O objetivo desta dissertaÃÃo foi realizar uma reflexÃo sobre os conceitos de identidades e nacionalidades a partir das concepÃÃes formuladas por quadros profissionais guineenses e cabo-verdianos, formados no Brasil pelos programas PEC-G e PEC-PG . Do ponto de vista teÃrico privilegiou-se o conceito de identidade formulado por Manuela Carneiro da Cunha, como uma estratÃgia de diferenÃa, numa perspectiva relacional, situacional e de manipulaÃÃo das prÃprias diferenÃas. No que se refere Ãs nacionalidades, tomo o conceito de naÃÃo como nÃo restrita a territÃrio, lÃngua, religiÃo ou raÃa, embora todos esses referenciais sejam considerados construtores de identidades nacionais. Como referido por Benedict Anderson, a nacionalidade à o sentimento que os indivÃduos tÃm de pertencer a uma determinada naÃÃo, por meio de costumes, valores, crenÃas e prÃticas cotidianas partilhadas coletivamente. Por meio das entrevistas realizadas com os quadros profissionais guineenses e cabo-verdianos formados no Brasil foram constatados distintos processos de ressignificaÃÃo de identidade cultural (Ãtnica) e nacional, em ambos os paÃses, possibilitando a eles adoÃÃo de diferentes estratÃgias de inserÃÃo no âmodelo democrÃticoâ de Estado-naÃÃo. GuinÃ-Bissau e Cabo Verde sÃo muito prÃximos geograficamente e tÃm histÃrias de lutas polÃticas comuns. Mas a forma de ocupaÃÃo colonial nos paÃses foi diferente uma da outra, o que permitiu a construÃÃo de distintas identidades nacionais. O colonizador estabeleceu muitas distinÃÃes entre guineenses, âindÃgenasâ, e cabo-verdianos, âassimiladosâ pela coroa. Isso gerou diversos conflitos entre eles, que seriam apaziguados apenas durante o processo de independÃncia. Para tornarem-se independentes de Portugal, idealizaram a constituiÃÃo de um estado bi-nacional englobando os dois paÃses. Por algum tempo, tiveram o mesmo partido e hino nacional. A favor da uniÃo, guineenses e cabo-verdianos, manipularam suas identidades amenizando diferenÃas entre etnias, religiÃes, tradiÃÃes culturais, valores e crenÃas diversas. Mas as divergÃncias e distinÃÃes entre eles prevaleceriam à uniÃo, separando definitivamente os paÃses, por meio de conflitos entre suas elites no poder. O trabalho reforÃa a desconstruÃÃo de uma idÃia do continente africano como um todo homogÃneo. Desnaturaliza a idÃia de naÃÃo e nacionalidade posta pelo ocidente, revelando as intenÃÃes polÃticas e econÃmicas subjacentes a essa idÃia, mostrando que sÃo construÃdas socialmente por determinados grupos com interesses estratÃgicos. E, no caso estudado, mostra como o sistema educacional foi fundamental para disseminar os valores ocidentais associados à idÃia de naÃÃo moderna nas colÃnias europÃias. / The goal of this work is to comment the concepts of identity and nationality as they have been formulated by guineans and cape verdians professionals taking part at PEC-G e PEC-PG programs in Brazil. From a theoretical point of view, focus has been given to the identity concept formulated by Manuela Carneiro da Cunha, as a strategy of difference, from relational and situational perspectives, as well as of manipulation of its own differences. In terms of nationality, the concept of nation is considered as not restricted to territory, language, religion or race, even if all these reference points contribute in building a national identity. Quoting Benedict Anderson, nationality is the feeling of belonging to a certain nation, trough shared customs, values, beliefs and daily practices with the collectivity. By interviewing guineans and cape verdians professionals trained in Brazil, distinctive processes of renewed significations of cultural (ethnic) and national identities have been identified in both African countries, allowing them different approaches in entering the âdemocratic modelâ of nation-state. Guinea and Cape Verde are very close to each other geographically speaking, and share a history of political struggle. But the two countries were subjected to different models of colonization, which promoted the building of distinct national identities. The colonizer established many distinctions between guineans ânativesâ and âcolonizedâ cape verdians. It produced several conflicts between them, to be ended only during the independency process from Portugal, when a bi-national state was formed embracing both countries. For some time, they shared the same party and national anthem. To favour the union, guineans and cape verdians manipulated their own national identities to reduce their differences in race, religion, cultural tradition, values and beliefs. But differences and disagreements would prevail to this union, with conflicts between the ruling classes finally separating the two countries. This work emphasizes the deconstruction of the notion of the African continent considered as a homogeneous whole. It questions the concepts of nation and nationality presented by the West, revealing political and economical intentions underneath these ideas, showing that they are socially built by certain groups with strategic interests in the matter. Finally, within the case under study, it shows how the educational system played a crucial role in disseminating western values linked to the modern concept of nation in European colonies.

