sense of Self. In order to do this, they have to destroy the Other in all its aspect: physically, culturally, politically, socially, psychologically. Intermezzo: Komitas is an example for many Armenians and symbolize the genocide but also the consequences of the genocide. This intermezzo is a small interruption from the historical aspects of this book and the ethnographic aspects of the book. Where the first part of the book was about the destruction of an identity. The second part is about the reconstruction of an identity. Chapter 4 Here I discuss the direct and indirect consequences of the Armenian genocide. I explain how all identity indicators have been destroyed due to the genocide and how the genocide has been placed within the Armenian history .I explain that there are both visible and invisible consequences. One of the invisible consequences is how the Armenian genocide has been placed in a cultural narrative and attached to a sense of Self. A narrative about “suffering” and “resurrection” in which the pain has been embodied. Chapter 5 Here I discuss how this narrative of “suffering” and “resurrection” does not only have a binding factor, but also causes contention within the community. Since the demographics in the Netherlands is different than in London the contention is higher in the Netherlands. Here there are more Armenians from Turkish descent and there is a bigger collision in what I consider the political and cultural discourse of the Self. Chapter 6: Here I look at how the Armenian Diaspora community deals with the world outside the ethnic boundaries of their group. Overall the Armenians are an well integrated minority, but there is a fear within their narrative that can be linked to the Armenian genocide. Integration and assimilation are highly interlinked and the fear to “disappear” is very prevalent. Conclusion In here I answer the research question and give a summary to all my findings. What makes the conclusions unique is that I observe that the narratives I discovered are both trans-generational and non-spatial in nature. This is unique in Diasporic communities. The reason lies in my opinion in the aftermath of the genocide. It was here where the new narratives were created.

Foreword: Here I lay the groundwork of my book. I explain that this book use the same structure as Armenian stories and narratives, which are often intertwined. Stories within stories within stories where a sudden history is unveiled. I used the same technique to unravel the complexities of genocidal violence, the dynamics of genocide and its consequences in this book. Introduction: Here I return to a painting “A Mother and an Artist” painted by Arshile Gorky – a first generation survivor of the Armenian genocide. I tell his life history and ask myself the question why this painting has such an emotional impact on my informants. Especially since his surname does not indicate he is an Armenian. (His surname does not end with “ian”.) So why the emotional impact? What does Arshile Gorky stand for or symbolize? Chapter 1 In this chapter I lay the theoretical groundwork on which this book is built. I look at the definitions of identity, identity-making and how genocide and identity-making influences one another. I also explain that identity plays a pivotal role within genocide, more so than in other crimes against humanity. I try to give an explanation why this is and how this gives us a new analytical approach to study genocide. Chapter 2: In this chapter I look at the “Great Diaspora” right after the genocide and how the demographics of both the Armenian Diaspora community in London and the Netherlands is built. I look at the differences but also the commonalities which has a lot of consequences as we will see in later chapters. We will see how the Diaspora has been dispersed and how we can decipher first waves of immigrants and second and third waves of immigrants: immigrants that did not directly flee the Armenian genocide but the host country they fled to in the Great Diaspora. In this sense the Armenians are an “invisible” minority group. Chapter 3: In this chapter I look at the genocide itself. This is the pinnacle of my research and thesis. Genocide, as I will explain is not just as an physical act, but mostly and upmost a mental act springing from a crisis of the identity of the perpetrators. Due to international pressure they develop a pathological identity crisis which they resolve by rebuilding and creating a new identity through a process of Othering. I place the genocide and the mechanism of genocide in the center of identity building. Which gives genocide in this book an unique element. I approach the violence, in all its forms, as a cultural expression of a pathological fixation on identity of the perpetrators who use the Other to create a new sense of Self. In order to do this, they have to destroy the Other in all its aspect: physically, culturally, politically, socially, psychologically. Intermezzo: Komitas is an example for many Armenians and symbolize the genocide but also the consequences of the genocide. This intermezzo is a small interruption from the historical aspects of this book and the ethnographic aspects of the book. Where the first part of the book was about the destruction of an identity. The second part is about the reconstruction of an identity. Chapter 4 Here I discuss the direct and indirect consequences of the Armenian genocide. I explain how all identity indicators have been destroyed due to the genocide and how the genocide has been placed within the Armenian history .I explain that there are both visible and invisible consequences. One of the invisible consequences is how the Armenian genocide has been placed in a cultural narrative and attached to a sense of Self. A narrative about “suffering” and “resurrection” in which the pain has been embodied. Chapter 5 Here I discuss how this narrative of “suffering” and “resurrection” does not only have a binding factor, but also causes contention within the community. Since the demographics in the Netherlands is different than in London the contention is higher in the Netherlands. Here there are more Armenians from Turkish descent and there is a bigger collision in what I consider the political and cultural discourse of the Self. Chapter 6: Here I look at how the Armenian Diaspora community deals with the world outside the ethnic boundaries of their group. Overall the Armenians are an well integrated minority, but there is a fear within their narrative that can be linked to the Armenian genocide. Integration and assimilation are highly interlinked and the fear to “disappear” is very prevalent. Conclusion In here I answer the research question and give a summary to all my findings. What makes the conclusions unique is that I observe that the narratives I discovered are both trans-generational and non-spatial in nature. This is unique in Diasporic communities. The reason lies in my opinion in the aftermath of the genocide. It was here where the new narratives were created.

