subject:(narrative identity)

University of Texas – Austin

1. -8176-6360. Narrative identity among contact versus non-contact sexual offenders.

Degree: MA, Educational psychology - counseling, 2018, University of Texas – Austin

URL: http://dx.doi.org/10.26153/tsw/11183

► The current study explored narrative roles among individuals convicted of a sexual offense. Narrative roles in a criminal context are defined as personal accounts utilized… (more)

Subjects/Keywords: Sexual offenders; Narrative identity; Narrative roles; Treatment

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APA (6^th Edition):

-8176-6360. (2018). Narrative identity among contact versus non-contact sexual offenders. (Masters Thesis). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/11183

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16^th Edition):

-8176-6360. “Narrative identity among contact versus non-contact sexual offenders.” 2018. Masters Thesis, University of Texas – Austin. Accessed February 27, 2021. http://dx.doi.org/10.26153/tsw/11183.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7^th Edition):

-8176-6360. “Narrative identity among contact versus non-contact sexual offenders.” 2018. Web. 27 Feb 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-8176-6360. Narrative identity among contact versus non-contact sexual offenders. [Internet] [Masters thesis]. University of Texas – Austin; 2018. [cited 2021 Feb 27]. Available from: http://dx.doi.org/10.26153/tsw/11183.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-8176-6360. Narrative identity among contact versus non-contact sexual offenders. [Masters Thesis]. University of Texas – Austin; 2018. Available from: http://dx.doi.org/10.26153/tsw/11183

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Royal Roads University

2. Adden, Biret. Exploring the outside within : a narrative study of identity and teachers' experiences learning to be naturalists .

Degree: 2016, Royal Roads University

URL: http://hdl.handle.net/10170/879

► To explore relationships between time in nature, identity, and environmental teaching, this project gathered interviews from K-12 teachers who had taken part in a natural… (more)

Subjects/Keywords: Education; Environment; Identity; Narrative; Teacher

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APA (6^th Edition):

Adden, B. (2016). Exploring the outside within : a narrative study of identity and teachers' experiences learning to be naturalists . (Thesis). Royal Roads University. Retrieved from http://hdl.handle.net/10170/879

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Adden, Biret. “Exploring the outside within : a narrative study of identity and teachers' experiences learning to be naturalists .” 2016. Thesis, Royal Roads University. Accessed February 27, 2021. http://hdl.handle.net/10170/879.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Adden, Biret. “Exploring the outside within : a narrative study of identity and teachers' experiences learning to be naturalists .” 2016. Web. 27 Feb 2021.

Vancouver:

Adden B. Exploring the outside within : a narrative study of identity and teachers' experiences learning to be naturalists . [Internet] [Thesis]. Royal Roads University; 2016. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10170/879.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Adden B. Exploring the outside within : a narrative study of identity and teachers' experiences learning to be naturalists . [Thesis]. Royal Roads University; 2016. Available from: http://hdl.handle.net/10170/879

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Oulu

3. Kuusipalo, J. T. (Jaana T.). Identities at work—narratives from a post-bureaucratic ICT organization.

Degree: 2008, University of Oulu

URL: http://urn.fi/urn:isbn:9789514289453

► Abstract The purpose of this research is to study identity construction in an ICT organization, which is generally seen as a flexible environment to be… (more)

▼ Abstract The purpose of this research is to study identity construction in an ICT organization, which is generally seen as a flexible environment to be employed. The demise of a bureaucracy is generally seen as a positive thing. In new organizational forms employee participation is considered a central factor. The lack of boundaries in work brings not only freedom but also challenges. Organizations, tasks and people change constantly and employees find that they have to reconstruct their identities. This study is inductive, meaning that any theoretical frame was not chosen before doing the empirical analysis. The paradigm underlying narrative research is similar to constructivism in that human knowledge is not regarded as a coherent view of reality but as a plurality of small narratives, local and personal in nature, which are always under construction. The constructivist paradigm is based on the idea that social reality is socially constructed. This study contributes to identity narrative discussion and is thus current. Four different identity narratives are produced within this study: nostalgic, future-oriented, instrumental and chameleon narrative. Hence, the analysis resulted in four separate identity narratives. The relationship between the individual and the organization vary in each of the identity narratives. The empirical results also show that older employees produce more coherent identity stories and appear to be more committed to the organization. For younger employees the company is not as important, instead are more committed to their own career, family or something else. This is a significant result both theoretically and empirically. Theoretically it is interesting because it shows that in constructing identity, the organization does not have a central role. Empirically it means that the skilled employees might easily leave the organization if they feel they are not respected or if the organization does not support their personal careers. The present study provides evidence of narrativity supporting the construction of identity in a post-bureaucratic organization. Maintaining open dialogue requires open communication, which is not present in traditional, bureaucratic, top-down management. A post-bureaucratic organization allows for open dialogue in principle, but the time and space needed for narration in this environment is fragmented.

Subjects/Keywords: ethnographic; identity; narrative; post-bureaucracy

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APA (6^th Edition):

Kuusipalo, J. T. (. T. ). (2008). Identities at work—narratives from a post-bureaucratic ICT organization. (Doctoral Dissertation). University of Oulu. Retrieved from http://urn.fi/urn:isbn:9789514289453

Chicago Manual of Style (16^th Edition):

Kuusipalo, J T (Jaana T ). “Identities at work—narratives from a post-bureaucratic ICT organization.” 2008. Doctoral Dissertation, University of Oulu. Accessed February 27, 2021. http://urn.fi/urn:isbn:9789514289453.

MLA Handbook (7^th Edition):

Kuusipalo, J T (Jaana T ). “Identities at work—narratives from a post-bureaucratic ICT organization.” 2008. Web. 27 Feb 2021.

Vancouver:

Kuusipalo JT(T). Identities at work—narratives from a post-bureaucratic ICT organization. [Internet] [Doctoral dissertation]. University of Oulu; 2008. [cited 2021 Feb 27]. Available from: http://urn.fi/urn:isbn:9789514289453.

Council of Science Editors:

Kuusipalo JT(T). Identities at work—narratives from a post-bureaucratic ICT organization. [Doctoral Dissertation]. University of Oulu; 2008. Available from: http://urn.fi/urn:isbn:9789514289453

AUT University

4. Walker, Serena Anne. The experience of women combining fertility treatment and paid employment: women's narratives .

Degree: 2012, AUT University

URL: http://hdl.handle.net/10292/4476

► The use of fertility treatments, including in-vitro fertilisation (IVF) has increased significantly in the past three decades (Wang, Chambers, Dieng, & Sullivan, 2009) as has… (more)

Subjects/Keywords: Narrative; IVF; Psychology; Identity

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APA (6^th Edition):

Walker, S. A. (2012). The experience of women combining fertility treatment and paid employment: women's narratives . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/4476

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Walker, Serena Anne. “The experience of women combining fertility treatment and paid employment: women's narratives .” 2012. Thesis, AUT University. Accessed February 27, 2021. http://hdl.handle.net/10292/4476.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Walker, Serena Anne. “The experience of women combining fertility treatment and paid employment: women's narratives .” 2012. Web. 27 Feb 2021.

Vancouver:

Walker SA. The experience of women combining fertility treatment and paid employment: women's narratives . [Internet] [Thesis]. AUT University; 2012. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10292/4476.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Walker SA. The experience of women combining fertility treatment and paid employment: women's narratives . [Thesis]. AUT University; 2012. Available from: http://hdl.handle.net/10292/4476

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Manitoba

5. Grisim, Katelyn Jean. Reading defiantly: A personal narrative of discovering a disabled self.

Degree: Disability Studies, 2018, University of Manitoba

URL: http://hdl.handle.net/1993/32939

► Disabled individuals face stigmatization because of their body’s impairment (or the biological manifestation of their disability) as well as various socioeconomic and cultural factors depending… (more)

Subjects/Keywords: disability; reading; identity; personal narrative

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APA (6^th Edition):

Grisim, K. J. (2018). Reading defiantly: A personal narrative of discovering a disabled self. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/32939

Chicago Manual of Style (16^th Edition):

Grisim, Katelyn Jean. “Reading defiantly: A personal narrative of discovering a disabled self.” 2018. Masters Thesis, University of Manitoba. Accessed February 27, 2021. http://hdl.handle.net/1993/32939.

MLA Handbook (7^th Edition):

Grisim, Katelyn Jean. “Reading defiantly: A personal narrative of discovering a disabled self.” 2018. Web. 27 Feb 2021.

Vancouver:

Grisim KJ. Reading defiantly: A personal narrative of discovering a disabled self. [Internet] [Masters thesis]. University of Manitoba; 2018. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1993/32939.

Council of Science Editors:

Grisim KJ. Reading defiantly: A personal narrative of discovering a disabled self. [Masters Thesis]. University of Manitoba; 2018. Available from: http://hdl.handle.net/1993/32939

University of Manchester

6. Chambers, Alison. Student physiotherapists' narratives and the construction of professional identities.

Degree: Thesis (EdD), 2012, University of Manchester

URL: https://www.research.manchester.ac.uk/portal/en/theses/student-physiotherapists-narratives-and-the-construction-of-professional-identities(7b99b10b-e8b4-4cc1-8a86-20e28224360c).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555563

► Drawing upon the biographical narratives of eight student physiotherapists and situated within an interpretive paradigm this thesis has explored the construction of professional identities within… (more)

▼ Drawing upon the biographical narratives of eight student physiotherapists and situated within an interpretive paradigm this thesis has explored the construction of professional identities within physiotherapy education. It has been predicated upon notions of identity as constructed through social interactions, therefore a relational concept requiring interaction, enactment and reciprocity. It took place within a contemporary professional context epitomised by increasing interprofessionalism challenging notions of what being a physiotherapist means. The main findings of this study suggest that student physiotherapists enter physiotherapy education (or very soon after, develop) with a well formed idea of what being a physiotherapist means, constructing an idealised professional self. This idealised professional self becomes the lens through which they subsequently experience and evaluate their professional education experiences. The process of constructing professional identities involves student physiotherapists in a continuous cycle of performance, mediation and impression management, through which they seek opportunities to confirm their idealised professional self. The findings of this thesis suggest that student physiotherapists exercise individual agency to construct socially and spatially situated professional identities in everyday professional interaction and supports contemporary notions of professional socialisation as interactive. This thesis contributes to the contemporary understanding of the process of identity construction. Theoretically, it emphasises the concept of role models and highlights the importance of anti-role models or disidentification. Practically, it offers physiotherapy educators the opportunity to reconsider the complexities of professional identity and its place within the learning context. Finally, for the students who took part in this study telling their stories has rendered their experiences with meaning and their stories have the capacity to become important cultural tools for future students.

