The focus of this study is the formation of legal professional identity and the manner and extent to which representations of legal professionals in classroom talk could feature in and be studied as part of this process. Eclipsed for many years by the need to teach students to ‘think like lawyers’, professional identify formation is increasingly acknowledged as a legitimate concern of legal educationalists. This entails expanding the sphere of legal education beyond the cognitive aspects of the discipline of law to encompass inculcation of the purposes and values of the profession but also, more broadly, an appreciation of the forms of power legal professionals exercise, the forms of work they undertake, the relationships they establish and maintain, and the social profile of the profession they advocate for or accept. The study assumes an understanding of legal professional identity formation as a pervasive and implicit process of socialization that occurs irrespective of whether professional identity has been posited as a particular pedagogical object or not. It puts forward the thesis that representations of legal professionals in classroom talk constitute part of the socialization process. It presents a theoretical model for understanding the significance of such representations in processes of identity formation, linking them to an understanding of ‘identity regulation’ that revolves around the concepts ‘role’ and ‘discourse’. It further invokes the resources of critical discourse analysis and, in particular, the work of Van Leeuwen, to develop a set of appropriate analytical codes modeled on key elements of social practice for analyzing representational meanings relating to legal professionals in classroom talk. The development of the codes is undertaken through an iterative process that engages with a complete, verbatim transcription of classroom talk in an introductory six-­‐month course on law at a tertiary institution. The study concludes that a discursive, analytical approach to studying representational meanings relating to legal professionals in classroom talk and, in particular, a micro-­‐discursive point of entry modeled on key elements of social practice, is useful and appropriate for apprehending the richness of the representational meanings. Such an approach allows for a grounded identification of themes that can then be compared to claims made in the literature on legal professionalism and the teaching of legal ethics. It also concludes that because the representation of legal professionals in classroom talk overlaps with the power relations of the classroom, they should be regarded as a significant source of identity regulation and thus used in a manner that is both reflective and constructive.

Thesis advisor: Janet E. Helms / Black women have been more likely to suffer from negative health conditions in comparison to Black men and White women. The biopsychosocial model might suggest that gendered racism and related stress may contribute to poor health, but the model has not been adapted to address the specific psychological factors that uniquely affect Black women’s health. Therefore, the purpose of this study was to investigate the relationship between gendered racism and eating and exercise practices of Black women in addition to examining racial and gender identity as potential mediators of the effects of gendered racism on health behaviors of Black women. Adult Black women (N= 153) were invited to complete measures that assessed gendered-racism experiences and stressors, racial identity (BRIAS), womanist identity (WIAS), and health behaviors. Multivariate multiple regression analyses revealed that more experiences of gendered racism were related to lower levels of emotional eating, but higher levels of uncontrolled eating and physical activity. WIAS Immersion/Emersion (idealization of women), WIAS Encounter (confusion regarding gender beliefs) and BRIAS Immersion (idealization of Black people) were significant mediators of these relationships. A post hoc canonical correlation analysis indicated that experiencing higher levels of gendered racism was related to greater use of less sophisticated racial and gender identity schemas, which were related to lower levels of emotional eating and higher levels of uncontrolled eating and physical activity. These results suggested that BRIAS and WIAS concepts should be integrated rather than treating them as separate sets of variables when investigating gendered racism. Collectively, the results of the main and post hoc analyses indicated that race and gender constructs were related to health practices, but not in explicable ways. Limitations of existing measures for studying this population are discussed and results are used to speculate about the implications of biological, psychological, and socio-cultural factors on the health engagement practices of Black women. / Thesis (PhD) — Boston College, 2015. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental and Educational Psychology.

