The main research question of this project asks: what role does Indian classical dance play in the identity formation of second generation Canadian women of South Asian origin as they negotiate their identities as Canadians living in a multicultural country? The research question is analyzed through the theoretical frameworks of both citizenship theory, identity theory, and Bourdieu’s notions of ‘habitus’, ‘field’, and cultural capital. Semi-structured interviews are conducted with dancers of 2 main dance styles (“Kathak” and “Bharatnatyam”) and of various ages over 18. Interviews are also conducted with a dance teacher/creative director and a dance company coordinator. Findings indicate that Indian classical dance influences identity formation in 3 main ways: in the way that the participants embody the dance forms of Kathak and/or Bharatnatyam, in the way they form their identities as individuals, and in the way they form their identities as multicultural Canadians.

Kėlėme probleminį klausimą, kokią patirtį įgyja jaunieji sportininkai ir ar ji skiriasi lyginant amžiaus ir lyties apektais. Bakalauro darbe reikia ištirti skirtingo amžiaus krepšininkų teigiamos ir neigiamos patirties raišką amžiaus ir lyties aspektais.Nustatyti skirtingo amžiaus krepšininkų asmeninės patirties raišką (tapatybės formavimasis, iniciatyvumas, bendrieji gebėjimai, tarpasmeniniai santykiai, socialiniai įgūdžiai, bendravimas su vyresniaisiais. / We formulated the problem question: what experience is gained by young sportsmen and does it differ from the experience gained by more experienced basketball players. The aim and objectives: to investigate the expression of different age basketball players’ positive and negative experience in age and sex aspects.

The main research question of this project asks: what role does Indian classical dance play in the identity formation of second generation Canadian women of South Asian origin as they negotiate their identities as Canadians living in a multicultural country? The research question is analyzed through the theoretical frameworks of both citizenship theory, identity theory, and Bourdieu’s notions of ‘habitus’, ‘field’, and cultural capital. Semi-structured interviews are conducted with dancers of 2 main dance styles (“Kathak” and “Bharatnatyam”) and of various ages over 18. Interviews are also conducted with a dance teacher/creative director and a dance company coordinator. Findings indicate that Indian classical dance influences identity formation in 3 main ways: in the way that the participants embody the dance forms of Kathak and/or Bharatnatyam, in the way they form their identities as individuals, and in the way they form their identities as multicultural Canadians.

A look at the historical relationship between Britons and Anglo-Jews through the lens of Tottenham Hotspur supporters' "Yid Army." The influx of Eastern European immigrants in the 1880s, the rise of the British Union of Fascists and the continuing evolution of British national identity speaks to a trend within Anglo-Jewish identity formation. Debates within the Jewish community of how best to live in British society, be it through assimilation or reassertion of Jewishness, have continued to the present day. By looking at the history of the Anglo-Jew in Britain one is able to see that the events surrounding the Y-word in soccer are based in a larger history of the Jewish struggle to form an Anglo-Jewish identity in the midst of an ever-evolving notion of Britishness.

This essay is a study of the character Pilate in Toni Morrison’s novel Song of Solomon. It employs a postcolonial theoretical perspective in order to explore the cultural trauma that Pilate experiences in the aftermath of slavery. Furthermore, it analyses the impact of that trauma on the formation of Pilate’s own cultural identity. When defining cultural trauma and cultural identity, the works of Edward Said, Homi Bhabha and Frantz Fanon are used. In this discussion, terms such as "double consciousness", "unhomeliness" and the "Other" are employed as a theoretical background to the analysis. Pilate’s trauma consists of being an orphan. Moreover, she is rejected as "Other" both by her brother as well as by each society that she settles into. Although suffering from this trauma and being all alone in the world, Pilate manages to both affirm her cultural heritage as well as to use it in a positive way when dealing with the trauma and creating her own cultural identity. In her case, she is able to stay close to her roots and to avoid the feeling of double-consciousness and unhomeliness. Instead she has a solid foundation in her ancestral past and the cultural identity it represents.