Subjects/Keywords: 615.8; Narrative; Professional identity; Physiotherapy

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APA (6^th Edition):

Chambers, A. (2012). Student physiotherapists' narratives and the construction of professional identities. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/student-physiotherapists-narratives-and-the-construction-of-professional-identities(7b99b10b-e8b4-4cc1-8a86-20e28224360c).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555563

Chicago Manual of Style (16^th Edition):

Chambers, Alison. “Student physiotherapists' narratives and the construction of professional identities.” 2012. Doctoral Dissertation, University of Manchester. Accessed February 27, 2021. https://www.research.manchester.ac.uk/portal/en/theses/student-physiotherapists-narratives-and-the-construction-of-professional-identities(7b99b10b-e8b4-4cc1-8a86-20e28224360c).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555563.

MLA Handbook (7^th Edition):

Chambers, Alison. “Student physiotherapists' narratives and the construction of professional identities.” 2012. Web. 27 Feb 2021.

Vancouver:

Chambers A. Student physiotherapists' narratives and the construction of professional identities. [Internet] [Doctoral dissertation]. University of Manchester; 2012. [cited 2021 Feb 27]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/student-physiotherapists-narratives-and-the-construction-of-professional-identities(7b99b10b-e8b4-4cc1-8a86-20e28224360c).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555563.

Council of Science Editors:

Chambers A. Student physiotherapists' narratives and the construction of professional identities. [Doctoral Dissertation]. University of Manchester; 2012. Available from: https://www.research.manchester.ac.uk/portal/en/theses/student-physiotherapists-narratives-and-the-construction-of-professional-identities(7b99b10b-e8b4-4cc1-8a86-20e28224360c).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555563

University of North Texas

7. Harvell, Marta Krogh. A New Literary Realism: Artistic Renderings of Ethnicity, Identity, and Sexuality in the Narratives of Philip Roth.

Degree: 2012, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc115092/

► This dissertation explores Goodbye, Columbus and Five Short Stories (1959), the Ghost Writer (1979), the Counterlife (1986), the Facts (1988), Operation Shylock (1993), Sabbath's Theater… (more)

▼ This dissertation explores Goodbye, Columbus and Five Short Stories (1959), the Ghost Writer (1979), the Counterlife (1986), the Facts (1988), Operation Shylock (1993), Sabbath's Theater (1995),and the Human Stain (2000), arguing that Roth relishes the telling of the story and the search for self within that telling. with attention to narrative technique and its relation to issues surrounding reality and identity, Roth's narratives stress unreliability, causing Roth to create characters searching for a more complex interpretation of self. Chapter I examines Roth’s negotiation of dual identities as Neil Klugman in Goodbye, Columbus feels alienated and displaced from Christianized America. the search for identity and the merging of American Christianity and Judaism remain a focus in Chapter II, which explores the implications of how, in the Ghost Writer, a young Nathan Zuckerman visits his mentor E.I. Lonoff to find him living in what he believes to be a non-Jewish environment—the American wilderness. Chapter II also examines the difficulties of cultural assimilation in "Eli, the Fanatic," in which Eli must shed outward appearances of Judaism to fit into the mostly Protestant community of Woodenton. Relative to the negotiation of multiple identities, Chapter III considers Sabbath’s attempt, in Sabbath’s Theater, to reconcile his spiritual and physical self when seeking to avoid his inevitable death. Exploring a further dimension of the search for self, Chapter IV traces the legacy of stereotyped notions of identity, considering ways in which Roth subverts stereotypes in the Human Stain. the search for identity and its particular truths remains a focus of Chapter V, which explores Roth's creation of an unstable reality through the Counterlife, the Facts, Operation Shylock, and the Human Stain, suggesting that the literary imagination matters more than truth in fiction. in its attention to Roth's focus on identity, race, and narrative technique, this dissertation contributes to the evolution of criticism addressing the social significance of the major works of Philip Roth. Advisors/Committee Members: Duban, James, Upchurch, Robert, 1967-, Baird, James L..

Subjects/Keywords: Roth; identity; ethnicity; narrative

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APA (6^th Edition):

Harvell, M. K. (2012). A New Literary Realism: Artistic Renderings of Ethnicity, Identity, and Sexuality in the Narratives of Philip Roth. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc115092/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Harvell, Marta Krogh. “A New Literary Realism: Artistic Renderings of Ethnicity, Identity, and Sexuality in the Narratives of Philip Roth.” 2012. Thesis, University of North Texas. Accessed February 27, 2021. https://digital.library.unt.edu/ark:/67531/metadc115092/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Harvell, Marta Krogh. “A New Literary Realism: Artistic Renderings of Ethnicity, Identity, and Sexuality in the Narratives of Philip Roth.” 2012. Web. 27 Feb 2021.

Vancouver:

Harvell MK. A New Literary Realism: Artistic Renderings of Ethnicity, Identity, and Sexuality in the Narratives of Philip Roth. [Internet] [Thesis]. University of North Texas; 2012. [cited 2021 Feb 27]. Available from: https://digital.library.unt.edu/ark:/67531/metadc115092/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Harvell MK. A New Literary Realism: Artistic Renderings of Ethnicity, Identity, and Sexuality in the Narratives of Philip Roth. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc115092/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of North Texas

8. Gravley, Dianne Yvonne. The Relationships Among Whistle-blowing, Retaliation, and Identity: a Narrative Analysis.

Degree: 2012, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc115087/

► Existing whistle-blower research has found that retaliation affects the whistle-blowing process. However, there is little literature focusing on the personal and emotional effects that retaliation… (more)

Subjects/Keywords: Whistle-blowing; retaliation; narrative identity

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APA (6^th Edition):

Gravley, D. Y. (2012). The Relationships Among Whistle-blowing, Retaliation, and Identity: a Narrative Analysis. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc115087/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Gravley, Dianne Yvonne. “The Relationships Among Whistle-blowing, Retaliation, and Identity: a Narrative Analysis.” 2012. Thesis, University of North Texas. Accessed February 27, 2021. https://digital.library.unt.edu/ark:/67531/metadc115087/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Gravley, Dianne Yvonne. “The Relationships Among Whistle-blowing, Retaliation, and Identity: a Narrative Analysis.” 2012. Web. 27 Feb 2021.

Vancouver:

Gravley DY. The Relationships Among Whistle-blowing, Retaliation, and Identity: a Narrative Analysis. [Internet] [Thesis]. University of North Texas; 2012. [cited 2021 Feb 27]. Available from: https://digital.library.unt.edu/ark:/67531/metadc115087/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gravley DY. The Relationships Among Whistle-blowing, Retaliation, and Identity: a Narrative Analysis. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc115087/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Sydney

9. Lucas, Sarah Drews. The Primacy of Narrative Agency: A Feminist Theory of the Self .

Degree: 2016, University of Sydney

URL: http://hdl.handle.net/2123/15896

► Current debates in feminist theory struggle to retain a robust concept of agency in light of the rejection of an independent and sovereign subject. The… (more)

▼ Current debates in feminist theory struggle to retain a robust concept of agency in light of the rejection of an independent and sovereign subject. The purpose of my project is to articulate a feminist concept of agency for a self that is relational and non-sovereign (i.e. one that does not equate agency with autonomy) and yet one that remains committed to a conception of the self as both powerful and unique. Narrative agency, which I understand as the capacity to say 'I' over time and in relation to others, meets the challenge of attending to both the inter-relational and the individually empowering aspects of action. The identity of the ‘I’ is a fleeting configuration of narratives that differs from moment to moment; but the capacity to say ‘I’ is constant. This definition of agency is able to account for the extent to which a subject may be constituted by power relations but is still invested in the subject’s unlimited emancipatory potential. In other words, a subject, even at the most basic level, may not be free to choose the content of certain identity-determining narratives, such as gender narratives; however, she always has the capacity to confront and change those narratives. This project draws on the work of Hannah Arendt to provide a feminist politics based on this account of narrative agency. Arendt’s political theory is chiefly concerned with appearance: agency, for Arendt, involves appearing to another member of a plurality through speech or action. This basic schematic is relevant to the analysis of several key aspects of a feminist theory of narrative agency: especially identity, mutual recognition, solidarity, and judgment. For Arendt, identity is not reducible to a series of markers such as race or gender but is, instead, indefinite—composed of a mutable set of interests, or narratives. A subject is constantly negotiating the articulation of these interests, and yet she appears to, and is recognised by, others as a unique being. Solidarity, by these lights, arises not through pre-determined similarities but, rather, interests actively held in common. Conversations about these shared interests allow individual agents to articulate and negotiate judgments and opinions. Bringing together these resources from Arendt and reading them alongside problems of contemporary feminism allows me to endorse mutual recognition, solidarity, and conversation as vital attributes of an emancipatory feminist politics.«br /» «br /»

Subjects/Keywords: Narrative; Agency; Arendt; Identity; Feminism

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APA (6^th Edition):

Lucas, S. D. (2016). The Primacy of Narrative Agency: A Feminist Theory of the Self . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/15896

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lucas, Sarah Drews. “The Primacy of Narrative Agency: A Feminist Theory of the Self .” 2016. Thesis, University of Sydney. Accessed February 27, 2021. http://hdl.handle.net/2123/15896.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lucas, Sarah Drews. “The Primacy of Narrative Agency: A Feminist Theory of the Self .” 2016. Web. 27 Feb 2021.