Foreword:Here I lay the groundwork of my book. I explain that this book use the same structure as Armenian stories and narratives, which are often intertwined. Stories within stories within stories where a sudden history is unveiled. I used the same technique to unravel the complexities of genocidal violence, the dynamics of genocide and its consequences in this book. Introduction:Here I return to a painting “A Mother and an Artist” painted by Arshile Gorky – a first generation survivor of the Armenian genocide. I tell his life history and ask myself the question why this painting has such an emotional impact on my informants. Especially since his surname does not indicate he is an Armenian. (His surname does not end with “ian”.) So why the emotional impact? What does Arshile Gorky stand for or symbolize?Chapter 1In this chapter I lay the theoretical groundwork on which this book is built. I look at the definitions of identity, identity-making and how genocide and identity-making influences one another. I also explain that identity plays a pivotal role within genocide, more so than in other crimes against humanity. I try to give an explanation why this is and how this gives us a new analytical approach to study genocide.Chapter 2:In this chapter I look at the “Great Diaspora” right after the genocide and how the demographics of both the Armenian Diaspora community in London and the Netherlands is built. I look at the differences but also the commonalities which has a lot of consequences as we will see in later chapters. We will see how the Diaspora has been dispersed and how we can decipher first waves of immigrants and second and third waves of immigrants: immigrants that did not directly flee the Armenian genocide but the host country they fled to in the Great Diaspora. In this sense the Armenians are an “invisible” minority group.Chapter 3:In this chapter I look at the genocide itself. This is the pinnacle of my research and thesis. Genocide, as I will explain is not just as an physical act, but mostly and upmost a mental act springing from a crisis of the identity of the perpetrators. Due to international pressure they develop a pathological identity crisis which they resolve by rebuilding and creating a new identity through a process of Othering. I place the genocide and the mechanism of genocide in the center of identity building. Which gives genocide in this book an unique element. I approach the violence, in all its forms, as a cultural expression of a pathological fixation on identity of the perpetrators who use the Other to create a new sense of Self. In order to do this, they have to destroy the Other in all its aspect: physically, culturally, politically, socially, psychologically.Intermezzo:Komitas is an example for many Armenians and symbolize the genocide but also the consequences of the genocide. This intermezzo is a small interruption from the historical aspects of this book and the ethnographic aspects of the book. Where the first part of the book was about the destruction of an identity. The second part is about the reconstruction of an identity.Chapter 4Here I discuss the direct and indirect consequences of the Armenian genocide. I explain how all identity indicators have been destroyed due to the genocide and how the genocide has been placed within the Armenian history .I explain that there are both visible and invisible consequences. One of the invisible consequences is how the Armenian genocide has been placed in a cultural narrative and attached to a sense of Self. A narrative about “suffering” and “resurrection” in which the pain has been embodied.Chapter 5Here I discuss how this narrative of “suffering” and “resurrection” does not only have a binding factor, but also causes contention within the community. Since the demographics in the Netherlands is different than in London the contention is higher in the Netherlands. Here there are more Armenians from Turkish descent and there is a bigger collision in what I consider the political and cultural discourse of the Self.Chapter 6:Here I look at how the Armenian Diaspora community deals with the world outside the ethnic boundaries of their group. Overall the Armenians are an well integrated minority, but there is a fear within their narrative that can be linked to the Armenian genocide. Integration and assimilation are highly interlinked and the fear to “disappear” is very prevalent.ConclusionIn here I answer the research question and give a summary to all my findings. What makes the conclusions unique is that I observe that the narratives I discovered are both trans-generational and non-spatial in nature. This is unique in Diasporic communities. The reason lies in my opinion in the aftermath of the genocide. It was here where the new narratives were created.

