A thesis submitted in fulfilment for the degree of Masters of Education (M.Ed) School of Education, Faculty of Humanities University of Witwatersrand JOHANNESBURG February 2015 / This is a qualitative research project that draws on Gee’s (2005) and Wenger’s (1999) conceptions on identity, to understand how teaching practice in rural Acornhoek schools of Bushbuckridge municipality (Mpumalanga province) impacted on the identity of student teachers. The study involved ten student teachers in their second and third year of Bachelor of Education (B.Ed) studies at Wits School of Education ((WSoE). The research adopted a case study approach. Data in this study was collected using semi structured interviews with student teachers before and during the teaching practice period and the researchers’ field notes. The most outstanding findings were that, student teachers negotiating their identity in the categories of IDL1, IDL2 and IDL3. IDL1 is when the identity of student teachers shifted as they carried out their teaching practice. IDL2 is when teaching in rural schools could not shift the identity of student teachers and IDL3 is when teaching practice resulted into student teachers compromising their identities. On the basis of these findings, recommendations were made. Student teachers should have a deeper and informed understanding of what to expect in rural schools in order to prepare them for the identity negotiations in rural schools contexts. In the findings it was established that if teacher training institutions prepare student teachers with view of teaching in rural schools, it would minimize identity challenges by student teachers in the rural schools teaching practice because they will have prior knowledge about teaching in rural schools.

Thesis (M.Ed.)--University of the Witwatersrand, Faculty of Humanities, School of Education, 2016 / Due to the contextual difference between rural schools and urban school, many rural learners have migrated to urban schools. The rural population movement in the urban contexts has resulted in an increased number of rural learners in urban schools and also contributed in the diversity of cultures, ethnicities and races in urban schools making it difficult for teachers to respond to every learner’s needs. This study hypothesises that rural learners are likely to face challenges in terms of inclusion and negotiating their identities in the new urban schools. This study describes the challenges faced by rural migrant learners in new urban school, and how these migrant learners construct their identities in the new urban context. The study focusses on one primary school in Johannesburg that has a large influx of rural learners over the years. Using the key concepts of social identity, social inclusion and social exclusion, this describes the lived experiences of migrated learners and how they negotiate their identities in a new urban context. Findings show that migrated learners face inclusive challenges both academically and socially and challenges in adapting to the new urban school environment. The factors that caused academic challenges were: language barrier, difficult subjects, and teachers’ intervention. Social challenges were, adapting to a new environment, interacting with other learners and learning a new culture of the school.

Women’s bodies and sexualities across history and race have been subjected to policing by the state, society and men. However, within the context of Black sexuality, black women’s bodies have been subject to silencing during the colonial encounter.This exploratory study set to document the subjective meanings associated with the Black WLW sexual identity of 50 women in Soweto. This study seeks to contribute to the recently emerging body of literature which has documented Black women’s same-sex sexualities as means to render their identities and experiences visible. Furthermore, to capture the terms used to describes samesex practicing women. The Q methodology was used to capture the various expressions along with their subjective representation. Two main distinct accounts emerged from the analysis. The Q analysis results indicated that there are two dominant forms of gender expressions and perceptions of what constitutes a Black WLW sexual identity in Soweto. Factor A distinguished itself through conceptualising this sexual identity in a ‘closed construction’ of attraction, with distinct gender roles. As such women in this factor identified with a sense of being domineering in the relationship, with potential partners expected to cook and clean. On the other hand, women who defined Factor B had a more inclusive construction of the Black WLW. These women placed emphasis on being comfortable with the bodies, particularly their breasts. Additionally, they valued the notion of equality in their relationships from sharing household chores to believing that sex should be about both partners pleasuring each other. The study also unpacked the meaning of self-identifying terms used by WLW in Soweto. In the absence of historically positive terms for same-sex sexualities, specifically indigenous terms, labelling becomes a site that does not prioritise meaning but reflects the negotiation of an oppressed sexual identity. What is in a name becomes a continuous struggle of reclaiming existence and visibility with oneself, the lesbian and gay community and the broader society.