Vancouver:

Lucas SD. The Primacy of Narrative Agency: A Feminist Theory of the Self . [Internet] [Thesis]. University of Sydney; 2016. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/2123/15896.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lucas SD. The Primacy of Narrative Agency: A Feminist Theory of the Self . [Thesis]. University of Sydney; 2016. Available from: http://hdl.handle.net/2123/15896

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Virginia Tech

10. Thomas, Lauren Desiree. Preparing and Progressing: A Narrative Study of Optics and Photonics Graduate Students' Identity-Trajectory.

Degree: PhD, Engineering Education, 2013, Virginia Tech

URL: http://hdl.handle.net/10919/70874

► Identity development, through time, of graduate students is a topic understudied in most disciplines, and completely unstudied in optics and photonics. As a physical science… (more)

▼ Identity development, through time, of graduate students is a topic understudied in most disciplines, and completely unstudied in optics and photonics. As a physical science and engineering discipline with blossoming scientific value, optics and photonics is growing a small number of graduate programs. With this growth, a more in depth and detailed understanding of the exposure, recruitment, development and enrollment experiences of those students are needed. Identity-trajectory offers a promising theoretical framework to understand academic and professional development of professionals through time and has been shown to be reliable in many social science and humanities disciplines. The narrative methodology is emerging in use and acceptance within the engineering education research community. The provoking combination of a growing discipline, a theoretical framework with little prior application in physical science and engineering, with a creative methodology were intentionally selected for this study. A semi-structured interview protocol was developed to prompt participants through a reflective description of their academic and professional development. Twenty-five current and recent graduate students from nine degree granting optics and photonics graduate programs participated in the study. In addition to participating in the interview, averaging about forty-five minutes, participants submitted a curriculum vita in advance of the interview. Both the interview and the vita provide the primary data used in this study. Interview transcripts were coded with the theory of identity-trajectory's three strands: intellectual development, institutional influence and network. The findings are grouped into pre-graduate training and graduate development experiences. Considering pre-graduate training, research experience as an undergraduate facilitates future decisions and access to graduate education. For graduate students, the structural experience within the graduate program, specifically related to research, facilitate progress through the program and beyond. The graduate program experience generally prepares students for academic research, but not the broader career pathways that students seek and eventually follow. All of these findings center on the laboratory, as the conduit for developing undergraduates to graduate students, and graduate students to professionals; the experience within the laboratory frames identity-trajectory throughout undergraduate and graduate experiences. These findings were used to provide strategies for departments, faculty and students in these fields, but are applicable in similarly structured disciplines. Advisors/Committee Members: McNair, Elizabeth D. (committeechair), Borrego, Maura Jenkins (committeechair), Richardson, Martin (committee member), Cheville, Richard Alan (committee member), Watford, Bevlee A. (committee member).

Subjects/Keywords: Identity; Narrative; Graduate Education

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APA (6^th Edition):

Thomas, L. D. (2013). Preparing and Progressing: A Narrative Study of Optics and Photonics Graduate Students' Identity-Trajectory. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/70874

Chicago Manual of Style (16^th Edition):

Thomas, Lauren Desiree. “Preparing and Progressing: A Narrative Study of Optics and Photonics Graduate Students' Identity-Trajectory.” 2013. Doctoral Dissertation, Virginia Tech. Accessed February 27, 2021. http://hdl.handle.net/10919/70874.

MLA Handbook (7^th Edition):

Thomas, Lauren Desiree. “Preparing and Progressing: A Narrative Study of Optics and Photonics Graduate Students' Identity-Trajectory.” 2013. Web. 27 Feb 2021.

Vancouver:

Thomas LD. Preparing and Progressing: A Narrative Study of Optics and Photonics Graduate Students' Identity-Trajectory. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10919/70874.

Council of Science Editors:

Thomas LD. Preparing and Progressing: A Narrative Study of Optics and Photonics Graduate Students' Identity-Trajectory. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/70874

Utah State University

11. Ferrell, Jillian. Narrative Identities of Early-Return Missionaries from The Church of Jesus Christ of Latter-Day Saints.

Degree: MS, Psychology, 2019, Utah State University

URL: https://digitalcommons.usu.edu/etd/7452

► Leaving home to become a missionary is important for many young adults in The Church of Jesus Christ of Latter-Day Saints (CJC). Some missionaries… (more)

▼ Leaving home to become a missionary is important for many young adults in The Church of Jesus Christ of Latter-Day Saints (CJC). Some missionaries return home from their missions before their anticipated return date and struggle to make sense of who they are while facing judgment from members within the church communities and families. Little is known about the experience of identity development for early return missionaries (ERMs). There have not been many chances for ERMs to share what it means to them to have come home early from their mission. This study investigated the process of how ERMs make sense of who they are after returning home early from their mission. One goal of this study was to find a broad and unifying understanding of how ERMs make sense of who they are given their experiences from their own perspectives while also honoring unique experiences. The second goal was to learn of specific ways to help ERMs feel satisfied and connected to who they are after their ERM experience. Two interviews were completed with each of six ERM participants. Transcripts from interviews were analyzed for common themes across participants and unique experiences. Each participant’s story was rewritten in order of what happened before, during, and after their mission, careful to include the most important parts of their stories. Then stories were analyzed for growth-promoting endings and negative endings based on the participants’ descriptions. Stories with good endings indicated more contentment with the ways they saw themselves. From the interviews, specific actions and helps were identified to help ERMs find happy endings to the stories they tell themselves about who they are after having returned from their mission early. The findings were compared and discussed in light of existing research. Lastly, the trustworthiness of the conclusions and ideas for future research questions were considered. Advisors/Committee Members: Susan L. Crowley, Renee Galliher, Sherry Marx, ;.

Subjects/Keywords: identity; narrative; religion; missionaries; Psychology

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APA (6^th Edition):

Ferrell, J. (2019). Narrative Identities of Early-Return Missionaries from The Church of Jesus Christ of Latter-Day Saints. (Masters Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7452

Chicago Manual of Style (16^th Edition):

Ferrell, Jillian. “Narrative Identities of Early-Return Missionaries from The Church of Jesus Christ of Latter-Day Saints.” 2019. Masters Thesis, Utah State University. Accessed February 27, 2021. https://digitalcommons.usu.edu/etd/7452.

MLA Handbook (7^th Edition):

Ferrell, Jillian. “Narrative Identities of Early-Return Missionaries from The Church of Jesus Christ of Latter-Day Saints.” 2019. Web. 27 Feb 2021.

Vancouver:

Ferrell J. Narrative Identities of Early-Return Missionaries from The Church of Jesus Christ of Latter-Day Saints. [Internet] [Masters thesis]. Utah State University; 2019. [cited 2021 Feb 27]. Available from: https://digitalcommons.usu.edu/etd/7452.

Council of Science Editors:

Ferrell J. Narrative Identities of Early-Return Missionaries from The Church of Jesus Christ of Latter-Day Saints. [Masters Thesis]. Utah State University; 2019. Available from: https://digitalcommons.usu.edu/etd/7452

Texas A&M University

12. Carter, Jane Elizabeth Maria. Mechanisms of Personality and Identity: The Role of Narrative.

Degree: PhD, Clinical Psychology, 2020, Texas A&M University

URL: http://hdl.handle.net/1969.1/192207

► Narrative Identity is a description of the qualities of stories that people tell about themselves. Researchers interested in Narrative Identity consider it to be a… (more)

▼ Narrative Identity is a description of the qualities of stories that people tell about themselves. Researchers interested in Narrative Identity consider it to be a distinct level of personality and have developed metrics to quantify adaptive qualities in stories. Recent debates about the classification of personality problems in the DSM-5 Alternative Model of Personality Disorders (AMPD) have led to several attempts to distinguish functioning (Criterion A) from traits (Criterion B). Current conceptualizations of personality and personality disorder suggest that there is an underlying personality impairment that demonstrates the severity of personality problems and hence is predictive of the likelihood of personality disorder. The current study asked four questions: first, is there an underlying global developmental quality to Narrative Identity variables? Secondly, are Narrative Identity variables a good analogue for levels of personality functioning? Third, what is the impact of completing Narrative Identity tasks? Finally, our fourth question was whether there were positive impacts when people were given a re-storying exercise. We found that instead of a unidimensional structure to Narrative Identity variables, there was a four factor structure, meaning that this style of quantifying Narrative Identity results in categorical themes. We also found that the Levels of Personality Functioning Scale – Self Report (LPFS-SR) was not incrementally predictive of these Narrative Themes above and beyond traits, but this may be as a result of differences in measurement of Narrative Identity. An impact of Narrative activities is that Self-Concept Clarity is improved after completing stories, and endorsements of Difficulty, Arousal and perceived Pleasure after completing the task seem to be prompt specific. There were differential impacts with regards to personality functioning, in that people with personality impairment tended to rate the Narrative tasks as being more difficult, in some instances more arousing, and they were less likely to demonstrate improvements in self-concept clarity. Re-storying (telling a story for a second time after being instructed on how to improve adaptive qualities of the story) also resulted in a reduced likelihood of improved self-concept clarity in participants with personality impairment. Advisors/Committee Members: Morey, Leslie C (advisor), Heffer, Robert W (committee member), Stagner, Brian H (committee member), Woltering, Steven (committee member).