Although research on young people’s identification processes on the Internet is a growing field, few studies illustrate conditions for young people with intellectual disabilities (ID). Previous studies have shown that young people with ID are worried about being marginalized, and that many in fact are lonelier than other young people. Internet and social networking sites might be of vital importance as a space for exploring alternative and less stigmatized identities. This article reports findings from individual interviews with 27 young people with ID in Sweden. The transcribed interviews were analyzed using a thematic content analysis. A prominent finding concerned the informants being well aware of both risks and opportunities using Internet and Social Networking Sites. Consequently, the more they interacted with non-disabled peers, the more they experienced negative consequences of Internet use. These circumstances rather lead to downsizing than upsizing Internet use, and less participation on Social Networking Sites. The experiences of the informants are discussed in a conceptual framework of social identity, participation, and emancipation. We recommend that social work practitioners reflect upon the ways that support can be arranged in order to empower young people with ID to participate on the Internet.

Este artículo presenta los resultados de un análisis fundamentado de un caso de organización objetal. Se destaca la relevancia de esclarecer las dinámicas de las relaciones de significación presentes en los modos de apropiación de los objetos al interior del espacio de la sala del hogar, dado que, como muestra el análisis, una determinada disposición de los objetos no puede ser aislada de los procesos de identificación de los individuos y la construcción y comunicación de un modo de ser o un estilo de vida. Para ello, se expone un análisis de caso de organización objetal en relación con teóricos de la cultura contemporánea que han resaltado la importancia de lo estético en la producción y reproducción de prácticas y representaciones culturales. El objetivo es plantear un marco conceptual que aporte al análisis de la estética del mundo objetal en la cultura contemporánea. This paper presents the results of a grounded analysis of an object organization case. The importance of clarifying the dynamics of the relationships of meaning contained in the modes of appropriation of the objects within the space of the living room is highlighted, since, as the analysis shows, a particular arrangement of objects cannot be isolated from the processes of identification of the individuals and from the construction and communication of a way of being or lifestyle. For this purpose, the case study of object organization is presented in relation to contemporary culture theorists that have highlighted the importance of aesthetics in the production and reproduction of cultural practices and representations. The aim is to propose an alternative framework that enriches the analysis of the aesthetics of the object world in contemporary culture.

