Bulking Up (Identities): A Communication Framework for Male Fitness Identity

The goal of this interview study is to build upon a rich history of masculinities research, complicating the arenas in which masculinity is communicated, performed, negotiated, and enacted. Using Hecht’s communication theory of identity, analysis of this data reveals that men pursuing fitness find misalignment between the personal, relational, and enacted frames. Consequently, they engage in a host of discursive strategies to manage the uncertainty that is produced by these identity gaps. This study identifies three: excessive body discipline, forceful negotiation, and constant comparison. By exploring these gaps and strategies, this study aims to situate fitness as a space ripe for the production of identity work and as an intersectional identity element.     

云南边境地区教育交流合作的战略分析

云南边境地区是一个国家比较特殊的区域,随着中国边境地区全方位的开放,云南桥头堡建设工程的扎实推进,云南边境地区教育交流合作日趋频繁。在交流合作中,存在着相互间的渗透和影响、刺激和挑战、改造和争夺、促进和鞭策,一场涉及民族认同、国家认同的博弈正在悄无声息地进行中。     

Already elsewhere – A study of (skilled) teachers' choice to leave teaching

The article presents findings from a longitudinal study (1993–2014) examining how ex-teachers, who were perceived as “skilled” during teacher training, describe their paths out of the profession and discussing the possibility of retaining or re-recruiting teachers in - or back to - the occupation. The result emphasizes teacher attrition as a process related to identity-making within the interrelation between opportunity structures and individuals' frames of reference. Findings indicate that leavers with broader frames of references and images of themselves not attuned to apprehended professional identity are more likely to leave the profession.     

分裂与认同——从谭恩美小说《接骨师之女》看华人移民流变的文化认同

谭恩美的小说《接骨师之女》真切动人地描写了华人移民家庭母女两代人之间的矛盾与和解,展示了两代华人移民是如何通过不同的文化选择走出自身的＂文化认同＂危机。从中我们不难看出华人移民及其后代在文化认同上的复杂性。     

商务会话中专家身份建构的指称策略研究

本研究基于身份工作模式,引入成员分类机制概念,以医药商务会话录音转写为语料,探讨专家身份建构 的指称策略使用情况。研究发现,（1）医药商务会话中咨询专家通过人称代词的使用以及他称和自称的相互投射实现 专家身份建构;（2）前者包括第一人称代词复数和单数的主格与属格,其指称用法分别表现为机构型、专家型、引用型、 互动型、病患型以及专家型、结构型、引用型和病患型;（3）后者则通过自称和他称身份标记语完成对专家身份建构的 投射。本研究认为,可以在身份工作模式下对人称代词和社交称谓的使用进行解释,它们的使用与成员分类机制一起, 构成说话人进行身份工作而采取的修辞策略,或谓之说话人实施的身份修辞行为。     

Conceptions of teachership in the professional identity construction of adult educator graduates

The aim of this study was to investigate the conceptions of teachership among graduates (n = 126) from a Finnish higher education study programme called Pedagogical Studies for Adult Educators. The conceptions of teachership comprise notions of teaching and of oneself as a teacher. Accordingly, the conceptions of teachership are viewed as one element in the process of constructing teacher identity. Currently, we have little knowledge about the professional identity construction of adult educators, even though there is a growing need for adult pedagogics in the changing professional life. Based on a qualitative thematic analysis of open-ended questionnaire data, three main conceptual categories were identified: (1) teachership as an activity, (2) teachership as a personal disposition, and (3) teachership as a process. It was concluded that in studying teacher identity it is essential to focus on the interplay between the personal and the social. Thus, the findings suggest that in understanding and supporting the construction of teacher identities, one should pay particular attention to the intertwined relationship between individual and collective needs.     

Teacher Educator Identity Development of the Nontraditional Teacher Educator

The development of a professional teacher educator identity has implications for how one negotiates the duties of a teacher, scholar, and learner. The research on teacher educator identity in the USA has been largely conducted on traditional teacher educators, or those who have started their careers as public school teachers and then went on to the collegiate level as teacher educators. This auto-ethnography considers the professional identity formation of a nontraditional teacher educator, one whose professional career did not include a career as a public school teacher. Although there are common influences on professional development between the traditional and nontraditional teacher educator, such as biography, institutional contexts, and personal pedagogy, there are significant differences in the process as those influences are experienced. This research proposes an extended process for nontraditional teacher educators, including the search for legitimacy and belonging in the community of educators.     

Tensions and striving for coherence in an academic’s professional identity work

The emergence of ‘new managerialism’ in academic institutions and professions has given rise to tensions between one’s professional self and work context. Such tensions often originate from a misalignment between institutional and personal values. This study builds on a dialogical approach to identity and discusses the role of inner tensions and conflicts in terms of making sense of one’s professional identity. These aspects are explored and exemplified by introducing a sample case of one individual student and university researcher/teacher, Anna, who participated in one-year Pedagogical Studies for Adult Educators. Leaning on the narratives of Anna’s learning diaries and a later interview, the article describes tensions and critical conflicts in her professional I-positioning. The study shows how tensions and their resolutions, at their best, can lead to constructive identity work, thereby finding a new personal sense resulting in a more integrated professional identity.     