Subjects/Keywords: Narrative Identity; Personality Impairment

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APA (6^th Edition):

Carter, J. E. M. (2020). Mechanisms of Personality and Identity: The Role of Narrative. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/192207

Chicago Manual of Style (16^th Edition):

Carter, Jane Elizabeth Maria. “Mechanisms of Personality and Identity: The Role of Narrative.” 2020. Doctoral Dissertation, Texas A&M University. Accessed February 27, 2021. http://hdl.handle.net/1969.1/192207.

MLA Handbook (7^th Edition):

Carter, Jane Elizabeth Maria. “Mechanisms of Personality and Identity: The Role of Narrative.” 2020. Web. 27 Feb 2021.

Vancouver:

Carter JEM. Mechanisms of Personality and Identity: The Role of Narrative. [Internet] [Doctoral dissertation]. Texas A&M University; 2020. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1969.1/192207.

Council of Science Editors:

Carter JEM. Mechanisms of Personality and Identity: The Role of Narrative. [Doctoral Dissertation]. Texas A&M University; 2020. Available from: http://hdl.handle.net/1969.1/192207

University of Guelph

13. Walji, Natasha. Masjids and Maple Leafs: The Influence of Media Culture on Muslim Young Adults’ Ethnic Identities in a Canadian Context.

Degree: MS, Department of Family Relations and Applied Nutrition, 2018, University of Guelph

URL: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/14070

► The purpose of this qualitative study was to explore the influence of media stories on ethnic identity development in Muslim Young Adults. Twenty Muslim young… (more)

Subjects/Keywords: narrative identity; ethnic identity; media stories

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APA (6^th Edition):

Walji, N. (2018). Masjids and Maple Leafs: The Influence of Media Culture on Muslim Young Adults’ Ethnic Identities in a Canadian Context. (Masters Thesis). University of Guelph. Retrieved from https://atrium.lib.uoguelph.ca/xmlui/handle/10214/14070

Chicago Manual of Style (16^th Edition):

Walji, Natasha. “Masjids and Maple Leafs: The Influence of Media Culture on Muslim Young Adults’ Ethnic Identities in a Canadian Context.” 2018. Masters Thesis, University of Guelph. Accessed February 27, 2021. https://atrium.lib.uoguelph.ca/xmlui/handle/10214/14070.

MLA Handbook (7^th Edition):

Walji, Natasha. “Masjids and Maple Leafs: The Influence of Media Culture on Muslim Young Adults’ Ethnic Identities in a Canadian Context.” 2018. Web. 27 Feb 2021.

Vancouver:

Walji N. Masjids and Maple Leafs: The Influence of Media Culture on Muslim Young Adults’ Ethnic Identities in a Canadian Context. [Internet] [Masters thesis]. University of Guelph; 2018. [cited 2021 Feb 27]. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/14070.

Council of Science Editors:

Walji N. Masjids and Maple Leafs: The Influence of Media Culture on Muslim Young Adults’ Ethnic Identities in a Canadian Context. [Masters Thesis]. University of Guelph; 2018. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/14070

Iowa State University

14. Erickson, Jacob H. "Before drugs it's almost like I didn't exist" Contextualized drug narratives: Structure, stories and identity.

Degree: 2020, Iowa State University

URL: https://lib.dr.iastate.edu/etd/17915

► ABSTRACT Relatively little research has examined what motivates people to make the choice to become involved with drugs, how drug involvement becomes a salient feature… (more)

▼ ABSTRACT Relatively little research has examined what motivates people to make the choice to become involved with drugs, how drug involvement becomes a salient feature of those individuals' lives, the consequence for their identity, and how these vary by race/ethnicity, class, gender and residential location. Inspired by Bourdieu and emerging criminological research utilizing his framework, and in concert with insights from narrative criminology, I fill a gap in the literature I provide a nuanced examination of the intersecting influences of race/ethnicity, class, gender, and residential location on the development of a drug using or dealing identity. Sixty current or former users and dealers were interviewed across two research sites. Semi-structured life-history interviews were used to elicit narratives from participants. I find participants pull from multiple subculturally available identities to construct their own personal narrative identities and that these identities vary by user, dealer, race/ethnicity, class, gender, and residential location. Drug users could call on a variety of identities and the most commonly presented ones among my sample included "party", "responsible drug user", "super mom", or "failing mom" identities. Those from Two Rivers more commonly constructed a party identity, while it was more common for those from Winterton City to construct one of the later identities. Dealers often called on one of three identities. Those from Two Rivers could be considered "good time dealers" while those from Winterton City were more apt to construct a "hustler" or "survivor" identity in relation to their dealing. I provide evidence that deviant identities are not situationally constructed and enacted. Instead, deviant behaviors are incorporated into an individual's pre-existing identity and are shaped by important markers of social identity. I suggest this identification with drug involvement becomes important for an individual's sense of identity with effects for deviant and no-deviant spheres of life.

Subjects/Keywords: Drug Dealing; Drug Use; Drugs; Identity; Narrative Criminology; Narrative Identity

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APA (6^th Edition):

Erickson, J. H. (2020). "Before drugs it's almost like I didn't exist" Contextualized drug narratives: Structure, stories and identity. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/17915

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Erickson, Jacob H. “"Before drugs it's almost like I didn't exist" Contextualized drug narratives: Structure, stories and identity.” 2020. Thesis, Iowa State University. Accessed February 27, 2021. https://lib.dr.iastate.edu/etd/17915.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Erickson, Jacob H. “"Before drugs it's almost like I didn't exist" Contextualized drug narratives: Structure, stories and identity.” 2020. Web. 27 Feb 2021.

Vancouver:

Erickson JH. "Before drugs it's almost like I didn't exist" Contextualized drug narratives: Structure, stories and identity. [Internet] [Thesis]. Iowa State University; 2020. [cited 2021 Feb 27]. Available from: https://lib.dr.iastate.edu/etd/17915.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Erickson JH. "Before drugs it's almost like I didn't exist" Contextualized drug narratives: Structure, stories and identity. [Thesis]. Iowa State University; 2020. Available from: https://lib.dr.iastate.edu/etd/17915

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Tampere University

15. Hung, Yu-Han. Understanding teacher’s identity conflicts : narrative inquiry of teachers’ experiences .

Degree: 2018, Tampere University

URL: https://trepo.tuni.fi/handle/10024/104881

► Teacher identity and identity conflict has been a researched area in the educational field. Few studies, however, explicitly illustrate how the teachers experienced the conflicts… (more)

Subjects/Keywords: teacher identity; identity conflict; narrative inquiry; biographic narrative interview

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APA (6^th Edition):

Hung, Y. (2018). Understanding teacher’s identity conflicts : narrative inquiry of teachers’ experiences . (Masters Thesis). Tampere University. Retrieved from https://trepo.tuni.fi/handle/10024/104881

Chicago Manual of Style (16^th Edition):

Hung, Yu-Han. “Understanding teacher’s identity conflicts : narrative inquiry of teachers’ experiences .” 2018. Masters Thesis, Tampere University. Accessed February 27, 2021. https://trepo.tuni.fi/handle/10024/104881.

MLA Handbook (7^th Edition):

Hung, Yu-Han. “Understanding teacher’s identity conflicts : narrative inquiry of teachers’ experiences .” 2018. Web. 27 Feb 2021.

Vancouver:

Hung Y. Understanding teacher’s identity conflicts : narrative inquiry of teachers’ experiences . [Internet] [Masters thesis]. Tampere University; 2018. [cited 2021 Feb 27]. Available from: https://trepo.tuni.fi/handle/10024/104881.

Council of Science Editors:

Hung Y. Understanding teacher’s identity conflicts : narrative inquiry of teachers’ experiences . [Masters Thesis]. Tampere University; 2018. Available from: https://trepo.tuni.fi/handle/10024/104881

NSYSU

16. Hsu, Che-Pei. The Exploration of Phronesis- in Five Cases.

Degree: Master, Business Management, 2013, NSYSU

URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0110113-074948

► In Nicomachean Ethics, Aristotle proposed the idea of âphronesisâ. Phronesis means someone can tell different situation before he makes a decision, and he knows how… (more)

Subjects/Keywords: Aristotle; Practice; Identity; Narrative Inquiry; Phronesis

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APA (6^th Edition):

Hsu, C. (2013). The Exploration of Phronesis- in Five Cases. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0110113-074948

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hsu, Che-Pei. “The Exploration of Phronesis- in Five Cases.” 2013. Thesis, NSYSU. Accessed February 27, 2021. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0110113-074948.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hsu, Che-Pei. “The Exploration of Phronesis- in Five Cases.” 2013. Web. 27 Feb 2021.

Vancouver:

Hsu C. The Exploration of Phronesis- in Five Cases. [Internet] [Thesis]. NSYSU; 2013. [cited 2021 Feb 27]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0110113-074948.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hsu C. The Exploration of Phronesis- in Five Cases. [Thesis]. NSYSU; 2013. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0110113-074948

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Universiteit Utrecht

17. Rouw, M. Het Verhaal van Gebed: een onderzoek naar gebed en baptistenidentiteit.

Degree: 2013, Universiteit Utrecht

URL: http://dspace.library.uu.nl:8080/handle/1874/278903

► This master thesis investigates the relation between the narrative of prayer (as contributor to the communal hermeneutic conviction) in two Baptist churches (one "low" church… (more)

Subjects/Keywords: prayer; Dutch; Baptist; narrative; liturgical; identity

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APA (6^th Edition):

Rouw, M. (2013). Het Verhaal van Gebed: een onderzoek naar gebed en baptistenidentiteit. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/278903

Chicago Manual of Style (16^th Edition):

Rouw, M. “Het Verhaal van Gebed: een onderzoek naar gebed en baptistenidentiteit.” 2013. Masters Thesis, Universiteit Utrecht. Accessed February 27, 2021. http://dspace.library.uu.nl:8080/handle/1874/278903.

