The farm in South Africa is an ideologically laden but also ambivalent concept, associated with pastoral ideals and the hierarchy of the colonial past; but also with fear and insecurity. The representation of the farm in the South African farm novel has been subjected to larger processes of development, dissolution and replacement in accordance with changing socio-historical contexts. Accordingly, the farm novel's contribution to the conceptualization of space, place and identity within the South African and postcolonial literary context, needs to be traced and related to the pastoral tradition as well as its mutations and deviations. This dissertation investigates how Olive Schreiner's The Story of an African Farm (1883) and J.M. Coetzee's Disgrace (1999) as anti-pastoral farm novels, in different ways and degrees, rewrite and transcend the pastoral farm novel tradition by rejecting and subverting the inherent ideological assumptions and pastoral values exemplified by this genre. Specific focus is given to the role of space and place in the identity formation of the female protagonists and the conceptualization thereof in a postcolonial society. / Thesis (M.A. (English))--North-West University, Potchefstroom Campus, 2005

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The farm in South Africa is an ideologically laden but also ambivalent concept, associated with pastoral ideals and the hierarchy of the colonial past; but also with fear and insecurity. The representation of the farm in the South African farm novel has been subjected to larger processes of development, dissolution and replacement in accordance with changing socio-historical contexts. Accordingly, the farm novel's contribution to the conceptualization of space, place and identity within the South African and postcolonial literary context, needs to be traced and related to the pastoral tradition as well as its mutations and deviations. This dissertation investigates how Olive Schreiner's The Story of an African Farm (1883) and J.M. Coetzee's Disgrace (1999) as anti-pastoral farm novels, in different ways and degrees, rewrite and transcend the pastoral farm novel tradition by rejecting and subverting the inherent ideological assumptions and pastoral values exemplified by this genre. Specific focus is given to the role of space and place in the identity formation of the female protagonists and the conceptualization thereof in a postcolonial society. / Thesis (M.A. (English))--North-West University, Potchefstroom Campus, 2005

The aim of the research was to determine the influence of adapted sport on the identity formation of adolescents with a mobility impairment. An empirical investigation was carried out to investigate the relationship between certain variables, such as social relationships and affective constructs, and the identity formation of adolescents with a mobility impairment as information emerged from the literature study. A sample of 140 adolescents with a mobility impairment was drawn using purposive sampling. An instrument to measure the identity formation of adolescents with a mobility impairment was compiled. The data, which were obtained from the implementation of the instrument, were analysed using qualitative content analysis techniques. The major findings of the study revealed that there was no significant difference in the identity of adolescents with a mobility impairment who participated in sport, compared with the identity of adolescents with a mobility impairment who did not participate in sport. There was however, a significant positive correlation between social relationships with friends and parents, and the identity formation of adolescents with a mobility impairment. There was also a positive correlation between affective variables and the identity formation of adolescents with a mobility impairment. The two positive affective constructs with the highest correlation were trustfulness and gregariousness. The negative construct with the highest correlation was depression. Based on the findings, conclusions were drawn and recommendations were made. The relationship of adolescents with their friends and parents, together with the health of adolescents, explained the largest proportion of the variance in the identity formation of adolescents with a mobility impairment, namely 42%. The remaining 58% of the variance in the identity formation has not been significantly explained as yet. The implications for parents and educators are clearly explained. / Psychology of Education / D. Ed.