Submitted by Leda Lopes (ledacplopes@hotmail.com) on 2017-08-10T13:23:25Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Roberta_Mendes_Machado_Dissertação.pdf: 5912017 bytes, checksum: a5807b9ffd3c9871d748cdf2543c0a1d (MD5) Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2017-08-10T21:04:15Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Roberta_Mendes_Machado_Dissertação.pdf: 5912017 bytes, checksum: a5807b9ffd3c9871d748cdf2543c0a1d (MD5) Approved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2017-08-10T21:05:16Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Roberta_Mendes_Machado_Dissertação.pdf: 5912017 bytes, checksum: a5807b9ffd3c9871d748cdf2543c0a1d (MD5) Made available in DSpace on 2017-08-10T21:13:09Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Roberta_Mendes_Machado_Dissertação.pdf: 5912017 bytes, checksum: a5807b9ffd3c9871d748cdf2543c0a1d (MD5) Previous issue date: 2016-03-29 Esta pesquisa está relacionada aos processos pedagógicos que cercam a imagem e a experiência estética no ensino das Artes Visuais. Propõe-se a problematizar aspectos atinentes às imagens da arte, da mídia, de campanhas publicitárias, de revistas, da Internet, enfim, imagens e artefatos visuais, observando de que maneira estas constituem, transformam, movimentam e determinam processos de identificação em direção a transformações pessoais e docentes. A abordagem conceitual fundamenta-se na Educação Estética, Ensino da Arte e Cultura Visual, perpassando pelos Processos de Identificação e suas possíveis transformações através de imagens. A pesquisa foi desenvolvida com 18 alunos do curso de Licenciatura em Pedagogia, em sua maioria, e do curso de Arquitetura e Urbanismo, da Universidade Federal de Pelotas / UFPel, no espaço de pesquisa construído em uma disciplina optativa da Licenciatura, denominada Linguagem em Artes e Comunicação. Possui como questões de pesquisa verificar os possíveis efeitos da imagem nos processos de identificação do grupo em questão; averiguar como se apropriam, transformam, produzem imagens e as contextualizam para construir significados e sentidos para a própria história. Realizou-se uma reflexão acerca dos possíveis encontros entre a visualidade - o olhar atravessado pela cultura visual -, e os processos de identificação a ela vinculados, pesquisando as relações entre artefatos visuais e observadores. Como aporte teórico, destaco os autores Fernando Hernández (2000; 2007), Maffesoli (1996; 2000), Duarte Jr. (2000), Dias e Irwin (2013), Martins e Tourinho (2009; 2011; 2012), Marly Meira (2007), Nicolas Bourriaud (2009), John Dewey (2010) e Jorge Larrosa (2002). Espera-se que este estudo contribua para a compreensão, o esclarecimento e a reflexão sobre os processos pedagógicos em arte, que cercam a experiência estética e os processos de identificação na formação de professores, processos tais que permitiram não só ratificar a importância assumida aos envolvidos, mas também para os educadores em geral, para o ensino de arte e para a vida. This research related to pedagogical processes surrounding the image and aesthetic experience i the teaching of Visual Arts. It is proposed to discuss aspects related to art images, media, advertising campaigns, magazines, the Internet, etc., in short, visual images and artifacts, observing how they build, transform and determine identification processes in teacher training toward personal transformation and their formations. The conceptual approach is based on the Aesthetic Education, Art Education and Visual Culture, passing by identification processes and their possible transformations by images. The research was developed with 18 of Bachelor’s Degree in Education, in most cases, and the Architecture and Urbanism Degree of the Federal University of Pelotas / UFPel in a research opportunity during an elective discipline, called Language Arts and Communication. One of the research questions is to check the possible effects of the image in the process of group identification in question; find out how they appropriate, transform, produce images and contextualize to build meanings to their own history. A reflexion was held about the possible meetings between visuality and identification processes linked to it, researching the relationship between visual artifacts and observers. As a theoretical framework, I point out the authors Fernando Hernández (2000; 2007), Maffesoli (1996; 2000), Duarte Jr. (2000), Dias e Irwin (2013), Martins and Tourinho (2009; 2011; 2012), Marly Meira (2007), Nicolas Bourriaud (2009), John Dewey (2010) and Jorge Larrosa (2002). It is hoped that this study contributes to the understanding, clarification and reflection on the pedagogical processes in art surrounding the aesthetic experience and identification processes in teacher education, a process which allowed not only confirm the importance they have assumed for involved, but also for educators in general, for the teaching of art and life.

OBJECTIVE: Over the last decade, family medicine has been progressively rejected by medical students as a career choice in many Western countries. Our objective is to contribute to a better understanding of this phenomenon by examining the reputation of and identification processes with family medicine by medical students. DESIGN: A qualitative case study. METHODS: Focus groups and document analysis were used for generating empirical material. Focus groups (n=6) were conducted (2008–2009). Thematic analysis was adopted as the technique for analyzing data gathered. SETTING: A faculty of medicine of a Spanish university. PARTICIPANTS: Second and sixth year undergraduate medical students (N=48). RESULTS: Family medicine appears to be largely devalued as a professional activity, among medical students, being viewed as a monotonous and non-technological medical practice with no intellectual challenge. Such a negative view, which already appears in early stages of medical training, leads to a lack of identification with this medical practice by students. CONCLUSION: Misconceptions about the practice of family medicine, created and reproduced in health care system and societal contexts, encourage the practice of specialized medicine. In addition, the academic environment appears to promote organ- and disease-based medical knowledge, which goes against the holistic and patient-centered approach characteristic of the practice of family medicine. In order to improve the reputation of family medicine and for it to be considered as an attractive career path by medical students, it is recommended that family medicine is developed as an academic medical field, and that improvements are made in the conditions and status of this medical practice within the health care system.