MLA Handbook (7^th Edition):

Rouw, M. “Het Verhaal van Gebed: een onderzoek naar gebed en baptistenidentiteit.” 2013. Web. 27 Feb 2021.

Vancouver:

Rouw M. Het Verhaal van Gebed: een onderzoek naar gebed en baptistenidentiteit. [Internet] [Masters thesis]. Universiteit Utrecht; 2013. [cited 2021 Feb 27]. Available from: http://dspace.library.uu.nl:8080/handle/1874/278903.

Council of Science Editors:

Rouw M. Het Verhaal van Gebed: een onderzoek naar gebed en baptistenidentiteit. [Masters Thesis]. Universiteit Utrecht; 2013. Available from: http://dspace.library.uu.nl:8080/handle/1874/278903

Temple University

18. Miller, Alanna Rachel. Negotiating Religious Identity and Mass Media: Examining the Relationship Among Lived Religion, Mass Media, and Narrative Identity.

Degree: PhD, 2015, Temple University

URL: http://digital.library.temple.edu/u?/p245801coll10,340862

►

Media & Communication

The purpose of this dissertation is to further clarify the role of mass media for evangelicals in negotiating religious identity. This project… (more)

Subjects/Keywords: Mass communication; Religion;

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APA (6^th Edition):

Miller, A. R. (2015). Negotiating Religious Identity and Mass Media: Examining the Relationship Among Lived Religion, Mass Media, and Narrative Identity. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,340862

Chicago Manual of Style (16^th Edition):

Miller, Alanna Rachel. “Negotiating Religious Identity and Mass Media: Examining the Relationship Among Lived Religion, Mass Media, and Narrative Identity.” 2015. Doctoral Dissertation, Temple University. Accessed February 27, 2021. http://digital.library.temple.edu/u?/p245801coll10,340862.

MLA Handbook (7^th Edition):

Miller, Alanna Rachel. “Negotiating Religious Identity and Mass Media: Examining the Relationship Among Lived Religion, Mass Media, and Narrative Identity.” 2015. Web. 27 Feb 2021.

Vancouver:

Miller AR. Negotiating Religious Identity and Mass Media: Examining the Relationship Among Lived Religion, Mass Media, and Narrative Identity. [Internet] [Doctoral dissertation]. Temple University; 2015. [cited 2021 Feb 27]. Available from: http://digital.library.temple.edu/u?/p245801coll10,340862.

Council of Science Editors:

Miller AR. Negotiating Religious Identity and Mass Media: Examining the Relationship Among Lived Religion, Mass Media, and Narrative Identity. [Doctoral Dissertation]. Temple University; 2015. Available from: http://digital.library.temple.edu/u?/p245801coll10,340862

Texas A&M University

19. Schuur Sousa, Alexandra Natalia Nicole. “This is my Texas A&M:” The Interplay of Institutional and Individual “Narratives of Difference” in Higher Education.

Degree: PhD, Communication, 2019, Texas A&M University

URL: http://hdl.handle.net/1969.1/187171

► Although most colleges and universities claim to be committed to the values of diversity and inclusion, repeated race-related incidents across the nation highlight the ongoing… (more)

▼ Although most colleges and universities claim to be committed to the values of diversity and inclusion, repeated race-related incidents across the nation highlight the ongoing need to engage issues of race on college campuses. However, it is important to explore these issues at the institutional and individual level. Narratives are an important way to engage this interplay because they serve as tools for both institutional and individual identity negotiation. In particular, I am focused on “narratives of difference,” which I define as those that explore experiences of difference and identity. As such, this study examines how institutional and individual “narratives of difference” interact within institutions of higher education to influence core organizational narratives and students’ relationship to the institution. In order to engage this central problem, I employed three methodologies: (1) archival analysis, (2) photovoice, and (3) walking tour interviews. What I found is that Texas A&M has framed its core institutional narratives, which are grounded in its (military) history, traditions, and core values, to reinforce the notion of the “Aggie Family” as inherently inclusive. The result is the advancement of a model of inclusion as assimilation. As long as newcomers, regardless of their identities, are willing to assimilate into the existing culture, they will be welcomed here. Likewise, the university uses memorialized places and campus tours as occasions for telling this institutional story stock and to reinforce its macro culture. At Texas A&M University, being part of the “Aggie Family” is a unifying force and students across all racial groups take pride in it. However, how exactly the “Aggie Family” is defined is more malleable than the university presents. While the institution has promoted the values of the “Aggie Family” as inherently inclusive, the experiences of diverse students challenge this. They resist full assimilation into this construction by joining identity-based organizations and creating supportive communities with other students from similar backgrounds, highlighting means of improving inclusivity. These findings illuminate meaningful implications for higher education institutions, organizations in general, as well as the field of communication. Advisors/Committee Members: Barge, Kevin (advisor), Wolfe , Anna (advisor), Ramasubramanian, Srividya (committee member), Gonzalez , Elsa (committee member).

Subjects/Keywords: narrative; narratives of difference; identity; higher education

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APA (6^th Edition):

Schuur Sousa, A. N. N. (2019). “This is my Texas A&M:” The Interplay of Institutional and Individual “Narratives of Difference” in Higher Education. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/187171

Chicago Manual of Style (16^th Edition):

Schuur Sousa, Alexandra Natalia Nicole. ““This is my Texas A&M:” The Interplay of Institutional and Individual “Narratives of Difference” in Higher Education.” 2019. Doctoral Dissertation, Texas A&M University. Accessed February 27, 2021. http://hdl.handle.net/1969.1/187171.

MLA Handbook (7^th Edition):

Schuur Sousa, Alexandra Natalia Nicole. ““This is my Texas A&M:” The Interplay of Institutional and Individual “Narratives of Difference” in Higher Education.” 2019. Web. 27 Feb 2021.

Vancouver:

Schuur Sousa ANN. “This is my Texas A&M:” The Interplay of Institutional and Individual “Narratives of Difference” in Higher Education. [Internet] [Doctoral dissertation]. Texas A&M University; 2019. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1969.1/187171.

Council of Science Editors:

Schuur Sousa ANN. “This is my Texas A&M:” The Interplay of Institutional and Individual “Narratives of Difference” in Higher Education. [Doctoral Dissertation]. Texas A&M University; 2019. Available from: http://hdl.handle.net/1969.1/187171

Leiden University

20. Schepers, Suzanne Jasperdina Klasina. Slavery and Diasporic Identity in Two Counter Travel Narratives: Caryl Phillips's The Atlantic Sound and Ekow Eshun's Black Gold of the Sun.

Degree: 2015, Leiden University

URL: http://hdl.handle.net/1887/32820

► In this thesis two recent travel narratives are discussed in which diasporic writers of African descent return to Ghana to work through both their personal… (more)

Subjects/Keywords: transatlantic slavery; travel narrative; black diasporic identity

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APA (6^th Edition):

Schepers, S. J. K. (2015). Slavery and Diasporic Identity in Two Counter Travel Narratives: Caryl Phillips's The Atlantic Sound and Ekow Eshun's Black Gold of the Sun. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/32820

Chicago Manual of Style (16^th Edition):

Schepers, Suzanne Jasperdina Klasina. “Slavery and Diasporic Identity in Two Counter Travel Narratives: Caryl Phillips's The Atlantic Sound and Ekow Eshun's Black Gold of the Sun.” 2015. Masters Thesis, Leiden University. Accessed February 27, 2021. http://hdl.handle.net/1887/32820.

MLA Handbook (7^th Edition):

Schepers, Suzanne Jasperdina Klasina. “Slavery and Diasporic Identity in Two Counter Travel Narratives: Caryl Phillips's The Atlantic Sound and Ekow Eshun's Black Gold of the Sun.” 2015. Web. 27 Feb 2021.

Vancouver:

Schepers SJK. Slavery and Diasporic Identity in Two Counter Travel Narratives: Caryl Phillips's The Atlantic Sound and Ekow Eshun's Black Gold of the Sun. [Internet] [Masters thesis]. Leiden University; 2015. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1887/32820.

Council of Science Editors:

Schepers SJK. Slavery and Diasporic Identity in Two Counter Travel Narratives: Caryl Phillips's The Atlantic Sound and Ekow Eshun's Black Gold of the Sun. [Masters Thesis]. Leiden University; 2015. Available from: http://hdl.handle.net/1887/32820

Victoria University of Wellington

21. Banks, Megan Vanessa. Narrative Identity: the construction of the life story, autobiographical reasoning and psychological functioning in young adulthood.