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Growth is a property that is unique to living things. Studies demonstrate that even preschool children use growth to determine whether objects are alive. However, little identifies explanations that children use to attribute growth. The goal of the present study was to investigate how people reason about growth. We hypothesized that older children would outperform younger children in understanding that growth is inevitable for living things, while adults would consistently perform at ceiling levels. Our hypothesis was partially supported. Although adults consistently outperformed children, older children rarely outperformed younger children. Still, both younger and older children performed above chance in attributing growth. Moreover, all participants were more likely to use biological explanations to explain growth. Taken together, this research qualifies the early hypotheses of Piaget (1929) and Carey (1985) that children lack a well developed biological domain before age nine, but suggests that a biological domain, though less developed, is present. Based on these findings, implications for more efficient approaches to science education are discussed. / by Aquilla D. Copeland. / Thesis (M.A.)--Florida Atlantic University, 2010. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2010. Mode of access: World Wide Web.

The eleven short stories in this collection can be described as autobiographical fiction, combining true instances from the author’s life with fictional characters and events. The stories explore the themes of grief and loss, coming of age, and the importance of preserving the natural world. / Includes bibliography. / Thesis (M.F.A.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection

Young children have been the leading subject of family photos since the inception of the camera in 1839. Now, in the era of universal pre-kindergarten (UPK), cameras are commonly used by early childhood teachers, in efforts to “make learning visible” (Giudici, Rinaldi, & Krechevsky, 2001). These photographs of children’s experiences act as evidence for accountability measures and give rise to the image of the neoliberal child, the individual in the first stage of becoming workforce-ready. Simultaneously the children in pictures remain subject to prevailing notions of innocence and naïveté, and these adult-conceived images have been the driving force on which early childhood curriculum is based. As a consistently marginalized group, young children have largely been left out of narratives about them, but what happens when they have access to tools to construct their own identities? How would they present their multiple selves across time and contexts? Situated at the nexus of visual sociology, early childhood literacies, and critical childhood studies, this work positions children ages 2 to 5 as a cultural group worthy of study. Adept with cameras to construct themselves, the participants in this image-based study took photographs across their home, school, and public spaces, shedding light on childhoods through children’s eyes. In a process of Collaborative Seeing (Luttrell, 2010b, 2016), involving multiple image-making and audiencing opportunities, the participants presented aspects of social life that mattered to them. Using ethnographic methods (e.g. participant observations, child-directed interviews, and child focus groups), I highlight the children’s intimate encounters with public spaces, everyday objects and technologies, and relations with peers and adults. The findings suggest that children’s identities are co-constructed in and through complex networks of the human, non-human, temporal, and spatial. Young children’s understandings of the world far exceed adults’ ideas of them, and the children’s photographic practices call into question the adult gaze that has been imposed onto childhoods and lend insight into the potential for participatory research with children. This work proposes that we re-examine contemporary theories of child development and aims for more complex images of children and childhoods that can expand what is possible for early childhood curriculum.

Developmental dyslexia is a learning disability caused by neurological differences in language processing, affecting approximately 5-10% of the U.S. population’s ability to speak, read and write. Difficulties with literacy within this culture have social and emotional implications that can influence a sense of otherness. Artmaking is a significant form of expression for students with dyslexia during early education, and influences emotional and social development, such as identity formation. There are findings indicating that the development of an artistic identity during adolescence has implications for the continued cognitive, emotional, and social growth during higher education. This multiple-case study examines the educational experiences and artistic practices of three visual art graduate students with dyslexia. Patterns of cognitive and instructional experiences are considered, such as dyslexic characteristics, learning strategies, special assistance, educational environments, subject interests, and artistic identity formation. Emotional and social experiences that contribute to psychosocial development during education are discussed, such as the students’ experience realizing their difference from peers, the sense of social otherness, being misunderstood by educators, labeling, harassment, exclusion, and stigmatization. Coping strategies, such as artmaking, are discussed, along with the importance of the sense of social belonging during education. Participants’ artistic development is considered in terms of the significance of being an exceptional artist, the arts as an emotional outlet, and their orientation towards figuration during high school and college. In college, participants’ artistic development is compared to post-formal patterns of development, such as dualism, multiplicity, relativity, multiple conflicting commitments, and social awareness. Findings show the significance of the visual arts during identity formation and social development, and of participants’ ability during college to continue progressing towards their potentials. Implications for ideal educational environments, the full immersion of the visual arts into all classroom subjects, and significance of the arts for self-actualization for dyslexic students are discussed.