This thesis addresses a series of disconcerting moments that emerged during a research study with seven fourth and fifth grade students who participated in an after-school Technology Think Tank and their classroom teachers at a Midwestern elementary school. These moments were marked by heightened power, identity performances, and emotions and were disturbing not only as they occurred, but remained bothersome upon reflection in the days and weeks afterwards. In this research I call them ‘haunting moments.' The primary data sources for this research were audio and video files that I initially analyzed for volume. This process verified my premise that the haunting moments were linked to an increase in speaking volume that differentiated them from other discourse. Then I employed a two-fold coding approach including interpretive phenomenological analysis which generated a comprehensive list of codes including textual and social functions of technologies. My analysis led to a pursuit for a framework for understanding the haunting moments in the Think Tank and classrooms. I contextualized them within a theoretical matrix which included the dialectical relationship of standardization and resistance and the inextricable role of power, identities, and emotions with that dialectic. Standardization was accomplished through mechanisms of control that I identified as discursive positioning and surveillance. These mechanisms were resisted by mechanisms of agency. I also described the important role of technology-- which mediated the mechanisms of control and agency that were used in the service of standardization and resistance. Theorizing and framing haunting moments leads to a more complex understanding of literacy learning. This research describes how standardization and resistance, along with the emergence of moves of power, identities, and emotions are an inevitable outcome of participation in discourse communities, however this inescapability does not signify inevitability or preclude agency through improvisation or authorship.

The achievement gap has long been viewed as a persistent shortcoming of the public education system in the U.S. The achievement gap also highlights the challenges faced by Latino populations with educational achievements and future employment prospects. The purpose of this multiple-case study was to describe how four Latina adolescents, each of whom identified herself as a struggling or “not good” reader, reauthored their reading identities by acting as reading tutors to elementary students. This study combined elements of narrative inquiry with multiple case study research. The four participants—Paula, Lucia, Cassandra, and Amaia (all names are pseudonyms)—were selected from a cross-age tutoring program for Latino youth called Latinos in Action located in the state of Utah. As part of this class, ninth-graders received training on how to provide tutoring in reading to elementary students, and they tutored elementary students twice per week for 30 minutes. The participants underwent 6 months of tutoring. Prior to tutoring, the participants were interviewed to ascertain how their reader identities had developed through adolescence. Subsequent interviews with the participants, teachers, and family members, in addition to observed tutoring sessions, illustrated ways that tutoring provided an avenue for the participants to re-author their reader identities. Using these data, I worked with participants to develop narratives regarding their reading experiences and identities. I used an a priori Bakhtinian framework to explain what I viewed in the narratives, with conclusions confirmed by each participant. Finally, I used constant comparative analytic methods to identify common themes across the participants’ stories. From the analysis, I identified five major themes as the findings of this study: examples at home, school as authoritative, fluent oral reading in English, reading aloud in tutoring, and changes in reading practices. The process of tutoring younger students provided a place, within the authoritative space of the school setting, where the participants were able to practice this skill. The results of this study indicated that educators and policy makers can look to cross-age tutoring as one method to provide adolescent, struggling readers with opportunities to positively adjust their reader identities.

This thesis examines the ways in which rural, national, and urban spaces become gendered through the practices and representations of beer drinking in New Zealand. Critical social theory combined with feminist poststructuralist debates on identities provides the theoretical framework for this research. Two focus groups with Pākehā beer drinkers aged between 18 - 30 years old were conducted; one consisting of six males and the other consisting of six females. Critical textual analysis was also undertaken on five beer advertisements representing the most popular beer brands in New Zealand; Tui, Lion Red, Waikato and Speight's. Three points frame the analysis. First, I examine rural and national gendered identities associated with beer drinking. New Zealand's beer drinking cultures are constructed within rural discourses of masculinity. There is not a single masculinity present in New Zealand's beer drinking cultures, rather there are multiple and conflicting masculinities. I suggest that through the need to constantly perform their identity, men create a rural hegemonic masculinity that is both hard, yet vulnerable. I argue that the femininities constructed within these spaces are used to enhance and further enable the hard, yet vulnerable, rural masculinity. Second, within urban spaces of beer drinking - such as the office, nightclub, clubrooms and home - homosexuals, metrosexuals and women are 'othered'. These identities are defined in relation to the hegemonic norm - 'Hard Man' masculinity - in negative ways. Furthermore, some women perform a hyper masculine identity in order to be included in these beer-drinking spaces. Finally, I examine the ways in which hegemonic gendered identities in rural, national and urban spaces may be resisted and subverted. I use contradictions from my focus group participants to unsettle the 'Hard Man' masculinity of New Zealand's beer drinking cultures.