Text in Afrikaans / Hierdie studie handel oor derdekultuur-kinders in Suid-Afrika met die fokus daarop om die fenomeen aan ouers, kinders, onderwysers, sielkundiges en ander belangstellendes bekend te stel. Derdekultuur-kinders is die term wat geskep is om kinders te benoem wat vir 'n tydperk tydens hulle ontwikkelingsjare saam met hulle ouers in die buiteland deurbring en hul daar vestig, maar weer na hul vaderland terugkeer. 'n Derdekultuur word geskep indien die kinders dele van hul ouers se kultuur en dele van die kultuur van die gasheerland integreer ten einde geredelik in die gasheerland te funksioneer. Die probleem ontstaan egter wanneer hierdie kinders na hul vaderland terugkeer, aangesien hulle dan nie meer binne hul portuurgroep inpas nie. Die aantal derdekultuur-kinders in Suid-Afrikaanse konteks het sedert 1994 met rasse skrede vermeerder, aangesien al hoe meer internasionale maatskappye Suid-Afrikaners in die buiteland in diens neem en Suid-Afrikaanse ambassades in bykans elke land in die wêreld gevestig is. Die tendens om gesinne saam op die internasionale plasing te neem, veroorsaak dat kinders in verskeie lande gevestig word en in hierdie tydperk aan 'n internasionale en bevoorregte leefwyse blootgestel word. In hierdie studie word 'n literatuurstudie onderneem om die profiel van derdekultuur-kinders, hul kulturele identiteitsvorming en omgekeerde kultuurskok met hul terugkeer na hul land van oorsprong, te ondersoek. 'n Empiriese studie is onderneem om te bepaal tot watter mate die profiele en omgekeerde kultuurskok waaraan Suid-Afrikaanse derdekultuur-kinders blootgestel word, vergelyk met dié soos beskryf in die literatuurstudie. Op grond van die inligting verkry uit vraelyste en individuele onderhoudvoering, en inligting verkry uit die literatuurstudie, is riglyne vir 'n hulpprogram saamgestel waarmee ouers hulle derdekultuur-kinders tydens hulle terugkeer na Suid-Afrika kan ondersteun. Terapeute sonder internasionale ondervinding sal ook hierdie hulpprogram nuttig kan vind. Die studie bevestig dat: * die profiel van Suid-Afrikaanse derdekultuur-kinders grootliks met dié van ander lande ooreenstem; * Suid-Afrikaanse derdekultuur-kinders problematiese her-aanpassing by hul terugkeer na hul paspoortland ondervind; * ouers en terapeute bemagtig moet word om derdekultuur-kinders met hul heraanpassingsprobleme te ondersteun. / This study deals with Third Culture Kids in South Africa, focusing on introducing the phenomenon to parents, children, teachers, psychologists and other concerned parties. “Third Culture Kids” is the term used to describe children who have spent a number of their developmental years with their parents abroad, after which they return to their country of origin. A third culture is created when children integrates the culture of their parents together with the culture of the host country in order to function readily in the host community. The problem arises when the children return to their home country as they then encounter problems adapting and fitting into the local community. The number of Third Culture Kids in the South African context has increased dramatically since 1994, as international companies employed more South Africans abroad and many new South African Embassies were established all over the world. The tendency of having the family accompanying the parents to other countries results in the children residing in various countries and being exposed to an international and privileged lifestyle This study consists of a literature study of the profile and cultural identity-formation of Third Culture Kids, as well as the reverse culture shock they experience on their return to their country of origin.An empirical study is conducted to establish how South African Third Culture Kids‟ profiles compare with that of the literature and whether they are affected by reverse culture shock upon their return to South Africa. The information, gathered by means of a survey and individual interviews and from the literature study, was then used to compile guidelines for a programme with which parents would be able to assist their Third Culture Kids during the repatriation to their country of origin. Therapists without international experience would also be able to benefit from using this programme to assist Third Culture Kids. The study confirms that: the profiles of South African Third Culture Kids have commonalities with those described in the literature; South African Third Culture Kids experience problems on re-entry adapting to the culture of the country of origin; parents and therapists should be empowered to assist and support Third Culture Kids with problems relating to their return to their passport country / Educational Studies / D.Ed. (Sielkundige Opvoedkundige)

Therapist identity formation is an important part of the development of the therapist training programme. It results in numerous changes for the therapist and is often an emotive developmental stage. The therapist develops his identity by doing therapy, but before he is able to do that, he needs to understand what he sees the role of therapy to be, as well as developing his own therapeutic skills. Fortunately there are personality traits which enhance this identity formation process. It is by his own actions and involvement that the therapist accomplishes this multifaceted process. The effects of this identity formation are varied and require the therapist to undergo introspection on a number of issues which affect his own life-world. The formation of a successful therapist identity results in a therapist who experiences a sense of unity and congruence in who he is and what he does. / Psychology of Education / M. Ed.