Liu Kit Hang Katie. / Thesis submitted in: December 2003. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 111-117). / Abstracts in English and Chinese. / Chapter Chapter 1 --- Introduction: Flight attendants in Hong Kong --- p.1 / Research Objective --- p.1 / Flight Attendants of Samsara Airways --- p.2 / Chapter Chapter 2 --- "Literature Review: Identification, Socialization, Internalization" --- p.4 / Conceptualization Identity and Identification --- p.4 / Organizational Socialization --- p.8 / Internalization --- p.12 / Previous studies on flight attendants and a critique on emotional labor --- p.15 / Chapter Chapter 3 --- Methodology --- p.29 / Conceptual Framework --- p.29 / Research Methods --- p.31 / Major Argument and Outline of Paper --- p.35 / Chapter Chapter 4 --- To Be the salient ONE: competition among identities --- p.37 / Discursive Resources prior to joining the company --- p.37 / Border Crossing: when an outsider becomes an insider --- p.41 / Chapter Chapter 5 --- Discursive Tactics in molding a ´بFlight Attendant´ة --- p.46 / Discourse of Capital --- p.47 / "Production of Knowledge: Rules, Classification System" --- p.47 / "Constructing Lifestyle: Cultural, Economic & Social Capital" --- p.53 / Discourse of Signs --- p.65 / Language: learning the new ´بSamsara´ةEnglish --- p.65 / "Body Management: uniform, body project, grooming, behavior" --- p.66 / Discourse of Space --- p.74 / "Samsara City: workplace, leisure place, consumption place" --- p.74 / Inflight: Mixing up the private and public life --- p.76 / Conformance vs Performance --- p.80 / Chapter Chapter 6 --- Keeping it in shape: Maintenance of identity --- p.86 / "Reward and punishment: Simply the Best, Crew to Crew" --- p.86 / "More Training: ART, AEQ" --- p.88 / "Monitoring System: CPP, TIP" --- p.89 / "InHouse Publications: Samsara World, CCN，JetJet" --- p.90 / Intranet and Internet --- p.93 / Systemizing Identification --- p.96 / Chapter Chapter 7 --- "Conclusion & Discussion: Resistance, Consumerization, Internalization" --- p.99 / Resistance against private and company rules --- p.101 / Consumerization: reciprocal identification and consumerization --- p.105 / Rethinking ´بinternalization´ة --- p.106 / References --- p.111

In this study, identity is conceptualised as a joint accomplishment between individuals and their interactions with norms, practices, cultural tools, relationships, and institutional and cultural contexts (Gee, 2000; Holland et al., 1998; and Wenger, 1998). From this stance, this research is within a situative approach which aims to understand motives and engagement of people as they participate in formal and informal learning contexts. This is accumulated from experiences (Dewey, 1934) which are processed and retained. From this state of being, the individual's identity is in the process of becoming; affected by personal circumstances and experiences gathered throughout the life course. In response to this, this research views identity not as a thing but as a process of being and becoming. (Beijaard, 2003). Through the process of living, individuals come into constant interaction with different contexts and cultures which inform their personalised identities. Individuals live in the world and, in so doing, create a 'meshwork' (Ingold, 2011) in which individuals do not exist in one location but move along paths acknowledging the role of other people and places in the formation of identity. Transitions throughout the individually lived life course (Elder, 1994) and the emotional experiences (Dutton and Heaphy, 2003) of these transitions aid in the identity formation of the artist teacher. The artist teacher is in a constant state of 'negotiating' between the identities of the artist and the artist teacher. The theoretical framework guiding this study merges Urie Bronfenbrenner's theory of ecological systems (1979)- the micro-, meso-, and macro- levels of human development with Barbara Rogoff's three planes of analysis (1995) - the personal, interpersonal and community levels of development. Data were built with the participation of six artist teachers living and working in North East Scotland, Aberdeen. Findings revealed fascinating ways in which the six artist teachers negotiated their artist and artist teacher identities in/through: art practice and pedagogy, collaborations with others in processes of dialogue and joint activity, and both solo and collaborative participation across persons in-contexts (Nolen et al., 2015).This study contributes to knowledge in exploring both psychological and sociological emotional experiences of the artist teacher to provide a more comprehensive and thorough examination of identity formation from a situative perspective.