Thesis advisor: Michael G. Pratt / Despite calls to understand the micro-foundation of institutional theory and to understand how professional identity change relates to the broader macro context (e.g., Lok, 2010; Lepisto, Crosina and Pratt, forthcoming); exploration of the link between a field-level institutional change and the individual professionals' identity responses within the field remains. For this dissertation, I conducted an inductive qualitative study of French veterinarians and their reactions to "the Service Directive", a European Union regulation that re-categorizes veterinarians as "service providers" from "healthcare professionals." Drawing on interviews with practicing veterinarians, leaders of the field, observations, and archival data, my dissertation advances our understanding of professionals' responses to an institutional change which can potentially redefine what their profession is. My findings suggest that professionals negotiate an institutional change (in this case, the Service Directive) at the professional level before its formal implementation and before individual professionals within their organization engaged in any form of response. My dissertation introduces a model centered on understanding how veterinarians responded to this change at the individual level (and more particularly, in terms of identity) within their organization. This model suggests that individual professionals perceive the institutional regulatory change in hopeful, fearful or ambivalent manners. I found that these perceptions are influenced by professionals' work orientation and perceived organization's time orientation. Further, I found that these perceptions lead to different types of identity responses: identity expansion, identity maintenance, giving up a possible self, and de-emphasizing an existing identity. My research enriches emerging perspectives on identity responses to an institutional change by pointing out various identity responses and tying them to the perceptions of an institutional change. My research further suggests that such a change can be perceived as an opportunity, as a threat, or both, not solely as a threat. Furthermore, my dissertation introduces the notions of orientation (work orientation and perceived organization's time orientation) as key to the processing of an institutional trigger. Finally, it calls attention to an emotional processing of the institutional trigger. / Thesis (PhD) — Boston College, 2014. / Submitted to: Boston College. Carroll School of Management. / Discipline: Management and Organization.

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

三十多年來，基於自身家屬的經驗，我一直以為傷殘家庭面對的問題是源於傷殘。之後我從文獻中發現，那更是植根健全和性別的一個社會建構。我把它們結合為「傷殘／性別」問題──既是傷殘中加入性別觀點，也是在性別裡看傷殘，更是兩者彼此並存的狀態。我將「傷殘」放置在「／」之前，是因香港較缺乏直接顛覆傷殘概念的探討。而性別交錯傷殘後，意義越見複雜。 / 2002年，結合女性主義與傷殘理論的女殘理論批評，主宰性別權力關係的父權體系，勾結宰制傷殘的「健全／傷殘」系統，把傷殘陰性化，造成雙重歧視。主流文化再現是歧視的來源之一，同時傷殘者又可自行建立「新的象徵文化」。此理論主張：「只要活得夠長命，我們終有一天會變成傷殘。」2004年，連結傷殘與酷兒理論的打殘理論則主攻健全標準：「健全操演性所要揭穿的是：健全身體的常態是本質地不存在，亦不可能具現，那麼，實際上我們都是傷殘！」理論核心「健全惑亂」企圖說穿健全概念本身才是傷殘麻煩所在。健全沒有原型，而是重覆建構的標準，交錯異性戀健全家庭霸權，形成傷殘歧視，也排斥傷殘同志。為抵抗它，我們要開拓「酷兒／殘廢新論述」。 / 兩個理論重新建立我們與傷殘的關係：傷殘不再屬於少數人的事，我們甚至要推倒健全的概念。我以它們為香港性別研究設定新位置：結合女殘和打殘，搭建「傷殘女性主義」，由傷殘及健全同時著手處理日常矛盾，直指傷殘中的父權和異性戀霸權，重申傷殘去性化的問題和傷殘酷兒家庭的新想像。我更從三個文本中反思行動的可能：分析香港主流媒體的傷殘形象，說明傷殘商品化和傷殘治理的問題；追溯香港民間傷殘團體的發展，勾勒其傷殘／性別文化歷史；探討研究員拍攝的紀錄片《金猛》，展現傷殘家庭介入的可能。 / 本研究遊走理論、運動和自身傷殘家庭經驗，屢遇挫敗。但我仍深信，傷殘／性別作為回應當下香港語境的一種「方法」──一種學術方法、一個運動策略或一項家庭改革，均具積極的社會意義。 / For more than 30 years, I used to think the problems that families with disabled members, including mine, are facing, are derived from the disabilities. But then I discovered from the literature, the construction of ability and gender is another important root of the trouble. I combine and name it as the trouble of "disability/gender". It is not only about adding gender to the disability issue, but also considering gender under the perspective of disability, with the purpose to study their coexistence. In Hong Kong, there is lack of discussion on the subversion of the concept of disability, so that "disability" is placed in front of gender. And the meaning of gender become more complicated when it intersect with "disability". / In 2002, merging Feminism into Disabilty, Feminist Disability Theory criticizes the interection of patriarchy and "ability/disability system". They feminize disability and construct the problem of double discrimation. Cultural representation is one of the sources of the discrimination. Meanwhile, people with disabilities can initiate "cutlural resymbolization'. It emphasises disability is the most human experience. If we live long enough, it touches us all. In 2004, linking the relationship between disability and Queer theory, Crip theory saids, 'the ability performativity tries to reveal: [able-bodiedness] offers normative, positions that are intrinsically impossible to embody. In fact, we are all disabled.' "Ability trouble" is the real problem of disability. There is no origin of ability. When we construct the standard of ability repeatedly under the hegemony of heterosexual abled family form, disability discrimination develop subtly. It also exile the crip-queer. In order to resist it, we should build up more 'new Queer/Cipple discourse'. / Both theories establish a new relationship of disability with us. Disability does not only belong to the minority. The concept of ability should be pulled down. In this thesis, I set up a new position for Hong Kong gender studies by integrating them, namely "Disabled Feminism". It means that we need to deal with different daily conflicts involving disability and ability, as well as to build up a new relationship. It addresses the problem of patriarchy and heterosexual hegemony, reemphasises the problem of asexualization of disability and reimages the new "crip-queer family". Then, I use three main texts to illustrate the possiblity of local action. First, by analysing the image of the disabled amongst the local media, we can see the problem of disabilization and the govermentality of disability. Secondly, by tracing the development of the organization of disability from civil society, we can map out the history of "disability/gender" in Hong Kong. Thirdly, by looking into the documentry produced by the researcher, we can explore the possibilities of intervention by the disabled family. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 黃彩鳳. / Thesis (Ph.D.) Chinese University of Hong Kong, 2014. / Includes bibliographical references (leaves 271-283). / Abstracts also in English. / Huang Caifeng.