This study investigates the role of initiation schools in the identity formation of Southern Ndebele adolescent boys. The subsequent influence of initiation schools on scholastic achievement was also researched. A qualitative research method was used to give a scientific support to the findings made in literature. Interviewing and interview schedules were employed as data-collecting techniques. Interviews were conducted with 10 initiates from the Ndzundza and the Manala initiation schools. The positive outcomes of this research can, however, not be generalised, but rather indicate possible tendencies that initiation schools play a significant role in the identity formation of Southern Ndebele adolescent boys. / Psychology of Education / M. Ed. (Psychology of Education)

Made available in DSpace on 2014-08-20T14:24:48Z (GMT). No. of bitstreams: 1 Dissertacao Matheus Trindade Velasques.pdf: 903882 bytes, checksum: 27b538da58a220c3e1fe038a42883d73 (MD5) Previous issue date: 2013-03-14 / This dissertation presents a study about the process of identity constitution of English as a Second Language (ESL) training teachers based on their oral narratives. The aim of this research was to study the oral narratives of five training teachers of ESL in the sixth semester of an English-Portuguese Teaching and respective Literatures Degree to identify which discourses and representations of what it is to be an ESL teacher constitute their teaching identities and from what social instances they come from. In order to achieve this goal, the memories of the subjects of this study about the English teachers they had during their mainstreaming schools and English language courses learning experiences, as well as of their first experiences in the classroom in the role of teachers, along with their representations of teacher's position in society were reconstructed in the format of oral narratives produced through the guidance of a semi-structured interview. This study is located at the borders between Applied Linguistics, specifically from the bias that Pennycook (2006) calls transgressive Applied Linguistics, and Cultural Studies in Education. For analysis purposes, we use specific concepts for narrative (MOITA LOPES, 2001; LARROSA, 1996), representation (WOODWARD, 2011, HALL, 1997c) and identity (Hall, 1997b; WOODWARD, 2011; SILVA, 2011). The study has identified the fluid and hybrid character of the training teachers identities which have been constructed by discourses coming from their experiences at mainstream schools, English language courses, ongoing training at the undergraduate course disciplines and their own professional experience, according to what was possible to map out in their interviews. The (positive and negative) examples of the teachers who have been part of their school lives are strong subjective force elements alongside their professional experiences. The narratives about their teaching styles enable the interpretation of the hybrid character of their professional identities, in which elements of their student, family and researcher identities mingle during the interview. The teachers seem to create a picture of the ideal teacher, the "good" teacher, which is set as a target domain and is linked to the formal aspects and use of English, pedagogical knowledge and good relationship with students, based on their experiences with ESL learning and teaching. These elements mentioned above seem to be fundamental in the identity construction of the ESL teachers in training analysed in this study. / Esta dissertação apresenta um estudo sobre o processo de constituição identitária de professoras de língua inglesa em formação a partir de suas narrativas orais. Pretendeu-se nesta pesquisa identificar, em narrativas orais de cinco professoras de língua inglesa em formação do sexto semestre de um curso de Licenciatura dupla em Letras Português e Inglês e respectivas literaturas, que discursos e representações do que é ser professora de língua inglesa constituem suas identidades docentes e de que instâncias sociais eles advém. Para isso, foram resgatadas, por meio de narrativas orais em entrevista semiestruturada, as memórias das acadêmicas sobre os professores de inglês em sua experiência escolar e em cursos livres, bem como suas primeiras experiências em sala de aula no papel de docente e suas representações da posição do professor perante a sociedade. Este estudo situa-se nas fronteiras entre Linguística Aplicada, especificamente a partir do viés que Pennycook (2006) chama de Linguística Aplicada transgressiva, e Estudos Culturais em educação. Para fins de análise, partiu-se das noções de narrativa (MOITA LOPES, 2001; LARROSA, 1996), representação (WOODWARD, 2011, HALL, 1997c) e identidade (HALL, 1997b; WOODWARD, 2011; SILVA, 2011). As análises desenvolvidas apontam para o caráter fluido e híbrido das identidades das professoras em formação, as quais são construídas, conforme foi possível mapear em suas entrevistas, por discursos provenientes da experiência escolar, curso livre, curso de formação e experiência profissional. Os exemplos (positivo e negativo) dos professores que passaram por suas vidas estudantis constituem-se em fortes elementos subjetivadores, ao lado de suas experiências profissionais. As narrações de seus perfis docentes possibilitam a interpretação do hibridismo de suas identidades profissionais, em que elementos de suas identidades discentes, familiares e de pesquisadoras se mesclam no momento da entrevista. As professoras parecem criar, a partir de suas experiências com o ensino e aprendizagem de inglês, uma figura do professor ideal. O "bom" professor parece se estabelecer na narrativa das acadêmicas como meta e está ligado ao domínio dos aspectos formais e de uso do inglês, saberes pedagógicos e bom relacionamento com os alunos. Estes elementos acima citados parecem ser fundamentais na constituição identitária das professoras de língua inglesa em formação deste estudo.