This essay examines Neil Gaiman’s Coraline from a psychoanalytic perspective, with focus on the formation of the super ego. While the young girl’s identity formation has been examined before, the general focus is often oedipal. In this essay, I choose to step away from the oedipal and examine the psychosymbolism throughout the novella. The aim is to see how Coraline’s own psychic development manifests itself in the other world. The characters in the novella are looked upon as representations of different aspects of Coraline’s psyche. Her actions with them are considered to be representations of internal conflicts or resolutions.   In short, this essay examines how the novella portrays the psychodevelopmental nature of the child's identity formation.

The main purpose of the present study is to explore the tendencies regarding identity definition of young generation educated Arabs who are Israeli citizens. The internal and external dynamics in the 1990s are investigated in relation to their impact on the identity formation of young generation educated Arabs in Israel. The aspirations and demands of the case study group on the civic and national grounds are analyzed. The research topic is focused on the changing attitudes of the Arab community in Israel by taking into consideration of previous years but putting emphasis on the recent decade. The common ground among the highly educated Israeli-Arabs is analyzed by questioning citizenship and minority rights. In-depth interviewing, observation and literature analysis were used as data collection techniques. Fieldwork has been done in Israel during the summer 2001. A qualitative study, using in-depth interviews with 9 selected educated young Arabs has been applied. All interviews were recorded, transcribed and the transcribed texts were used for discourse analysis. During the interviews political opinions, obstacles to powersharing and areas of discrimination, daily life, definition of national and civic identity, opinions on current issues throughout the world and in the region, education, language, culture and role as an educated group were inquired. Findings indicate that young generation educated Arabs of Israel under the impact of two processes Israelization and Palestinization, are radical in their attitudes. On the one hand, the new generation intellectuals have more or less succeeded to integrate to the Israeli society, but on the other hand their awareness of their personal/social and collective identity as a Palestinian citizen of Israel is high. Increased civic and national aspects led to a shift in their identity definitions. In this sense, they carry the characteristics of the new political trend which claims recognition for Arabs collectively as a national minority within the Israeli system. They prefer to be called as Palestinians who are Israeli citizens.

This dissertation examines the case of Moldova, where two ethnic nationalisms (Moldovan and Romanian) have battled over the content of national identity over the last two decades. Historically, the land on which Moldova lies was caught in a tug-of-war between Russia (later Soviet Union) and Romania. Sharing the same ethnic traits with Romania, Romanian nationalism emerged early in Moldova, only to be later deconstructed by the Soviets through deportations and executions of Romanian nationalists, and eventually reconstructed as a "Moldavian" identity. This dissertation has two goals. First, through archival and historical research it traces the process of formation of ethnic identity and the emergence of two conflicting nationalisms in Moldova. Second, it investigates the role of public education in ethno-national identity formation through interviews and a survey of Moldovan students. I hypothesize that because self-identified Romanians control the school curricula, the younger generation is more likely to identify as Romanian than the rest of the population - whose connection with school is more distant. To test this thesis, I conducted an original survey of students from seven schools. In contrast to the primordialist theory of nationalism, these findings indicate a relatively fluid national identity. However, the case of Moldovan nationalism also contradicts the instrumentalist school of thought, which over-emphasizes the socio-economic interests of nationalist agents and fails to take into account the cultural motivations of nationalism. Moldovan story indicates that at the fore-front of Romanian nationalist movement were the relatively well-off intellectuals and not the rural and urban working people as the accounts of Cash and Crowther indicate. Lastly, the structuralist (materialist) school fails to acknowledge the power of ideas and the effect they have on historical events. While material means like print media, capital markets, and urbanization facilitated the diffusion of these ideas, they did not create them. As the case of Moldova illustrates, the emergence of nationalism cannot be explained without an understanding of the motivations of the agents involved.