Degree: 2013, Victoria University of Wellington

URL: http://hdl.handle.net/10063/2988

► According to McAdams' (1988; 1993) Life Story Model of Identity, narrative identity is constructed through the development of the life story in adolescence and young… (more)

▼ According to McAdams' (1988; 1993) Life Story Model of Identity, narrative identity is constructed through the development of the life story in adolescence and young adulthood. This theoretical claim has sparked an emerging body of research examining links between the development of the life story and psychological functioning during this developmental period (McLean & Breen, 2009; McLean, Breen, & Fournier, 2010; Tavernier & Willoughby, 2012). The aim of this thesis was to contribute to this emerging body of work by examining the relationship between autobiographical reasoning, the core process through which the life story develops, and psychological functioning in young adulthood. Across four studies, young adults constructed life story narratives of high points, low points and turning points from their life story. These narratives were coded for the presence, and valence, of autobiographical reasoning. Autobiographical reasoning was measured primarily in terms of self-event connections, statements linking an aspect of the narrated event to the young adults' sense of self (McLean & Fournier, 2008). Autobiographical reasoning valence was measured in terms of self-event connections that described the self in positive, negative, neutral and mixed (positive and negative) ways. The first study (Study 1a) showed that the valence of autobiographical reasoning found in young adults' life story narratives predicted psychological functioning. Young adults who made negative self-event connections in life story narratives experienced poorer psychological functioning (measured in terms of psychological distress and psychological well-being) than young adults who made little or no negative self-event connections. Conversely, young adults who made more positive self-event connections experienced comparatively better psychological functioning than those who made fewer positive self-event connections. The relationship between positive self-event connections and positive psychological functioning was most salient in the context of narratives about negative events from the life story. Study 1a also showed that for young adults who tended to make higher numbers of positive self-event connections, endorsing negative events as central to the life story was not associated with poor psychological functioning, whereas it was for young adults who made fewer positive connections. The second study (Study 1b) presented a methodology for examining the relationship between autobiographical reasoning valence and psychological functioning over time. Although the small sample size in Study 1b prevented firm conclusions being made, findings showed that young adults' tendency to make negative, but not positive, self-event connections remained stable over time. The preliminary findings from Study 1b also showed that positive and negative self-event connections in life story narratives were not associated with changes in psychological functioning over time. The third study (Study 2) found that young adults' tendency to reason about the self in positive… Advisors/Committee Members: Salmon, Karen, Jose, Paul.

Subjects/Keywords: Life story; Narrative identity; Autobiographical reasoning

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APA (6^th Edition):

Banks, M. V. (2013). Narrative Identity: the construction of the life story, autobiographical reasoning and psychological functioning in young adulthood. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/2988

Chicago Manual of Style (16^th Edition):

Banks, Megan Vanessa. “Narrative Identity: the construction of the life story, autobiographical reasoning and psychological functioning in young adulthood.” 2013. Doctoral Dissertation, Victoria University of Wellington. Accessed February 27, 2021. http://hdl.handle.net/10063/2988.

MLA Handbook (7^th Edition):

Banks, Megan Vanessa. “Narrative Identity: the construction of the life story, autobiographical reasoning and psychological functioning in young adulthood.” 2013. Web. 27 Feb 2021.

Vancouver:

Banks MV. Narrative Identity: the construction of the life story, autobiographical reasoning and psychological functioning in young adulthood. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2013. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10063/2988.

Council of Science Editors:

Banks MV. Narrative Identity: the construction of the life story, autobiographical reasoning and psychological functioning in young adulthood. [Doctoral Dissertation]. Victoria University of Wellington; 2013. Available from: http://hdl.handle.net/10063/2988

University of Manitoba

22. Arbez, David. Theorizing literacy from the ground up in French immersion: challenging contemporary perspectives through cross-disciplinary connections.

Degree: Curriculum, Teaching and Learning, 2019, University of Manitoba

URL: http://hdl.handle.net/1993/34165

► Contemporary literacy pedagogy is rife with theories and practices that attempt to foster development for all children. The plethora of options available to classroom teachers… (more)

▼ Contemporary literacy pedagogy is rife with theories and practices that attempt to foster development for all children. The plethora of options available to classroom teachers can feel convoluted and difficult to navigate even though they all have roots in one of three paradigmatic orientations towards language and literacy pedagogy: skills orientation, meaning orientation, and balanced orientation. The current paradigm is nevertheless becoming insufficient in responding to the needs of increasingly diverse classrooms. This is especially true within French Immersion education which is commonly marginalized as elitist, teacher-centric, conservative, and exclusive. This study engages in an autobiographical narrative inquiry of the researcher’s 10 year career as an Early Years (K–4) French Immersion teacher. Specific events throughout the autobiographical narrative that challenged the researcher’s sense of identity as a French Immersion educator or his theorizing of language and literacy development were labelled as “Critical Moments” and were explored through themes of tension, key questions, and resolution. Primary source texts that played a role in those “Critical Moments” were critically analyzed and connected in an ongoing theorizing of language and literacy that ran in parallel with an ongoing critical reframing of the researcher’s identity as a French Immersion teacher. This study demonstrates that a cross-disciplinary perspective of language and literacy allows for pedagogical approaches that are not constrained by skills, meaning, and balance orientations. It also serves as an example of teacher identity construction within French Immersion teaching contexts and raises important questions about, and suggests future directions for, French Immersion education. Advisors/Committee Members: Wayne Serebrin (Education) (supervisor), Michelle Honeyford (Education) (examiningcommittee), Shelley Warkentin (Seven Oaks School Division) (examiningcommittee).

Subjects/Keywords: French immersion; Literacy; Narrative inquiry; Teacher identity

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APA (6^th Edition):

Arbez, D. (2019). Theorizing literacy from the ground up in French immersion: challenging contemporary perspectives through cross-disciplinary connections. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/34165

Chicago Manual of Style (16^th Edition):

Arbez, David. “Theorizing literacy from the ground up in French immersion: challenging contemporary perspectives through cross-disciplinary connections.” 2019. Masters Thesis, University of Manitoba. Accessed February 27, 2021. http://hdl.handle.net/1993/34165.

MLA Handbook (7^th Edition):

Arbez, David. “Theorizing literacy from the ground up in French immersion: challenging contemporary perspectives through cross-disciplinary connections.” 2019. Web. 27 Feb 2021.

Vancouver:

Arbez D. Theorizing literacy from the ground up in French immersion: challenging contemporary perspectives through cross-disciplinary connections. [Internet] [Masters thesis]. University of Manitoba; 2019. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1993/34165.

Council of Science Editors:

Arbez D. Theorizing literacy from the ground up in French immersion: challenging contemporary perspectives through cross-disciplinary connections. [Masters Thesis]. University of Manitoba; 2019. Available from: http://hdl.handle.net/1993/34165

University of Exeter

23. Ford, Keith Graham. A narrative exploration of an EFL teacher's practicing professional identity in a Japanese socio-educational context.

Degree: Thesis (EdD), 2012, University of Exeter

URL: https://ore.exeter.ac.uk/repository/handle/10036/3741 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.569455

► This study explores an EFL practitioner’s teaching life story, with a focus on the development of personal and professional identities, and on the rationale for… (more)

▼ This study explores an EFL practitioner’s teaching life story, with a focus on the development of personal and professional identities, and on the rationale for teaching principles and practices within a Japanese socio-educational context. The study is grounded firmly in the belief that “in understanding something so intensely personal as teaching, it is critical we know about the person the teacher is” (Goodson, 1992, p. 234). As a single participant study this thesis places particular emphasis on the importance of subjective and interpretive insights and understandings as opposed to the generalizability and objectivity of knowledge claims embodied in more traditional approaches to research in the field of TESOL. To elicit the participant’s teaching life story I used a taped monologue technique, whereby the speaker, without the presence of an interviewer, is in complete control of topic selection and has the freedom to determine the temporal and sequential course of their narrative. The resulting two-hour monologue is the primary data for the study, and working within a narrative research framework I analyzed the story for critical incidents and teaching perspectives that can be interpreted as having informed the participant’s practicing professional identity, which can be defined as a set of values, principles and practices which guide an individual’s present teaching philosophy and future directions. Through the lens of the Japanese socio-educational context I focus on the unifying themes of teacher development and education, critical cultural knowledge, humanism, and second language (L2) only classroom policy. Furthermore, I explore the narrative thread that runs through the participant’s story, connecting past and present experiences with future teaching life directions and goals as the narrator takes the opportunity to articulate the rationale behind her main principles and practices, and in so doing underscores her practicing professional identity in a way that demonstrates a strong sense of the narrator’s purpose, values, efficacy and self-worth. As such, this process engages the narrator not only in a meaningful and coherent narrative account of professional development, but also in the process itself of professional development as it demonstrates potentialities for self-revelation, affirmation, and even transformation. This thesis offers a distinctive contribution to the field of TESOL educational research in three particular ways. First, in exploring the sources of a teacher’s beliefs and practicing professional identity, it offers an exemplar of how to undertake interpretive research as reflective practice and professional development. Secondly, it widens our understanding of conducting single participant case studies in TESOL education. This thesis also points the way forward to possible research using an innovative taped monologue technique with other individual teacher case studies that can then contribute to building a body of knowledge in the field.

Subjects/Keywords: 428.24; narrative identity professional development reflective practice

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APA (6^th Edition):

Ford, K. G. (2012). A narrative exploration of an EFL teacher's practicing professional identity in a Japanese socio-educational context. (Doctoral Dissertation). University of Exeter. Retrieved from https://ore.exeter.ac.uk/repository/handle/10036/3741 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.569455

Chicago Manual of Style (16^th Edition):

Ford, Keith Graham. “A narrative exploration of an EFL teacher's practicing professional identity in a Japanese socio-educational context.” 2012. Doctoral Dissertation, University of Exeter. Accessed February 27, 2021. https://ore.exeter.ac.uk/repository/handle/10036/3741 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.569455.

MLA Handbook (7^th Edition):

Ford, Keith Graham. “A narrative exploration of an EFL teacher's practicing professional identity in a Japanese socio-educational context.” 2012. Web. 27 Feb 2021.

Vancouver:

Ford KG. A narrative exploration of an EFL teacher's practicing professional identity in a Japanese socio-educational context. [Internet] [Doctoral dissertation]. University of Exeter; 2012. [cited 2021 Feb 27]. Available from: https://ore.exeter.ac.uk/repository/handle/10036/3741 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.569455.