陳遠光. / 論文(哲學碩士) -- 香港中文大學硏究院人類學學部, 1995. / 參考文獻: leaves 154-161. / Chen Yuanguang. / Chapter 第一章 --- 緖論 --- p.1 / Chapter 甲） --- 人類學的「創造文化傳統」理論 / Chapter 乙） --- 田野工作 / Chapter 丙） --- 篇章摘要 / Chapter 第二章 --- 香港人的定義 --- p.13 / Chapter 甲） --- 香港人的定義 / Chapter 乙） --- 香港人的形成 / Chapter 第三章 --- 歷史背景´ؤ´ؤ香港人身份的嬗變 --- p.27 / Chapter 甲） --- 香港市民國籍身份的發展 / Chapter 乙） --- 忠誠與叛逆 / Chapter 丙） --- 國家的觀念與認知 / Chapter 第四章 --- 族群象徵 --- p.45 / Chapter 甲） --- 族群象徵與香港人 / Chapter 乙） --- 創造族群象徵 / Chapter 丙） --- 政治與文化傳統的象徵 / Chapter 第五章 --- 香港文化的濫觴´ؤ´ؤ香港文化活動的發展與政策 --- p.67 / Chapter 甲） --- 從沙漠到綠洲 / Chapter 乙） --- 從消極到積極 / Chapter 第六章 --- 族群空間´ؤ´ؤ文化藝術設置與本土文化的傳揚 --- p.81 / Chapter 甲） --- 政治空間的鬥爭 / Chapter 乙） --- 族群的文化空間 / Chapter 丙） --- 香港文化的傳播 / Chapter 第七章 --- 編製香港文化歷史 --- p.93 / Chapter 甲） --- 香港的本土歷史敎育 / Chapter 乙） --- 香港文化史的編製活動 / Chapter 丙） --- 香港文化史與香港人 / Chapter 第八章 --- 文化本土主義 --- p.108 / Chapter 甲） --- 香港文化 / Chapter 乙） --- 重新認識中國 / Chapter 丙） --- 藝術本土主義 / Chapter 丁） --- 藝術家的自白 / Chapter 第九章 --- 總論´ؤ´ؤ香港人的心靈 --- p.129 / Chapter 甲） --- 本土情懷 / Chapter 乙） --- 香港人與香港藝術 / Chapter 丙） --- 三種意識 / 附錄 --- p.143 / 參考書目 --- p.154

This thesis is an ethnographic study of an area in Manchester known as the 'Gay Village'. It explores the history and changes in the meaning of this term for the people who live and work in the Village, as well as for those who visit it for leisure. The Village was originally created by gay activists who emphasised being gay as the basis for having a separate gay community. However, since being incorporated into Manchester City Council's culture-led regeneration strategy the area now attracts large numbers of heterosexual male and female users. For many heterosexual Village users being gay attaches as much to 'things' that they feel able to engage with in the making of themselves, as much as what it attaches to persons through the way they define their sexuality. Within the Village previous assumptions about the authenticity of the categories 'gay' and 'straight' have been subjected to much debate. The aim of the thesis is therefore to subject current understandings of contemporary gay and straight sexuality to critical analysis and to explore how ideas about sexual identity may be changing in Britain in the first decade of the 21St century.

