Thesis (Ph. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 204-215).

University of Macau / Faculty of Social Sciences. / Department of Communication

The traditional academic ranks for regular faculty in Mainland China universities commonly include assistant lecturer, lecturer, associate professor, and professor, with no clear differentiation between academic and teaching tracks. Recent education reform in Mainland China with the aspiration of world-class, high-ranking universities, however, has brought about unprecedented challenges to academics at the rank of lecturer; they are suffering from contract requirements that rise as the requirements for university ranking increase. In an attempt to reach the bar set by Western research universities, the vast majority of Chinese universities have embraced higher education reform that emphasizes a "publish or perish" ideology. This thesis employs a multiple case study, with a focus on four English lecturers' teaching and research engagement. The four cases included English Language Teaching (ELT) teachers who had received a doctoral degree and were trained to do research, as well as ELT teachers who were initially recruited to teach language courses but were later required to transform their professional identities to be teacher-scholars. ELT teachers have reportedly exhibited a weak research capacity compared with university teachers in other subject areas, making this study on a professional group of English lecturers meaningful. It is therefore the aim of this study to systematically explore English lecturers' identity construction pertinent to teaching and research engagements in the contested and evolving higher education reform in Mainland China. Drawing upon communities of practice, discourse theory, and activity theory, this study brings new knowledge to identity-in-practice, identity-in-discourse, and identity-in-activity. Data were triangulated through narrative frames, interviews, field observations, post-observation informal talks, and documents. Data analyses included "bottom-up" and "top-down" approaches; the former refers to analytic induction where meaning is grounded in data, whereas the latter helped the researcher arrive at a holistic understanding of participants' professional identities by referring to theoretical concepts. The findings revealed an array of identity options (e.g., "gardener", "innovator", "researcher", "scholar", "poorly paid laborer", "temporary worker", "traitor", "blind follower", "game loser", "robot", "teaching machine", "sojourner", and "publishing machine"). The factors that shaped identity construction included shifting value of being an English teacher-researcher under higher education reform, intensified "publish-or-perish" ideology, and changing institutional and societal circumstances. This thesis proposes a tripartite conceptual framework of identity-in-practice, identity-in-discourse, and identity-in-activity to contextualize the practical and discursive identity construction of English lecturers. The tripartite framework of teacher identity based on these findings extends the notion of professional development upon which English lecturers should draw to empower themselves. By reflecting on contextual and personal resources relevant to their professional development, English lecturers are expected to utilize societal resources from the broader academic community to transcend institutional constraints to their personal and professional identity construction. This study concludes with implications for educators and administrators to provide responsive support for English lecturers' professional development. Further research is needed to integrate the tripartite framework of practice, discourse, and activity to examine the complexity of teacher identity construction.

Leung Po Cheung. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 131-136). / Abstracts in English and Chinese. / Abstract --- p.i / Acknowledgments --- p.iii / Chapter Chapter 1 --- Introduction --- p.1 / Research Questions / Background to the research / Research site / Methodology / Chapter Chapter 2 --- Literature Review and Theoretical Framework --- p.15 / Cultural identity and its relation to the past / The museum as a place for the creation and representation of the past / The museum as a place of identity construction / Chapter Chapter 3 --- The Development of the Hong Kong Museum of History and Its Exhibitions --- p.26 / Historical development of the Museum / Structure / Missions / The permanent exhibitions / Chapter Chapter 4 --- "The Design and Construction of Identity in ""The Hong Kong Story""" --- p.47 / "Behind ""The Hong Kong Story""" / Designing the exhibition / The construction of identity in the exhibition / Conclusion / Chapter Chapter 5 --- Interpretations of the Museum Visitors --- p.68 / Visitors' general interpretations of the exhibition / Impacts of the exhibition on visitors' cultural identity / Conclusion / Chapter Chapter 6 --- Analysis: The Museum and the Construction of Identity --- p.96 / The interpretations and negotiations of identity among the Hong Kong people / The Hong Kong Museum of History as a locus of identity construction / The visitors' different museum experiences / The political nature of the exhibition / Conclusion / Chapter Chapter 7 --- Conclusion --- p.121 / Appendix --- p.130 / Bibliography --- p.131

published_or_final_version / Social Work and Social Administration / Master / Master of Social Sciences

published_or_final_version / Social Work / Master / Master of Social Work

Cui, Jiaying. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 410-426). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese.

published_or_final_version / abstract / toc / Sociology / Master / Master of Philosophy

by Ip Pui Yee. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1994. / Includes bibliographical references (leaves 87-93). / Chapter I --- Articulating Hong Kong Culture/Identity --- p.1 / Chapter II --- Popular Culture and Cultural Identification --- p.17 / Chapter III --- Sam Hui in Use --- p.39 / Chapter IV --- Identity Formation as Voice Formation --- p.59 / Chapter V --- Cultural Identity and The Ordinary --- p.82 / Bibliography --- p.87 / Appendix --- p.94

Linda Yeung Lai-yin. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2000. / Includes bibliographical references (leaves [118-122]). / Abstracts in English and Chinese. / Content / Chapter Chapter I --- Introduction / Chapter Chapter II --- Literature Review / Chapter Chapter III --- Methodology / Chapter Chapter IV --- Symbolism of Italian Brands / Chapter Chapter V --- Good Clothes And a Good Living / Chapter Chapter VI --- Clothes And Oneself / Chapter Chapter VII --- Hong Kong: A Hierarchical Society / Illustrations (Newspaper and Magazine Cuttings) Conclusion