Council of Science Editors:

Ford KG. A narrative exploration of an EFL teacher's practicing professional identity in a Japanese socio-educational context. [Doctoral Dissertation]. University of Exeter; 2012. Available from: https://ore.exeter.ac.uk/repository/handle/10036/3741 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.569455

University of Bath

24. James, Matthew. Narratives of an organization's identities.

Degree: PhD, 2013, University of Bath

URL: https://researchportal.bath.ac.uk/en/studentthesis/narratives-of-an-organizations-identities(d438a5a4-b288-43a0-a96e-938b7deff42f).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.600644

► The thesis explores narratives constructed by participants about an organization’s identities. I examine how identity-relevant statements were deployed as exercises in power, serving to legitimize… (more)

▼ The thesis explores narratives constructed by participants about an organization’s identities. I examine how identity-relevant statements were deployed as exercises in power, serving to legitimize and promote their authors. Framed within an interpretive paradigm, the research adopts reflexive approaches to consider participants’ understandings. I draw on organizational identity theory and empirical studies to explore the multiplicity and conflicting nature of identity in organizations. Literatures on organizational narratives, storytelling and power are also considered. The ethnography is set in a public sector organization in which I worked: the Personal Accounts Delivery Authority (PADA). Its role was to deliver the Government’s reforms to private pension provision in the UK; the reforms came into force in October 2012. The narrative data constructing the research were collected through semi-structured interviews with 60 members of the organization, transcripts of organizational events and a diary I recorded for a year. These data are augmented by a series of vignettes that weave in accounts of my experiences while working for and researching PADA. The analysis of narrative data is constructed in three chapters, each of which explores identity-relevant narratives from different perspectives. The first analysis chapter examines narrative data through five concepts: reflexivity, voice, plurivocity, temporality and fictionality. The second analyses identity narratives in two organizational events and the third explores my understandings of the organization’s identities from an autoethnographic perspective. The discussion chapter provides three readings that interpret the data through different lenses: narrative and storytelling, organizational identity and autoethnographic erspectives. I then make concluding remarks, including ideas for future research and the contribution of my research to the study of organizational identity. The primary contribution of the ethnography is to scholarship at the intersection of identity and power in organizations and specifically how identity-relevant narratives are deployed as exercises in power by participants. There are also contributions to narrative research methods, including the value of researching identity ethnographically. Additionally, I suggest practical contributions to literature on understanding issues of culture and sense-making in public bodies and how employees from different sector backgrounds (public and private) interact within a public sector context to deliver government reforms.

Subjects/Keywords: 658; organizational identity; power; narrative; public sector

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APA (6^th Edition):

James, M. (2013). Narratives of an organization's identities. (Doctoral Dissertation). University of Bath. Retrieved from https://researchportal.bath.ac.uk/en/studentthesis/narratives-of-an-organizations-identities(d438a5a4-b288-43a0-a96e-938b7deff42f).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.600644

Chicago Manual of Style (16^th Edition):

James, Matthew. “Narratives of an organization's identities.” 2013. Doctoral Dissertation, University of Bath. Accessed February 27, 2021. https://researchportal.bath.ac.uk/en/studentthesis/narratives-of-an-organizations-identities(d438a5a4-b288-43a0-a96e-938b7deff42f).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.600644.

MLA Handbook (7^th Edition):

James, Matthew. “Narratives of an organization's identities.” 2013. Web. 27 Feb 2021.

Vancouver:

James M. Narratives of an organization's identities. [Internet] [Doctoral dissertation]. University of Bath; 2013. [cited 2021 Feb 27]. Available from: https://researchportal.bath.ac.uk/en/studentthesis/narratives-of-an-organizations-identities(d438a5a4-b288-43a0-a96e-938b7deff42f).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.600644.

Council of Science Editors:

James M. Narratives of an organization's identities. [Doctoral Dissertation]. University of Bath; 2013. Available from: https://researchportal.bath.ac.uk/en/studentthesis/narratives-of-an-organizations-identities(d438a5a4-b288-43a0-a96e-938b7deff42f).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.600644

University of Bath

25. Jha, Shreya. 'Somehow I will learn to do all this work' : a relational view of women's everyday negotiations of agency in Surguja, India.

Degree: PhD, 2019, University of Bath

URL: https://researchportal.bath.ac.uk/en/studentthesis/somehow-i-will-learn-to-do-all-this-work-a-relational-view-of-womens-everyday-negotiations-of-agency-in-surguja-india(10ef243b-6120-4e0b-ad72-14994ff9ffd9).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.782178

► This thesis draws on in-depth narratives of adivasi women's lives in Surguja, India, to understand their everyday negotiations of agency. I trace women's responses during… (more)

▼ This thesis draws on in-depth narratives of adivasi women's lives in Surguja, India, to understand their everyday negotiations of agency. I trace women's responses during key events in their lives, what shaped their responses, and the resultant changes in their lives to analyse whether these actions constitute agency. I pose four questions to conceptualise women's agency. First, how can we retain the link between structure and agency in individual accounts of agency? Second, in what actions is women's agency identified? Third, does understanding women's agency differently alter our understanding of men's agency? Lastly, how does a relational perspective add to conceptualisations of agency?I argue, first, that agency emerges from context, which is a complex of individuals' immediate circumstances, their relative positions in multiple structures or fields, and the importance of various fields relative to each other. Secondly, these constantly shifting contexts imply that agency increases and decreases across time. Thirdly, agency takes a range of forms including silence, internal reflection, speech, and overt actions. Fourth, it emerges in patterns of behaviour over time rather than isolated actions. Fifth, actions change meaning over time, especially when they have positive outcomes, thereby producing potentially agentic narrative identities for individuals. Lastly, I argue that women's structural positions draw attention to their relationships- including their affective aspect, and the inherent sociality of individuals. Relationships mediate and motivate actions; they are the sites where agency emerges. The evolving nature of relationships over time implies that agency is a process rather than a static quality. This relational, contextual understanding of agency challenges policy prescriptions aiming to increase women's agency in instrumental ways that often reinscribe patriarchal scripts. Instead, in being sensitive to the almost tenuous manner in which agency emerges in women's accounts of their lives there is a greater possibility of creating environments that better enable the women's agency.

Subjects/Keywords: 300; Agency; Women; India; narrative identity

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APA (6^th Edition):

Jha, S. (2019). 'Somehow I will learn to do all this work' : a relational view of women's everyday negotiations of agency in Surguja, India. (Doctoral Dissertation). University of Bath. Retrieved from https://researchportal.bath.ac.uk/en/studentthesis/somehow-i-will-learn-to-do-all-this-work-a-relational-view-of-womens-everyday-negotiations-of-agency-in-surguja-india(10ef243b-6120-4e0b-ad72-14994ff9ffd9).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.782178

Chicago Manual of Style (16^th Edition):

Jha, Shreya. “'Somehow I will learn to do all this work' : a relational view of women's everyday negotiations of agency in Surguja, India.” 2019. Doctoral Dissertation, University of Bath. Accessed February 27, 2021. https://researchportal.bath.ac.uk/en/studentthesis/somehow-i-will-learn-to-do-all-this-work-a-relational-view-of-womens-everyday-negotiations-of-agency-in-surguja-india(10ef243b-6120-4e0b-ad72-14994ff9ffd9).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.782178.

MLA Handbook (7^th Edition):

Jha, Shreya. “'Somehow I will learn to do all this work' : a relational view of women's everyday negotiations of agency in Surguja, India.” 2019. Web. 27 Feb 2021.

Vancouver:

Jha S. 'Somehow I will learn to do all this work' : a relational view of women's everyday negotiations of agency in Surguja, India. [Internet] [Doctoral dissertation]. University of Bath; 2019. [cited 2021 Feb 27]. Available from: https://researchportal.bath.ac.uk/en/studentthesis/somehow-i-will-learn-to-do-all-this-work-a-relational-view-of-womens-everyday-negotiations-of-agency-in-surguja-india(10ef243b-6120-4e0b-ad72-14994ff9ffd9).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.782178.

Council of Science Editors:

Jha S. 'Somehow I will learn to do all this work' : a relational view of women's everyday negotiations of agency in Surguja, India. [Doctoral Dissertation]. University of Bath; 2019. Available from: https://researchportal.bath.ac.uk/en/studentthesis/somehow-i-will-learn-to-do-all-this-work-a-relational-view-of-womens-everyday-negotiations-of-agency-in-surguja-india(10ef243b-6120-4e0b-ad72-14994ff9ffd9).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.782178

University of Edinburgh

26. Clarke, Sherice Nicole. Adult migrants and English language learning in museums : understanding the impact on social inclusion.

Degree: PhD, 2013, University of Edinburgh

URL: http://hdl.handle.net/1842/8866

► This doctoral study explores the museum as site and resource for language learning by adult migrants, refugees and asylum seekers. English for Speakers of Other… (more)

▼ This doctoral study explores the museum as site and resource for language learning by adult migrants, refugees and asylum seekers. English for Speakers of Other Languages (ESOL) provision has emerged over the past decade in museums across the UK and elsewhere within an increasing emphasis on informal adult learning programs. While there has been extensive research on second language acquisition, museum learning and social inclusion separately, there have been few studies that have investigated language learning in the context of museums, and even fewer studies that have sought to understand the benefits of language learning in museums for this target group of learners and how it might relate to the concept of inclusion. The study is centred around an ethnography that addresses these gaps in the literature and which examined three primary questions: (a) what are the target learners’ experiences of social inclusion and exclusion post-migration, and its interface with their English language abilities? (b) what are learners’ perceptions of the impact of participating in ESOL in museums in terms of exclusion and inclusion?, and (c) what occurs in interaction during ESOL in museums? In collaboration with City of Edinburgh Council Museums and Galleries Service, a cohort of 14 adult ESOL learners were studied over a 5-month ESOL course held in the City’s Museums and Galleries. In-depth time-series interviews were conducted with participants over the 5-month period. Narrative analysis (Labov & Waletzky, 1967; Riessman, 1993) of interviews examined narrative trajectories within case and across cases, mapping experiences post migration, in and beyond museums. In order to investigate the affordances of dialogue in museums, conversational interaction was observed and recorded during the 11 weekly museum visits. Conversation analysis (Leinhardt & Knutson, 2004; Markee, 2000) examined what occurred in talk, focusing on interaction between interlocutors, its function and content. Drawing on a social theory that conceptualizes language as symbolic power (Bourdieu, 1977, 1989, 1991) and identities as constructed and reflexive (Block, 2007b; Giddens, 1991; Norton, 2000), analysis indicates that the experience of migration provoked deficit conceptions of self as participants negotiated their new social milieu through English language. Access to opportunities to engage in English are mediated both by institutional forces, e.g. social space afforded in institutional contexts, and perceptions of self. Analysis of dialogue in museums shows participants positioning themselves and being positioned as ‘knowers’, where primacy was given to collaborative meaning making about museum displays, objects and artefacts in conversational interaction. Analyses of interviews indicate shifts in identity trajectories from deficit to competent views of self through participation in ESOL in museums. These findings suggest a cumulative effect of micro-interactions on identities constructed in dialogue and point to the critical role which learning in museums…