This research explores the lived experiences of South Asians college students. This research, through a qualitative study that is rooted in the philosophy of phenomenology, explores the essence South Asians’ identity formation. Qualitative data was collected through semi-structured interviews with South Asian college students. The data analysis was under a phenomenological lens that centered the lived experiences and the essence of these experiences in the results. Seven themes emerged from this phenomenological study: negotiating bicultural identity, model minority expectations, meaningful impact of religious spaces, understandings of intra-community tensions, racialization of Islamophobia, understandings of South Asian identity and efficacy of Asian American identity. This study’s findings provide a foundation to build a more expansive framework for understanding the identity formation of South Asians.

This study flows from an awareness of the crisis in the church, and specifically in the Dutch Reformed Church The Reeds, concerning the lack of faith identity as well as the lack of assimilation with the faith community after confirmation. The hypothesis chosen for this study, which also determined the opening argument, was that parental mentorship and involvement of parents in faith development assist in the development, understanding and living of children’s faith identity as well as their assimilation with the faith community after confirmation. The opposite of this is also made clear – a lack of parental mentorship and involvement of parents in faith development is the cause of the absence of faith identity and assimilation with the faith community after confirmation. From a perspective of building up the local church this hypothesis is examined theologically, psychologically and empirically. The study concludes that this hypothesis definitely holds ground. The role of the involvement or absence of parents in children’s faith identity and faith development is examined. The role of the faith community in supporting parents with their mentoring role is also probed and the results clearly indicate the need for an adjustment in the approach of the church’s youth ministry. Another meaningful finding is that there has been a shift in the past few decades (regarding where the responsibility for the development of children’s faith lie) from parents to the faith community. Parents were gradually shifted out of youth ministry, which caused the drop-off culture that currently exists. To ensure a generation that understands and live their faith identity and who are still actively involved in their faith community after confirmation, begs for definite action. To address this crisis, different strategies and action plans are proposed in order to move away from church-centred, home-supporting youth ministry to home-centred, church-supporting youth ministry. This implies long-term implementation and will result in parents once again taking primary responsibility for the faith development of their children. This further infers that faith communities must include parents in the ministry to children before and during their Sunday-school and catechism years. Copyright / Dissertation (MA(Theol))--University of Pretoria, 2012. / Practical Theology / unrestricted