在香港的英屬殖民時期，“混血兒（Eurasian）被限定為一個特別的種族分類。其身份在殖民主義和種族主義的多重迫力下被限定和汙名化，其社會境遇一路荊棘，深受社會道德機制的譴責與排斥。然而，在當代香港的後殖民語境中，混血兒的境遇發生了戲劇性的變化。“混血兒作為“種族分類(racial category)已然消失，現在則普遍以一種美化的象徵性身份（emblematic identity）概念而存在。人們對混血兒的認識亦脫離了種族與階級背景，而更多地建立在一種文化想像上。它甚至成為了“國際化的代名詞和“優生的標準之一，被媒體審美刻板化及商品化。本文觀察了香港混血兒在殖民時期與後殖民時期中的境遇變遷，通過研究“混血兒概念的建立、消失、和回潮，剖析“種族（race）是如何在不同語境中被建構的，並試圖解構種族理論、種族主義的政治、社會與文化淵源。 / Within Hong Kong, the term “Eurasian once designated a stigmatized racial category, a group of “natural aberrations that were positioned in an embarrassing social niche within colonial society. As a consequence of this, Eurasians experienced severe racism and intense social pressures. In keeping pace with the end of colonialism and the rise of the new global capitalist order, the racial category of “Eurasian has been abandoned. However, somewhat surprisingly, the status of Eurasians in this day and age has been dramatically reversed. It now only exists as a descriptive term for a desirable physical type, which is assumed, to some extent, to be emblematic of “natural beauty. Being “Eurasian has now become a locally imagined “superior result of reproduction. By examining the creation, decline, and recent rebirth of the concept of “Eurasian, I hope to raise several important questions about race. Applying historical research to the construction of race requires analysis of how shifting political and social power dynamics have shaped the realization and so-called “authenticity of the “Eurasian category. At a broader level, this study seeks to add to the debate about how the idea of “race is constrained by political, social and cultural factors, and how people culturally imagine “the science of race in different social contexts. / Detailed summary in vernacular field only. / Deng, Yuanye. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 216-227). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts also in Chinese. / Acknowledgment --- p.vi / Figure Caption --- p.vii / Chapter Chapter 1 --- Introduction --- p.1 / Statement of the Problem and Scope of Research --- p.1 / Historical Background and Theoretical Context --- p.8 / Methodology --- p.26 / Chapter Overview --- p.30 / Chapter Chapter 2 --- Eurasians in Early Colonial Hong Kong --- p.34 / Introduction --- p.35 / Stigmatization of Eurasians --- p.38 / Desiring to be Another: “Passing --- p.59 / Eurasians’ Roles in Colonial Hong Kong --- p.68 / Conclusion --- p.75 / Chapter Chapter 3 --- The Disappearance and the Return of “Eurasian --- p.80 / Introduction --- p.80 / Disappearance of “Eurasian in Post-colonial Hong Kong --- p.82 / The Return of “Eurasian --- p.96 / Conclusion --- p.106 / Chapter Chapter 4 --- Eurasians in the Post-Colonial Period --- p.108 / Introduction --- p.108 / “Mixed Beauty: The Fantasized Idea of Eurasians --- p.111 / Approaching Eurasian Beauty --- p.132 / What Do Eurasians Think of the “Eurasian Look? --- p.142 / Conclusion --- p.147 / Chapter Chapter 5 --- The Contemporary Cultural Meaning of “Eurasian --- p.150 / Introduction --- p.150 / “Eurasian Beauty: A Locally Driven Aesthetic --- p.151 / The Cultural Meaning of “Eurasian Today --- p.161 / Living as a Eurasian in Contemporary Hong Kong --- p.167 / Conclusion --- p.184 / Chapter Chapter 6 --- Conclusion --- p.188 / Racialized “Eurasian --- p.188 / Deconstructing the “Scientific Notion of Race --- p.204 / Bibliography --- p.216