quot;Boy racersquot; or quot;hoonsquot; attract extensive media attention and are often the focus of public concern. Discourses about quot;hooningquot; often focus on notions of public safety and illegal behaviour. What is largely absent from these debates is alternative explanations as to why young people choose to engage in quot;hooningquot; behaviour, what drives them to congregate in public spaces and why they choose to express themselves through an quot;autocentricquot; culture. When these issues are addressed it is usually within broader policy frameworks which seek ways of dissipating youth activities in spaces constructed as quot;trouble spotsquot;. This thesis represents an attempt to provide a reverse discourse about youth car culture and young people's presence in public spaces. Criminal activity not withstanding, youth car culture behaviour in this context is treated as a legitimate form of cultural expression that has the same social validity as other non-mainstream phenomena. Through feminist and poststructuralist understandings of identities, landscapes and place, the complexities of youth car culture will be unpacked in an attempt to expose quot;concernsquot; which may turn out to be little more than moral panic.

Doctor of Philosophy / An organisation’s knowledge base is a valuable asset that serves as a source of sustainable competitive advantage for the firm. Organisations have become increasingly reliant on the application of knowledge work and the contributions of professionals to the creation of valued organisational knowledge. Implicitly, the literature has assumed permanency in the employment relationship between professionals and organisations and focused on issues such as organisational identification and commitment, and extra-role behaviours of professionals as impacting on their knowledge sharing behaviours. However, the nature of professional or expert employment has become more transient. There has been a marked increase in the use of professionals in contractual roles where the association with the organisation is often temporary and contingent. But the organisational implications of such practices remain largely unexplored. In particular, there is a dearth of research examining the impact of contract professionals on knowledge flows within the firm and on their motivations to participate in knowledge sharing within organisations. This dissertation addresses this gap in the literature. This study examines the knowledge sharing practices of contract professionals in contemporary organisations. Conceptualising knowledge as socially situated and constructed, this qualitative study examines professionals employed as contractors in two large organisations: a large bank and an insurance company; and, based on in-depth semi-structured interviews with contractors and managers, considers why and how professionals engaged as contractors choose to share what they know with the contracting organisation. Engaging with research literatures from knowledge management, professional identity, newer career forms, and psychological contracts, the study generates a typology of contract professionals that suggest distinct knowledge sharing orientations. The study constructs three categories of contractors: Free Agents, Specialists and Consultants, identifies factors that influence and inhibit the knowledge sharing motivations of these categories of contractors and provides recommendations for a more holistic knowledge management strategy for organisations utilising contract professionals. The findings from this doctoral research show how identity work can have practical implications for knowledge management. For example, by exploring the dynamics of professional identity and image construction, the research shows how identity and image influences both the contractor’s knowledge sharing behaviours and the organisation’s knowledge management strategies. Exploring new areas of professional contingent work, this research aims to make a significant contribution to the understanding of knowledge sharing, professional identity and the management of contract professionals within organisations.

<p>This dissertation deals with relations between parents and child institutions such as childcare, school and child health centers in terms of an institutionalization of childhood and expressions of parental identities in life stories. The empirical study consists of thematic life story interviews with parents focusing on their experiences of meeting and relating to these child institutions. A perspective on life stories as socially situated action and identity performance is adopted that views the life stories as co-constructed in between the interviewee and the interviewer. </p><p>The aim of the dissertation is to contribute to an understanding of relations between parents and child institutions in Sweden that takes as its point of departure the expressions of parental identities. Methodologically, the dissertation also aims to further develop a way of working with life stories that makes the interviewer visible as co-constructor of life stories and expressions of identity. </p><p>The analyses is focused on expressions of parental identities through the storytelling and in the stories told. Parental identities took shape and form as performances and constructions of, for example, social subordination in relation to preschool staff and other parents, helpful intervention in school helping an inexperienced teacher, worries about children being different from other children and not fitting in at preschool and of gratefulness for help and support from childcare staff when being short of time and money. The identity expressions were then analyzed in relation to recurrent discourses in research on relations between parents and childinstitutions. The results show that dominant discourses of relations between parents and child institutions tend to construct parents as a homogenous group, thereby concealing how gender, social class, ethnicity and age, and the subsequent different constructions of children and childhood, structure and influence the relations between parents and child institutions and thereby also the institutionalization of childhood.</p>