In dieser Arbeit wird herausgearbeitet wie Harry Potter nach dem traumatisierenden Verlust beider Eltern und der nachfolgenden Vernachlässigung durch seine Verwandten eine exemplarische psychische Entwicklung zu einem reifen Erwachsenen nimmt. Auf der Basis seiner verinnerlichten frühen Mutterliebe erwirbt er dabei über die Identifikation mit seinem Vater und dem väterlichen Freund Dumbledore zunehmend Selbstvertrauen und gewinnt neue Freunde in seiner Peer-Group. Harry durchläuft nach zahlreichen Konflikten und Freundschaften die Phasen der Initiation in die Erwachsenenwelt. Auf der ödipalen Ebene entidealisiert er schließlich seinen Vater und auch Dumbledore. Auch von der Aussicht auf absolute Macht und Überwindung des Todes lässt er sich nicht verführen. Im Finale der Geschichte ist er bereit, sich für seine Freunde zu opfern, und kann so den fragmentierten Voldemort überwinden. Der Zuschauer und Leser kann sich dabei mit Harry identifizieren, eigene Erlebnisse und Konflikte wieder erkennen und sich auf den verschiedenen Ebenen mit den vorgestellten Konfliktlösungsmustern auseinandersetzen. In diesem zeitgenössischen Bildungsroman werden dabei für Jugendliche alterstypisch wichtige interpersonelle und kulturelle Lebensthemen behandelt. Genau dies führt bei den jugendlichen Lesern und Leserinnen zu starker Resonanz und zu identifikatorischen Prozessen und erklärt den großen Erfolg der Harry Potter-Geschichte. Schlagwörter Harry Potter - Entwicklungsroman - PTBS - Identifikationsprozesse - Trauma This paper analyzes the exemplary mental development that Harry Potter undertakes after the massive traumatic loss of his parents at the early age of 15 months and the following neglect by his relatives until he becomes a mature adult. On the basis of his internalized mothers love and by identification with his father and his paternally friend Dumbledore Harry gains increasing self-confldence and new friends in his peer group in the course of time. After passing numerous conflicts and experiencing friendship Harry reaches the stage of initiation into the world of the adults. On the oedipal level he finally is able to deidealize his father and Dumbledore. And at the end Harry is not seduced by absolute power and the triumph over death itself. On the contrary he is ready to sacrifice himself for his friends and thus can overcome the fragmented Voldemort. Readers can identify with Harry, can recognize their own experiences and conflicts and can deal with the proposed conflict resolution patterns on different levels. This contemporary "Bildungsroman" deals with important typical interpersonal and cultural issues for young people. This is what leads young readers to strong resonance and identification processes and explains the great success of the Harry Potter story. Keywords Harry Potter - PTSD - mental development - trauma - identification processes

