No description available.

The aim of this study has been to explore how Ugandan pupils narrate themselves as learners within the mathematical classroom discourse and classroom but also as part of the school culture in the context of Uganda. Mathematical understanding and performance has been considered largely by policy makers and the wider public of critical concern to empower learners as future citizens, and for the advancement of local communities (United Nations, 2017). However, mathematical understanding encompassess more than the context of the mathematical classroom, thus, in this paper, an attempt is made to examine the narratives that motivates and shapes the pupils in their mathematical endeavors. Starting from a socio-political position, regards to the cultural, political and social context is taken. Hence, knowledge acquisition is seen as the product of discourses and the circumstances in which it is cultivated. The study was confined to a single classroom, with four pupils and the class teacher. Through micro-ethnographic methods, the study aimed to examine how these pupils positions themselves within the mathematical classroom, as pupils of today as well as adults of tomorrow. Methods for collecting data included semi-structured interviews, participatory observations and visual documentation through photography. The theoretical concepts applied in the process of analysis were: actual and designated identity (Sfard & Prusack, 2005a), and use value and exchange value (Black et.al., 2010). The pupils’ narratives show four main themes for basis of narratives: fear of corporal punishment, religious motivation, mathematical understanding, and the possibility of rewards for exceling. These four themes are acting interrelated, and exist in varying degrees within the pupils. The analysis of pupils’ narratives show that no single component is responsible for molding the pupils’ mathematical identities, but rather, that the cultural and social influences in their every-day-lives play paramount roles in shaping their narratives.

The study of European integration has increasingly become an important topic for IR-scholars and has developed into a field of its own. Scholarly interest in the role of identities in these regional integration processes has also risen over the last decades. This study can be comprised within this line of study. By using social constructivism as a theoretical framework, the paper seeks to understand the role of national and European identities in the case of Brexit. The paper also looks at identity formations of citizens and their attitudes towards European integration in relation with these identities. Although the UK has always stood on the sidelines of the European project, the results of the vote indicate that there are deeper processes that need to be studied. By using qualitative content analysis, the paper looks at framings in two national British newspapers and by two political leaders. The paper comes to the conclusion that these identities are both portrayed as compatible and competing with each other.

Multicultural theorists argue that foundational theories of identity development fail to capture the experiences of ethnic and sexual minorities. Likewise, models of ethnic and sexual identity, separately, may not capture experiences of lesbian, gay, bisexual, transgender, queer, or questioning (LGBTQ) ethnic minorities. Intersectional models have been proposed that consider the interaction of identity statuses in their real-world context. However, more empirical support for such models is needed. This study represents a preliminary investigation into patterns of identification, values, attitudes, behaviors, and sense of belonging of these LGBTQ ethnic minorities. The patterns that emerged were varied and complex. Demographic questions were structured in a way that allowed participants to describe with complexity their identities, and the intersections among them. Four distinct groups were identified using Q-sort methodology. Both commonalities and important group differences emerged.

No description available.

No description available.

No description available.

Oppression makes certain social identities morally significant. I argue in my dissertation that this relevance manifests in disparate ways and that we should develop a theory about three ontologically distinct aspects of a social identity in order to explain these differences. The way institutions define people in terms of race, gender, or religion matters because that classification plays a role in how individuals can or cannot participate in society. But oppression is not only a series of structural barriers: it also fosters demeaning stereotypes that distort the way we self-identify or how we form beliefs about others. Oppression can warp interpersonal relationships as well because it enables others to impose an oppressive social identity on to us. This interpersonal aspect of oppression depends on specific interactions because we can present distinct “public identities” across different social circles: someone can come out as LGBT at home, but not at work; to friends, but not family. I use each of these aspects of a social identity to illuminate cases where oppression creates similar experiences of subordination among group members that non-members do not experience. These shared experiences can constitute a special, if undesirable, relationship among the oppressed that generates a special obligation for the oppressed to resist their own oppression. / 2023-02-28

We are familiar with algebraic laws such as multiply zero by anything, and we get zero. In this episode, we see how a Boolean expression containing a constant, a duplicated signal, or a signal being combined with its inverse will simplify…always.

No