This qualitative study examines the relationship between professional group belonging and what individuals deem valuable within the creative partnership projects they carry out together in schools. There were three consecutive stages to the research. The first stage was the phenomenographic analyses of interview transcripts from twenty three teachers and twenty three creative practitioners who partnered each other to run year long projects. The second stage was the aggregation of the resulting forty six analytic outputs into formats permitting inter-group comparisons to be made. This stage included three separate analyses: not only was an individual¿s professional group belonging shown to impact on what they deemed valuable, but partnership type, i.e. new versus established, also had a substantive impact. The influence of school type was examined and shown to have a lesser effect. The third stage was the use of formal, academic theories to interrogate trends appearing in the results: social identity theory and social representations theory, alongside discursive psychology and readings of identity from cultural studies, were mobilized as consecutive lens on the analytic outcomes. These theories were found to be apposite and a deeper comprehension of creative partnership dynamics was arrived at. This study evidences not only a difference between what teachers and creative practitioners respectively value, but shows how the application of theory is a valuable aid in understanding the variations. This represents a major contribution to the field as the use of formal academic theories does not, as yet, feature in the discourses underpinning creative partnership work.

This study examines the experiences of multiracial and multiethnic young adults in Finland, aged between 24-28, as they negotiate their daily lived experiences and construct their identities in the framework of ethnicity, race, belonging, and discrimination. The study utilises a qualitative research approach with a thematic analysis of four semi-structured interviews. In addition, drawing on Richard Jenkins' (2014) theory of social identity, the study discusses the relationship between these individuals and Finnish society. The findings highlight the impact of white normativity on the participants' self-identification and externally assigned identification, as well as fluidity in identity construction and challenges in belonging to Finnish society. Finally, the study highlights that the interviewees have a perception of what it means to be Finnish based on cultural and social norms.

No description available.

No description available.

No description available.

Following a series of terrorist attacks, online communities for men built around misogyny and resistance to feminist values – commonly known as the manosphere – have recently become subject of scholarly attention. In research, the manosphere is usually explored as a phenomenon in the Western world, often described as a backlash movement in countries where gender equality is most progressive. This thesis seeks to widen the geographical borders of manosphere research by exploring discursive articulations of tropes related to the international manosphere on an open-access Bulgarian online Q&A platform. By choosing this platform as a case study, this project aims to fill a knowledge gap by exploring whether discourses fundamental to international, largely English-language communities of the manosphere are found relevant on a mainstream online space in an Eastern European, Balkan country like Bulgaria, and what (if any) additional locally specific tropes emerge in this context. Drawing on a discourse-historical approach to critical discourse analysis informed by social identity theory, the study seeks to unpack how these tropes serve the practice of online social identity construction, with a focus on whether the social identities that emerge could be classified as potentially extremist. The research problem is approached both by analyzing discursive elements in a purposeful sample of user comments, and by keeping a focus on the affordances of the online platform as a space where these discourses are co-produced and disseminated.

This paper investigates the impact of place-based identity on trust in international organizations and examines the role of civic engagement in reinforcing or mitigating these attitudes. In an era marked by global challenges and increasing polarization, trust in international organizations has become crucial for effective cooperation. Previous research has identified place-based identity as a fundamental social identity that influences out-group attitudes and plays a role in shaping civic engagement outcomes. Drawing on social identity theory and social capital theory, this study employs quantitative methods, utilizing ANES survey data conducted in the United States to explore the relationship between place-based identity and trust in international organizations. Focusing on the distinction between rural- and urban-identifying American citizens, the results reveal that rural-identifying individuals exhibit lower levels of trust in international organizations compared to their urban counterparts. These differences are characterized by marginal yet statistically significant effects. Furthermore, although the conditioning effect of civic engagement is not statistically significant, it provides intriguing insights that suggest it may reinforce the impact of place-based identity, potentially leading to negative effects on trust in civil society. These findings contribute to a broadened understanding of the interplay between identity and political attitudes, shedding light on the factors that influence them.

This research explores the impact of proscription on non-state groups' behaviour, specifically regarding their use of violence. Recognizing that counterterrorism measures influence the behaviour of targeted groups, this thesis builds on existing literature that identifies proscription as a critical tool used by governments. Utilizing Social Identity Theory (SIT) and the naming and shaming principle to explain group behaviour, the analysis focuses on the shaming mechanism associated with terrorist designation. The developed theory posits that groups perceive their terrorist designation as an existential threat, prompting increased violence as a defensive strategy. A within-case comparison of Boko Haram before and after proscription reveals inconsistent shaming effects but shows changes in the group's narrative and identity. These findings challenge the proposed theory, suggesting that terrorist labels may bolster group identity. The study underscores the complex dynamics of labelling and its potential to increase violence and civilian casualties.

This dissertation, comprised of three essays, investigates the behavioral aspects and social dynamics impacting service providers and consumers in sharing economy, with a particular focus on ride-hailing services. The first essay, informed by general deterrence theory and protection motivation theory, investigates the behavioral factors influencing the operational performance of sharing economy service providers, specifically within the ride-hailing industry, by surveying drivers. The second essay, drawing upon social identity theory, explores the effects of rider-driver ethnicity alignment on drivers' anticipated ride satisfaction, willingness to perform, and riders' trust in the driver through scenario-based online experiments with ride-hailing drivers and riders. The third essay presents a bibliometric review of existing literature on ride-hailing services to explore research trends, theoretical underpinnings, and also to identify research gaps and future opportunities in the fields of supply chain and operations management. Taken together, the three essays in this research enhance our comprehension of the behavioral factors affecting service providers and consumers within the sharing economy. As a result, both theoretical and managerial insights are generated, contributing to the existing supply chain literature.

This qualitative study examines the relationship between professional group belonging and what individuals deem valuable within the creative partnership projects they carry out together in schools. There were three consecutive stages to the research. The first stage was the phenomenographic analyses of interview transcripts from twenty three teachers and twenty three creative practitioners who partnered each other to run year long projects. The second stage was the aggregation of the resulting forty six analytic outputs into formats permitting inter-group comparisons to be made. This stage included three separate analyses: not only was an individual's professional group belonging shown to impact on what they deemed valuable, but partnership type, i.e. new versus established, also had a substantive impact. The influence of school type was examined and shown to have a lesser effect. The third stage was the use of formal, academic theories to interrogate trends appearing in the results: social identity theory and social representations theory, alongside discursive psychology and readings of identity from cultural studies, were mobilized as consecutive lens on the analytic outcomes. These theories were found to be apposite and a deeper comprehension of creative partnership dynamics was arrived at. This study evidences not only a difference between what teachers and creative practitioners respectively value, but shows how the application of theory is a valuable aid in understanding the variations. This represents a major contribution to the field as the use of formal academic theories does not, as yet, feature in the discourses underpinning creative partnership work.