O trabalho se propõe analisar os impactos que uma crise social extrema pode ter sobre a construção identitária e nas condições psíquicas dos cidadãos. Procurou-se identificar quais foram os dinamismos psíquicos e sociais que tiveram relevância para enfrentar o perigo, ultrapassar a crise e, ao final dos combates, nas recomposições de suas vidas. O Líbano foi escolhido, por ter sido cenário de uma longa guerra inter-étnica, onde o povo Druzo esteve no centro das confrontações. Para conhecer esta realidade foram realizadas treze histórias de vida. A análise do material recolhido mostra o papel da memória coletiva e do discurso étnico como propiciadores da coesão grupal. A idealização e as crenças através de suas ideologias, serviram como garantia de sentido na mediação do vivido catastrófico. El trabajo analiza los impactos que una crisis social extrema puede tener sobre construcción de la identidad (idiosincrasia) y de las condiciones psíquicas de los ciudadanos. Se buscó identificar cuáles fueron los dinamismos psíquicos y sociales que tuvieron importancia para enfrentar el peligro, superar las crisis y al término de dos combates, reconstruir sus vidas. El Líbano fue elegido por haber sido el escenario de una guerra interétnica larga, en la cual el pueblo Druzo estuvo en el centro de las confrontaciones. Para conocer esta realidad fueron confeccionadas trece historias de vida. El análisis del material recogido muestra el papel de la memoria colectiva y del discurso étnico como propiciadores de la cohesión grupal. La idealización y las creencias a través de sus ideologías, sirvieron como garantía de sentido en la mediación de lo vivido catastrófico. Le but de ce travail est d’analyser les impacts qu’une crise sociale extrême peuvent avoir sur la construction identitaire et sur les conditions psychiques des citoyens. Nous avons cherché à identifier les enjeux psychiques et sociaux mis en oeuvre pour faire face au danger, pour surmonter la crise et, à la suite des conflits, pour reconstituer leurs vies. Le Liban a été choisi pour avoir été le scénario d’une longue guerre inter-éthnique pendant laquelle le peuple Druze était au centre des ces conflits. Pour exploiter cette réalité, nous avons enregistré treize récits de vie. L’analyse du matériel récolté montre le rôle de la mémoire collective et du discours ethnique comme catalyseurs de la cohésion groupale. L’idéalisation et les croyances à travers leurs idéologies a servi comme étayage du sens dans la médiation du vécu catastrophique. This article discusses the impacts that an extreme social crisis on the construction of identity and the psychic conditions of the country’s citizens. The author seeks to identify approriate psychic and social dynamics that will help persons face danger, overcome the crisis and restructure their lives after the combats are over. We focused on Lebanon because it has been the scene of a long inter-ethnic war where the Druses were the center of the confrontations. In order to become acquainted with reality we collected and analyzed thirteen life-stories. The analysis of this material showed that the role of collective memory and ethnic discourse is to promote group cohesion. It also showed that idealization and beliefs based on its ideologies guaranteed a sense of mediation of the the catastrophe they have gone through.

Este artículo analiza el desarrollo de procesos de identificación social por parte de alumnado de primaria, y cómo este desarrollo tiene lugar recoge resultados de una investigación realizada en aulas de primaria por maestros en formación durante su estancia en prácticas. En la primera parte se discuten las ideas de identidad colectiva y políticas de la identidad, se aborda un recorrido por la escuela como contexto en el que se configura la identidad nacional, con un papel preponderante de la asignatura de historia. En la segunda parte y en contraposición a este predominio de la formación de identidades nacionales, combinado en la actualidad con una identificación con la Unión Europea, en la segunda parte se propone la apertura de procesos de identificación social que tomen como referentes con la educación patrimonial y la historia This paper analyses the development of processes of social identification by primary school students, and how this development occurs taking as starting point an alternative knowledge about their environment, which causes the modification of their initial perception of particular elements that they come to appropriate as a part of their heritage. The first section discusses the notions of collective identity and identity policies, and it examines the school as a context for the configuration of national identity, with a relevant role for the subject matter of history. In opposition to this predominance of the formation of national identities, currently combined with identification with the European Union, in the second section we propose the development of processes of social identification that would use as references heritage education and history SI

Este artículo analiza el desarrollo de procesos de identificación social por parte de alumnado de primaria, y cómo este desarrollo tiene lugar recoge resultados de una investigación realizada en aulas de primaria por maestros en formación durante su estancia en prácticas. En la primera parte se discuten las ideas de identidad colectiva y políticas de la identidad, se aborda un recorrido por la escuela como contexto en el que se configura la identidad nacional, con un papel preponderante de la asignatura de historia. En la segunda parte y en contraposición a este predominio de la formación de identidades nacionales, combinado en la actualidad con una identificación con la Unión Europea, en la segunda parte se propone la apertura de procesos de identificación social que tomen como referentes con la educación patrimonial y la historia This paper analyses the development of processes of social identification by primary school students, and how this development occurs taking as starting point an alternative knowledge about their environment, which causes the modification of their initial perception of particular elements that they come to appropriate as a part of their heritage. The first section discusses the notions of collective identity and identity policies, and it examines the school as a context for the configuration of national identity, with a relevant role for the subject matter of history. In opposition to this predominance of the formation of national identities, currently combined with identification with the European Union, in the second section we propose the development of processes of social identification that would use as references heritage education and history SI

Composition du jury: Laura Lee Downs, directrice de thèse, ÉHESS et EUI;Jennifer Todd, directrice de thèse, University College Dublin;John Coakley, University College Dublin;Xavier Crettiez, Université de Versailles-Saint-Quentin;David Farrell, University College Dublin;Michael Keatin, University of Aberdeen, Scotland. Thèse soutenue à University College Dublin le 5 avril 2013, en respect des exigences du diplôme de Doctor of Philosophy, UCD School of Politics and International Relations;Elle...