abstract: Identity theorists have emphasized the importance of integration across identity domains for psychosocial well-being. There remains little research, however, on associations across identity domains, group differences across identity profiles, and the joint association of multiple identity domains with academic outcomes. This dissertation includes two studies that address these limitations in the identity literature. Study 1, examined the ego-social identity profiles that emerged from ethnic identity exploration and commitment, American identity exploration and commitment, and ego identity integration and confusion among an ethnically diverse sample of emerging adults using latent profile analysis (N = 8,717). Results suggested that an eight-profile solution was the best fit for the data. The profiles demonstrated differences in identity status and salience across identity domains. Significant ethnic, sex, nativity, and age differences were identified in ego-social identity membership. Study 2 focused on the ego-social identity profiles that emerged from the same identity domains among biethnic college students of Latino and European American heritage (N = 401) and how these profiles differed as a function of preferred ethnic label. The association of ego-social identity profile with academic achievement and the moderation by university ethnic composition were examined. Results indicated that a two-profile solution was the best fit to the data in which one profile included participants with general identity achievement across identity domains and one profile included individuals who were approaching the identity formation process in each domain. Ego-social identity profile membership did not differ based on preferred ethnic label. Individuals who had a more integrated identity across domains had higher college grades. University ethnic composition did not significantly moderate this association. Taken together, these two studies highlight the intricacies of identity formation that are overlooked when integration across identity domains is not considered. / Dissertation/Thesis / Ph.D. Family Resources and Human Development 2012

Made available in DSpace on 2014-06-11T19:26:00Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-12-08Bitstream added on 2014-06-13T19:53:51Z : No. of bitstreams: 1 toninato_td_me_prud.pdf: 652392 bytes, checksum: ff6098d1dc9f24782d0cd4469345b807 (MD5) / Esta pesquisa vincula-se à Linha de Pesquisa Práticas Educativas e Formação de Professores do Curso de Mestrado do Programa de Pós-Graduação em Educação da Faculdade de Ciências e Tecnologia – Campus de Presidente Prudente/SP. O problema da pesquisa se originou em função de nossa prática docente, das observações e dos diálogos com companheiros de trabalho, que revelavam a possível não identificação com as atividades profissionais. O objeto de estudo é a identidade profissional de docentes da Educação Infantil, especificamente dos professores que atuam com crianças pequenas de zero a três anos de idade, em instituições de cuidado e educação. Tal pesquisa teve como finalidade identificar o perfil profissional e identitário dos professores de Educação Infantil que atuam com crianças de zero a três anos, no município de São Paulo, em um Centro de Educação Infantil. Assim, estabelecemos como objetivos específicos investigar, analisar e discutir as concepções que os professores têm sobre a criança pequena, o trabalho docente e a instituição de educação infantil, bem como apreender elementos constitutivos da formação identitária docente. Para tanto, a metodologia empregada configurou-se na abordagem qualitativa de pesquisa, do tipo etnográfico-estudo de um caso. Os procedimentos metodológicos adotados foram pesquisa bibliográfica, pesquisa documental, aplicação de questionários semiestruturado e aberto, tabulação, categorização e análise dos dados obtidos por intermédio da Análise de Conteúdo. O referencial teórico utilizado abrange autores que estudam e discutem temas relacionados à educação, educação infantil, identidade e identidade profissional... / This research links to the Line of Educational Research and Practice Teacher Training of the Program of Postgraduate in Education, Masters Course, of the Faculty of Science and Technology – campus of Presidente Prudente / SP. The problem was originated in the search function of our teaching practice, the observations and dialogues with fellow workers, which revealed the possible failure to identify with the professional activities. The object of study is the professional identity of teachers of early childhood education, specifically for teachers who work with small children from zero to three years, in institutions for care and education. This research was intended to identify the professional identity of teachers and of education who work with small children from zero to three years in the municipality of São Paulo, in a Children's Education Center. Thus, we investigate how specific objectives analyze and discuss the concepts that teachers have on the child, the teaching and the establishment of early childhood education and seize evidence of the teacher identity formation. Thus, the methodology used is set in a qualitative approach to research, the type-ethnographic study of a case. The methodological procedures were adopted literature, documentary research, application of questionnaires and semi-open, tabulation, analysis and categorization of data obtained through the Content Analysis... (Complete abstract click electronic access below)