Subjects/Keywords: 428.0071; language learning; identity; narrative; museums; inclusion

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APA (6^th Edition):

Clarke, S. N. (2013). Adult migrants and English language learning in museums : understanding the impact on social inclusion. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8866

Chicago Manual of Style (16^th Edition):

Clarke, Sherice Nicole. “Adult migrants and English language learning in museums : understanding the impact on social inclusion.” 2013. Doctoral Dissertation, University of Edinburgh. Accessed February 27, 2021. http://hdl.handle.net/1842/8866.

MLA Handbook (7^th Edition):

Clarke, Sherice Nicole. “Adult migrants and English language learning in museums : understanding the impact on social inclusion.” 2013. Web. 27 Feb 2021.

Vancouver:

Clarke SN. Adult migrants and English language learning in museums : understanding the impact on social inclusion. [Internet] [Doctoral dissertation]. University of Edinburgh; 2013. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1842/8866.

Council of Science Editors:

Clarke SN. Adult migrants and English language learning in museums : understanding the impact on social inclusion. [Doctoral Dissertation]. University of Edinburgh; 2013. Available from: http://hdl.handle.net/1842/8866

George Mason University

27. Kuradusenge, Claudine. Hutu Diaspora Narrative: Conflict of Identity, Identity in Conflict .

Degree: 2015, George Mason University

URL: http://hdl.handle.net/1920/9717

► This study followed three generations of Hutus in their diasporic communities. Seeking to understand the formation and/or transformation of their identity, the researcher aimed to… (more)

Subjects/Keywords: identity; narrative; Rwanda; Hutu; diaspora; trauma

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APA (6^th Edition):

Kuradusenge, C. (2015). Hutu Diaspora Narrative: Conflict of Identity, Identity in Conflict . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/9717

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kuradusenge, Claudine. “Hutu Diaspora Narrative: Conflict of Identity, Identity in Conflict .” 2015. Thesis, George Mason University. Accessed February 27, 2021. http://hdl.handle.net/1920/9717.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kuradusenge, Claudine. “Hutu Diaspora Narrative: Conflict of Identity, Identity in Conflict .” 2015. Web. 27 Feb 2021.

Vancouver:

Kuradusenge C. Hutu Diaspora Narrative: Conflict of Identity, Identity in Conflict . [Internet] [Thesis]. George Mason University; 2015. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1920/9717.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kuradusenge C. Hutu Diaspora Narrative: Conflict of Identity, Identity in Conflict . [Thesis]. George Mason University; 2015. Available from: http://hdl.handle.net/1920/9717

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

28. Chuang, Kai-chun. Performing the Personal Within the Organizational: Communicating Professional Identities Through Taiwanese Commercial Airline Pilots' Personal Narratives.

Degree: PhD, Human Communications, 2013, U of Denver

URL: https://digitalcommons.du.edu/etd/968

► This dissertation project explored professionalism and the performance of identities by examining Taiwanese commercial airline pilots' discursive practices in everyday life. The intentions for… (more)

▼ This dissertation project explored professionalism and the performance of identities by examining Taiwanese commercial airline pilots' discursive practices in everyday life. The intentions for this project were to not only expand current knowledge of organizational communication from a critical rhetorical perspective, but to further explore the under-appreciated concept of professionalism of organizational members. Theoretically, I traced theoretical analysis in the sociology of professions and further investigated scholarship from identity research in organizational communication studies. This research agenda helped to advance communication-based understandings of the meanings and practices of professional identity as a complement to the sociological conception. I further merged a performance paradigm and critical rhetorical perspective to examine the discursive practices of organizational members and to challenge the bias of traditional textual approaches. Methodologically, I conducted ethnographic interviews with Taiwanese commercial airline pilots in order to understand how they construct their personal, social, and professional identities. Five narrative themes were identified and demonstrated in this project: (1) It takes a lot to become a commercial airline pilot, (2) Being a professional commercial airline pilot is to build up sufficient knowledge, beyond average skill, and correct attitude, (3) Pilots' resistance and dissent toward company management, (4) Popular (re)presentation influences professionalism, (5) Power and fear affect professionalism. Pilots' personal narratives were presented in performative writing and in poetic transcription to make word alive with sounds featuring their meanings. Their personal storytelling created a dialogic space to not only let pilots' voice to be heard but also revealed how identities are created within and against a larger organizational identity. Overall, this project demonstrated the interdisciplinary examination of the meanings, functions, and consequence of discursive practices in everyday professional life. It also critiqued relationships between power, domination, and resistance while reintroducing the roles of the body and materiality in the domain of professionalism, and provides ethical readings of larger and complex organizational cultures. Applying communication-oriented analysis to study professionalism indeed challenged the long time neglected phenomena regarding the power of the symbolic in sociological approaches and raised the awareness of structural, material, and bodily condition of work. Advisors/Committee Members: Bernadette M. Calafell, Ph.D..

Subjects/Keywords: Identity; Narrative; Tiawan; Commercial pilots; Communication

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APA (6^th Edition):

Chuang, K. (2013). Performing the Personal Within the Organizational: Communicating Professional Identities Through Taiwanese Commercial Airline Pilots' Personal Narratives. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/968

Chicago Manual of Style (16^th Edition):

Chuang, Kai-chun. “Performing the Personal Within the Organizational: Communicating Professional Identities Through Taiwanese Commercial Airline Pilots' Personal Narratives.” 2013. Doctoral Dissertation, U of Denver. Accessed February 27, 2021. https://digitalcommons.du.edu/etd/968.

MLA Handbook (7^th Edition):

Chuang, Kai-chun. “Performing the Personal Within the Organizational: Communicating Professional Identities Through Taiwanese Commercial Airline Pilots' Personal Narratives.” 2013. Web. 27 Feb 2021.

Vancouver:

Chuang K. Performing the Personal Within the Organizational: Communicating Professional Identities Through Taiwanese Commercial Airline Pilots' Personal Narratives. [Internet] [Doctoral dissertation]. U of Denver; 2013. [cited 2021 Feb 27]. Available from: https://digitalcommons.du.edu/etd/968.

Council of Science Editors:

Chuang K. Performing the Personal Within the Organizational: Communicating Professional Identities Through Taiwanese Commercial Airline Pilots' Personal Narratives. [Doctoral Dissertation]. U of Denver; 2013. Available from: https://digitalcommons.du.edu/etd/968

University of Victoria

29. Press, Anna Melinda. Identity voyage: An investigation into how homeland conflict affects the identities of immigrants to Canada.

Degree: School of Public Administration, 2014, University of Victoria

URL: http://hdl.handle.net/1828/5503

► This thesis aims to address the challenges faced by immigrants to Canada from countries in conflict, namely Turkey and Israel. Through the use of a… (more)

Subjects/Keywords: identity; conflict; narrative; immigration; Turkey; Israel; Canada

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Press, A. M. (2014). Identity voyage: An investigation into how homeland conflict affects the identities of immigrants to Canada. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/5503

Chicago Manual of Style (16^th Edition):

Press, Anna Melinda. “Identity voyage: An investigation into how homeland conflict affects the identities of immigrants to Canada.” 2014. Masters Thesis, University of Victoria. Accessed February 27, 2021. http://hdl.handle.net/1828/5503.

MLA Handbook (7^th Edition):

Press, Anna Melinda. “Identity voyage: An investigation into how homeland conflict affects the identities of immigrants to Canada.” 2014. Web. 27 Feb 2021.

Vancouver:

Press AM. Identity voyage: An investigation into how homeland conflict affects the identities of immigrants to Canada. [Internet] [Masters thesis]. University of Victoria; 2014. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1828/5503.

Council of Science Editors:

Press AM. Identity voyage: An investigation into how homeland conflict affects the identities of immigrants to Canada. [Masters Thesis]. University of Victoria; 2014. Available from: http://hdl.handle.net/1828/5503

University of Southern California

30. Muriel, Chris. My friend and me.

Degree: MFA, Interactive Media, 2015, University of Southern California

URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/556499/rec/4306

► My Friend and Me is a game about growing up, finding yourself and developing a relationship. It’s a puzzle adventure game where each room or… (more)

Subjects/Keywords: emotion; narrative; connection; relationship; identity; videogames

Record Details Similar Records Cite « Share

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Muriel, C. (2015). My friend and me. (Thesis). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/556499/rec/4306

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Muriel, Chris. “My friend and me.” 2015. Thesis, University of Southern California. Accessed February 27, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/556499/rec/4306.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Muriel, Chris. “My friend and me.” 2015. Web. 27 Feb 2021.

Vancouver:

Muriel C. My friend and me. [Internet] [Thesis]. University of Southern California; 2015. [cited 2021 Feb 27]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/556499/rec/4306.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Muriel C. My friend and me. [Thesis]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/556499/rec/4306

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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Open Access Theses and Dissertations