Originally conceived as Regional Technical Colleges and located in regions across Ireland, the Institutes of Technology (IoT) have evolved as a major sector of the binary system of higher education in Ireland. The Institutes of Technology are identified as focussed on teaching however recent years have also seen increasing focus on research. Following convergence in the sector, recent policy measures and changes signal a 'future higher education landscape' which opens the possibility of technological university status to Institutes of Technology who merge as part of the process for recognition as technological universities. The traditional orientation to practical, vocationally focussed teaching in Institutes of Technology is now challenged by the potential changes being driven at policy level and it is in the context of this changing higher education system that this study examines IoT lecturers' negotiation of professional identity. The research uses narrative enquiry to access the stories and narratives of lecturers working in a number of the institutes located in the Dublin region. Through an in depth qualitative study of eight lecturers in four IoTs, the study, in line with the research questions, identifies three major themes that underpin the professional identities of the sample - discipline; professional development; and external influences and policy decisions. Associated with these three themes are six constructs - Discipline; Professional Practice; Teaching; Development; Community Orientated Values; and Research - that resonate with this changing and volatile higher education environment and that intersect in different ways for individuals in the study to produce varying 'portraits' of professional identity. An analysis of how these identity portraits emerge is facilitated by a theoretical framework proposed by Paul Gee (2000) that gives appropriate insights into the dialogic process of the negotiation of professional identity. The study, through a synthesis of data generated themes and constructs and a theoretical identity perspective proposed by Gee (2000), contributes to knowledge in the field by creating a proposed framework for facilitating a generative analysis of the location and negotiation of professional identity. Such a framework enables, for example, explanations for both the strong links in the data between academic identity and subject discipline and yet also evidence of the fragmentation of an academic identity and an associated emphasis on practice-based experience. Given the way the framework allows for a multiplicity of factors to be combined in particular ways that reflect both structure and agency in individual lecturer's negotiation of professional identities, an argument is made for its application in the design and implementation of development structures at the level of the individual and the organisation - one that recognises that a Higher Education professional development model based on a "one size fits all" approach will not work. Instead the temporal nature of the impact of policy decisions and external influences is highlighted with a call for more focus on discourses on higher education, the associated importance of lecturer autonomy and the nature of professionalism and professional identity.

The research presented in this PhD dissertation provides a socio-educational perspective on the participatory representation of identity in Greek Laographic Museums. Museums are seen as an extension of formal educational spaces through their educational activities and school partnerships or outreach programmes (Hooper-Greenhill, 2007). However, they are also mainly engaging in the process of interpreting the cultures and communities represented in their collection, thus, assigning them an identity, which they then present to the public (McLean, 2005, 2008). The public, in turn, interprets it through the lens of their own identities. A result of this process is the creation and sharing of new knowledge about identity through exhibition design (Jones, Sandweiss, Mouliou, & Orloff, 2012; McLean, 2006; Newman & McLean, 2006; O’Neill, 2006). This study adopts the stance that exhibition design is the primary way museums are fulfilling their educational role. It puts forward the idea that the involvement of community members in the founding of a museum about their local identity can result in a rich, polyphonous narrative and positively affect the bond and sense of ownership the community develops in relation to the museum and their locale. This is in line with literature predicting that in the context of multicultural societies and increased mobility, bringing people together through shared cultural elements of the location they have in common, can aid social cohesion and inclusion (Graham & Howard, 2008; Hague & Jenkins, 2005; Howard, 2003). As a theoretical starting point, this research was guided by the views of Hall (1997a,1992) on changing identities and the links between identity, culture, interpretation and narrative for being potentially more reflective of current museological practice that is starting to operate within a participatory paradigm. Designed as a case study around the founding of a new museum on a small Greek island, Astypalaia, it used participatory methods in a variety of ways to engage local residents in the process of collaboratively designing the exhibition narrative of this new space that would share the story of life on the island. To frame the main case study, this research also mapped the practices of laographic museums across Greece, in order to point out what a typical museum of that type looks like in this context and assess in what ways Astypalaia is in line or deviates from this. The results of this process were compared to the findings of the case study and linked to literature on participation, education, and identity construction in museums and communities. The following discussion argues that, while collaborative projects require structure, effort and skills in their facilitation, they have the potential to make a museum narrative more representative and inclusive and benefit their participants in multiple ways. By having access to the project from its conception until its final stages, this work aims to provide a holistic view of the challenges and possibilities of implementing a participatory approach in the founding of a new museum and to discuss the knowledge such a process generates.