Dissertação de Mestrado em Psicologia Clínica Partindo de uma abordagem psicanalítica, com base nas teorias de grupo postuladas por Kaës (2003) e Freud (1969) acerca da grupalidade psíquica e dos processos psíquicos da transgeracionalidade que incluem os conceitos de identificação inconsciente e de narcisismo parental; e na teoria da estruturação psíquica de Fairbairn que dá especial enfoque às relações de objeto, foquei-me na análise comparativa de um estudo de caso, de mães e filhas, da mesma família, de 3 gerações diferentes. Através do método de análise Hermenêutico, procurei as diferenças e semelhanças nos modos de funcionamento psíquico das 3 participantes. O meu objetivo com este estudo foi perceber de que forma é que o psiquismo materno influencia a organização do psiquismo do filho. Deste modo, a entrevista foi construída no sentido de identificar os mecanismos de defesa, os processos de identificação, a regulação emocional, que as 3 participantes utilizam, e o tipo de relações que estabelecem. As conclusões a que cheguei são que, de facto, o psiquismo e a função materna constituem um dos determinantes da constituição do psiquismo do filho, e que existe uma transmissão psíquica ao longo das 3 gerações, verificada nas identificações inconscientes feitas nas funções do Ideal do Ego, no tipo de relações de objeto que é estabelecido, nos mecanismos de defesa utilizados e nas angústias predominantes. ABSTRACT: From a psychoanalytic approach based on the group theories supported by Kaës (2003) and Freud (1969) regarding psychic groupality and trans-generational psychic transmission, which include concepts of unconscious identification and parental narcissism; and from the theory of Fairbairn´s psychic structuring which highlights the relation of objects, I have focused my thesis on a case study based on a comparative analysis of mothers and daughters within the same family, enclosing 3 different generations. Through the Hermeneutic analysis method, I have searched for differences and similarities in the psychic functioning of the 3 participants. My goal with this study was to understand in which ways does maternal psychic influence the child´s psychic organization. This being, interviews were developed in order to identify defense mechanisms, identification processes and emotional regulations used by all three, as well as the kind of relationships established by each one of them. Conclusions I have reached reveal that the psychic and maternal functioning constitute as a determinant influencer of the child´s psychic that a psychic transmission outreaches all 3 generations. This is verified through the unconscious identifications revealed in the functions of the Ego Ideal, in the type of object relationships established, in the defense mechanisms used and predominant distresses.

Universidade Federal de Minas Gerais The Caravana do Cordel and the building of a northeast in movement in São Paulo is a research about the way the stories are mobilized, the actions and representations of the Northeast of Brazil in the speeches of Northeastern migrants settled in São Paulo, belonging to the Caravana do Cordel . I investigate the reinterpretation that is built by those subjects who maintain a strong mnemonic relationship with the Northeast of Brazil, with the lived experiences in this geographical space, social and symbolic, both in the past and present. I assume that although these poets crystallize a certain image of the Northeast of Brazil where they were born, they also create other northeastern", through a discursive dynamic construction. A Caravana do Cordel e a construção de um Nordeste em movimento em São Paulo consiste numa análise acerca da maneira como são mobilizadas as narrações, as ações e as representações sobre o Nordeste nos discursos de migrantes nordestinos radicados em São Paulo, pertencentes à Caravana do Cordel. Investigo as ressignificações que são construídas por esses sujeitos que mantêm uma forte relação mnemônica com o Nordeste, com as experiências vividas nesse espaço geográfico, social e simbólico, tanto no passado, quanto no presente. Parto do pressuposto que, embora esses poetas cordelistas cristalizem uma certa imagem do Nordeste em que nasceram, criam outros Nordestes , por meio de uma construção discursiva dinâmica.