This study examines what characterizes the experiences of being an Asian graduate student mother in the United States pertaining to their race, gender, class, and culture, in particular, (a) the common identities and experiences of the women; (b) the way they juggle different roles and identities in everyday life; and (c) the marginalization and privilege associated with the women's experiences. The researcher collected data from a range of postmodern methodologies including postmodern interview, personal journal writing, and researcher's notes over a two-year period and chose eight women to participate in the study. Findings indicate that numerically there is a wide range of similar identities underlying the women's experiences pertaining to their race, gender, class, and culture, which are socially, culturally, economically, politically, and linguistically constructed. Some external factors which differentiate the women's experiences include the degrees they sought, research fields, and the phase of their graduate life experience. Based on different contexts some identities appear more plural, some are played more frequently than the others. The most frequently played identities across the study participants are professional identities, professional and mother identities, reversed gender role identities, and good mother identities. Qualitatively, each woman has a unique personal history about their past, present, and future as an Asian, an ESL graduate student, a mother, a wife, and many other hidden and overt roles they play in their everyday lives. / Dissertation Chair: Dr. David I. Hanauer Dissertation Committee Members: Dr. Lingyan Yang and Dr. Gloria Park

<p>This thesis explores the shifting cultural identities of young Owambo migrants living in Babilon, an informal settlement on the outskirts of Windhoek, Namibia. Through an investigation of their social, cultural and economic lives, I show how these young people invoke their Owambo-ness, but how they also transcend their ethnic identifications through engaging in an emerging Namibian youth culture, which cuts across rural-urban, ethnic, and socio-economic divides. I argue that young migrants from Ovamboland, who intend to escape their poverty stricken rural homes and arrive on packed busses, bringing with them few possessions and great expectations, constantly shift and resituate their cultural identities while trying to make a living in the city. These young people are eager to engage fully in a better life and hope to find employment in the urban economy. For many, however, this remains just that &ndash / hope. In their daily lives, the young migrants replicate, reproduce and represent rural Owambo within the urban space. Using the examples of &lsquo / traditional&rsquo / food and small-scale urban agriculture, I explore how their ideas of Owambo-ness are imagined, enforced and lived in Babilon. I argue that although migrants identify themselves in many ways with their rural homes, and retain rural values and practices to a large extent, this does not mean that they would remain &ldquo / tribesmen&rdquo / , as earlier, how classic studies in Southern African urban anthropology argued (Mayer 1961 / Wilson and Mafeje 1963). They also appropriate &ldquo / ideologies&rdquo / and practices of the emerging Namibian youth culture, especially popular local music and cell phones. My study thus shows that the migrants develop multiple, fluid identities (with reference to Bank 2002) / they identify concurrently with the urban and the rural and develop a synthesis of both. The thesis is based on ethnographic research, which was conducted between February and May 2008. During the fieldwork, I engaged daily in informal discussions with many residents of Babilon, and carried out life history interviews, focus group discussions, and in-depth interviews with key research participants.</p>

This dissertation deals with relations between parents and child institutions such as childcare, school and child health centers in terms of an institutionalization of childhood and expressions of parental identities in life stories. The empirical study consists of thematic life story interviews with parents focusing on their experiences of meeting and relating to these child institutions. A perspective on life stories as socially situated action and identity performance is adopted that views the life stories as co-constructed in between the interviewee and the interviewer. The aim of the dissertation is to contribute to an understanding of relations between parents and child institutions in Sweden that takes as its point of departure the expressions of parental identities. Methodologically, the dissertation also aims to further develop a way of working with life stories that makes the interviewer visible as co-constructor of life stories and expressions of identity. The analyses is focused on expressions of parental identities through the storytelling and in the stories told. Parental identities took shape and form as performances and constructions of, for example, social subordination in relation to preschool staff and other parents, helpful intervention in school helping an inexperienced teacher, worries about children being different from other children and not fitting in at preschool and of gratefulness for help and support from childcare staff when being short of time and money. The identity expressions were then analyzed in relation to recurrent discourses in research on relations between parents and childinstitutions. The results show that dominant discourses of relations between parents and child institutions tend to construct parents as a homogenous group, thereby concealing how gender, social class, ethnicity and age, and the subsequent different constructions of children and childhood, structure and influence the relations between parents and child institutions and thereby also the institutionalization of childhood.