双向身份认证的量子安全直接通信

提出一个具有双向身份认证的量子安全通信协议,协议使用单向哈希函数来验证通信双方的身份,采用单光子幺正操作来编码信息.安全性分析证明该协议能有效的抵御各种窃听和假冒攻击等,具有较好的安全性.     

Investigating science teacher educator identity through the politics of domestication and critical positional praxis

The focus on identity in the field of teaching and learning continues to grow, especially when it concerns equitable outcomes for students. While most attention is placed on students' identities and increasingly those of teachers, lesser addressed are the identities of the teacher educators and researchers broaching the issue of identity. Additionally, identity research is not often linked to relationships between self, others, and transformative action. We recognize these as gaps to be addressed and offer critical positional praxis (CPP) as a response. CPP is the public manifestation of the insights gained through our sense of identity and reflexivity. More specifically, CPP is the actions (or inactions) that express who we are in response to an event in any given social context—especially oppressive ones. In this article, we draw from our own critical autoethnographies, as a context for putting CPP into practice in identity research. Our collective analysis of these critical autoethnographies revealed how our identity development was inseparable from the ways in which we have each resisted the politics of domestication. Our autoethnographies further point to the role of dissent as central to our experiences of becoming critical science teacher educators committed to equity, diversity, and anti-racism in education. We draw from this analysis to offer recommendations for how identity and positionality can move beyond theoretical constructs toward transformative personal and collective change in science education.     

(Trans)lating Identity: Exploring Discursive Strategies for Navigating the Tensions of Identity Gaps

This study explored the formation and expression of gender identity among 19 self-identified transgender individuals through the use of qualitative, in-depth interviews. Through the lens of the Communication Theory of Identity (CTI), we examined how trans* individuals form and perform gender identity, the tensions produced between identity frames, and the discursive strategies used to navigate those tensions. We identified the manifestation of three specific identity gaps: personal-enacted, personal-relational, and enacted-relational. Furthermore, we discovered four discursive strategies previously recognized for navigating tensions that emerge from identity gaps: closeted enactment, passing, disengagement, and label changing, and we identified a fifth discursive strategy—hyper-engagement—used to navigate these tensions. Results revealed that these identity layers and discursive strategies collaboratively manifest and coalesce in response to specific communicative contexts. Our results are discussed within the resounding call for greater understanding of trans* identity formation and expression.     

The Dynamics of Professional Identity Formation: Graduates’ Transitions from Higher Education to Working Life

This paper explores the development of professional identity as a relationship between professional and personal aspects of life. The focus is on student and novice professional psychologists’ and political scientists’ processes of professional identity formation in their transition from higher education to working life. Drawing on Wenger’s theory of nexus of multimembership (1998), the findings indicate that professional identity is a dynamic relationship between different life spheres rather than an isolated phenomenon only taking place at the university or in the work context. The analysis yielded three different forms of professional identity, non-differentiated identity, compartmentalised identity and integrated identity, which exemplify different negotiated relationships between professional, personal and private life spheres. The findings show that these three forms of professional identities are sequential, from an individual focus to more relational and integrated ways of reasoning about one’s profession. It is through the negotiations between personal and socially derived imperatives that identity formation progresses throughout working lives.     

少数民族作家的身份认同——以广西仫佬族作家鬼子为例

文章通过分析广西仫佬族作家鬼子的个案,说明拥有法定民族身份的个体未必具备相应的民族认同。民族身份不过是公民在我国现行的民族成分制度下获得的外在＂标签＂,只有发自内心的民族认同才能使一个拥有少数民族身份的作家创作出来的作品成为真正意义上的少数民族文学。     

Agency at work: two beginning science teachers’ stories in a context of curriculum reform in China

In this study, a sociocultural perspective was adopted to understand the interplay between identity and agency in a context of science education reform in China. The manifestation of agency and the interaction between identity and agency were examined with two beginning science teachers teaching with practical work in high school. As part of this study, the identity formation of beginning science teachers was conceived as a site for locating and investigating teacher agency. Based on multiple data sources, we identified six spaces in which the two participants’ agency manifested: (1) personal characteristics; (2) personal beliefs; (3) interactions with students; (4) interactions with colleagues; (5) curriculum materials; and (6) high-stakes examinations. In each space, the two participants’ agency contrasted in terms of perspectives and actions: one was passive, less confident and negative, whereas the other active, more confident and positive. Moreover, it was found that their contrary actions were the result of different perspectives. Based on the findings, a model of the interplay between the identity and agency of an individual science teacher is proposed in a context of curriculum reform. The implications of this model for future research and science teacher development are discussed.     