Este artículo se propone explorar los procesos de creación de identificaciones que los sujetos realizan en los espacios virtuales. Para comprender este fenómeno se reconsideran las nociones de intimidad y ‘extimidad’, se cuestiona la aparición de nuevas formas de narcisismo y se analiza el carácter multidimensional del sujeto. Finalmente, se aborda el modo en que los usuarios de Internet configuran las categorías de pertenencia y las de exclusión, imágenes esenciales para la construcción del yo. Este artigo explora os processos de identificação em espaços virtuais. Para compreender esse fenômeno, primeiro analisamos a relação entre a privacidade e a ‘extimidade’, segundo questionamos a emergência de novas formas de narcisismo e da natureza multidimensional do sujeito. Finalmente o artigo discute como os usuários de Internet configuram as categorias de inclusão e exclusão, que são essenciais para a construção de imagens de si. The purpose of this article is to explore the processes of creating identification to be used in virtual spaces. To understand this phenomenon, we reconsider the ideas of intimacy and ‘extimacy’, we question the emergence of new forms of narcissism, and analyze the multidimensional nature of the self. Ultimately, we discuss how Internet users configure the categories of inclusion and exclusion, essential for building images of the self.

Located on the West Zone of the city of Aracaju, State of Sergipe, Brazil, doorway of the capital, Aribé , as it s also known the eclectic suburb of Siqueira Campos, has already been considered in past decades to be an unhealthy, unsafe and prostituted area. During the 80 s of the 20th century, Siqueira Campos became the biggest suburb, in terms of population, of the city of Aracaju. In addition to a residential neighborhood, the practices that settled there, were gradually giving way to a broad business and leisure, where specific lifestyles are practiced through consumer spending and circulation of specific cultural goods, which happen due to the socialization of different lifestyles. This Dissertation aims to analyze the processes of identification and differentiation carried out by the young population with the applications of the leisure and sociability areas in Siqueira Campos suburb, from constructs of lifestyles related to music, which implies on the investigation of the practices and consume of specific goods related to youth culture. For that, the investigation keeps studying four young groups of great recognition in the suburb and that identify themselves as rock gang , reggae gang , hip hop gang and pagodeiros . Localizado na Zona Oeste da cidade de Aracaju, Estado de Sergipe, Brasil, porta de entrada e saída da capital, o Aribé como também é conhecido o eclético Bairro Siqueira Campos, já foi considerado em décadas passadas uma área insalubre, de criminalidade e prostituição. Ao longo da década de oitenta, do século vinte, o Siqueira Campos passou a ser o maior bairro, em termos populacionais, da cidade de Aracaju. Além de um bairro residencial, as práticas que aí se estabeleceram, paulatinamente, foram cedendo espaço para uma ampla atividade comercial e de lazer, no qual determinados estilos de vida são praticados através do consumo e da circulação de bens culturais específicos, que se dão por meio da socialização de modos de vida distintos. Esta Dissertação objetiva analisar os processos de identificação e diferenciação realizados pelas populações juvenis nos usos dos lugares de lazer e sociabilidades no Bairro Siqueira Campos, a partir de construtos de estilos de vida associados à música, o que implica a investigação sobre as práticas e os consumos de determinados bens ligados às culturas juvenis. Para tal, a investigação segue a estudar quatro grupos juvenis de maior reconhecimento no bairro e que autoidentificam-se como galera do rock , do reggae , do hip hop e pagodeiros .

The aim of this paper is to investigate the ways contemporary identification processes on the island of Korcula take place. The changes in the political situation during 1990s, as well as contemporary context of the accession of the Republic of Croatia into European integration, provided the new "arena" for the expression of different identifications. The positioning of identities into the wider context, either on vertical or horizontal level, is also important in these processes. The research was carried out at all the major settlements on the island of Korcula by qualitative methodological tools and ethnographic approach. The results indicate the existence of nested identities on the island of Korcula (ranging from supranational (European) to national and regional and finally to diverse local identifications and their situational and dynamic character. The nested identities on the island of Korcula demonstrate their mutual compatibility and the fact that not only identities of the higher order (regional, for example) comprise the identities of the lower order (local, for example); the reverse process also takes place. The members of seemingly close and similar island communities in fact have very differentiated local identifications that are very often equally important or even more important than identities of the higher order, such as national.