跨文化交际中文化身份的选择

飞速发展的现代通信技术和全球一体化进程使跨文化交际活动日益频繁，在交际过程中，交际者如何选择自身的身份定位对跨文化交际有着重要影响。总的来说．跨文化交际中交际者文化身份的定位其有三种选择：坚持原有文化身份；改为异文化身份；超越两种文化的国际人身份。人与文化的关系以及文化的本质特征和发展趋势，决定了跨文化交际中交际者的正确文化身份定位应该是创造性地坚持原有文化身份。     

Ongoing Doctoral Study Process to Live by: A Narrative Inquiry into the Doctoral Identity Construction Experiences—A Chinese Case

The study employs a narrative inquiry approach to probe a Chinese doctoral student’s identity construction experiences fraught with interruption and transformation. The longitudinal narratives gathered through participant entries in Evernote, a face-to-face life story interview, and researcher memos, have enabled a dynamic configuration of the intellectual, social, emotional, and spiritual dimensions characterizing doctoral identity development. Using identity-trajectory as an analytical lens, the study highlights how individual agency is embodied and exercised in institutional, relational, and personal spaces where doctoral identity is formed and contested. Findings are episodically ordered as: beginning doctoral study with great expectations; conceptualizing the nature of becoming a doctoral student; forces that are disruptive to the development of the doctoral-researcher identity; the ongoing process of being mediated by socialization into an extended research community, socio- professional support, and agentic reflexivity over time. The study argues for using narrative inquiry to speak of and express the subtleties and continuities of doctoral students’ experiences. It also provides practical implications for action by supervisors and students in doctoral programs respectively.     

The importance of orientation: implications of professional identity on classroom practice and for professional learning

Previous work on new teacher professional identity has focused on identity as a process of negotiation between individual and contextual factors. These negotiations are often filled with a struggle between personal agency and structures that prevent the enactment of an ideal professional self. This study introduces and discusses three teacher professional identity orientations (self, classroom, and dialogic) and the implications of each orientation on a teacher’s professional identity and classroom practice. While each focal teacher featured in the study drew from similar sources of professional identity (experiences as students, classroom practical experience, and theory/research), the teachers varied in the degree of importance accorded to each identity source. This variation led to differences in approach to their roles as teachers as well as differences in their work with students. Using a qualitative, comparative case study methodology to highlight features of each professional identity orientation, this study provides evidence of discourse related to each orientation and discusses implications of identity orientation in each case study teacher’s classroom practice. After the discussion and analysis of the data, the author offers recommendations for teacher educators (pre-service and in-service) and researchers related to understandings of professional identity development and implications for the work of pre-service teacher education and continuing professional development.     

Activism through attrition?: An exploration of viral resignation letters and the teachers who wrote them

In recent years, there has emerged a new phenomenon in response to contemporary educational policies: public teacher resignation letters. Through the theoretical frames of participatory democracy and identity, and analyzed in light of literature on teacher attrition and activism, we investigate the following questions with 8 teacher resigners: (1) What are the rationales of and implications for teachers to resign in public ways? (2) How are teachers' public resignation letters a reflection of their personal and professional identities?     

An ethical analysis of how ESL teachers construct their professional identities through the use of information technology in teaching

While there is growing recognition of the mutually shaping relationship between teaching with information technology (IT) and teachers’ beliefs, skills and self-efficacy, there has been a paucity of research attention on the construction of teacher identity during actual IT-assisted in-class teaching and out-of-class networking with students, in a full institutional and social context. This study investigates how a group of secondary school English as a second language (ESL) teachers regulated their teaching and practices and constructed their identities in relation to governmental requirements for the use of IT in teaching. Teachers from seven government-subsidised schools in Hong Kong were interviewed about their experiences of using IT in teaching. We frame the reported practices of these teachers as a process of construction of identity, formed in the context of the ‘governmentality’ supporting current examination-oriented educational policy. Observing from the perspective of what has been termed ‘governmentality’ and an ethical framework for self-formation of personal identity makes it possible to see these teachers’ professional identities constructed through the use of IT practices within the contradictory conditions of professional/personal demands, compliance/resistance, school promotion/peer non-cooperation, advantage/disadvantage in use of IT, use of IT/content and pedagogical knowledge. This study has implications for developing a more supportive and rational environment for the use of IT in teaching, in which more autonomy and identity options—rather than constraints—can be provided for teachers in the digital era. This study also informs practitioners and policy makers in other educational settings experiencing a similar IT boom in teaching.     

教育理想、教师专业认同与个人认同：试论三者的关系及其意义

教师具有的专业技能是教师专业身份的重要维度,但主要是有关教育活动的效用维度,且主要以技术性和工具性为特征。使＂教育＂成为可能的层面还必然涉及＂价值维度＂,因而教育价值和教育理想在教师的专业认同中占有不可或缺的角色。教师＂使命＂背后的教育理想无不与个人价值密切相关。个人价值是个人认同的一个构成维度,所以,教师的专业认同与其个人认同在价值层面应是一致的。如此,教师对教育理想的反思和对其专业认同的理解与她/他对个人认同的理解分不开。哲学家利科对个人认同概念和叙事认同概念的分析,为教师反思其教育理想和理解其专业认同提供了一种可能的学习模式。