The Drama of Prejudice

Empathic communication is regarded as one of the most important abilities for social workers and health professionals in their work with clients. in this study one group of social worker students who participated in a 3 month course of intensive communication skills training was compared to a group of students following the ordinary social work course of study. The groups were compared in relation to communicated empathy as measured on the Carkhuff Scale of Empathic Communication before and after the training period. The analysis showed that students who participated in the skill training program increased their level of empathic communication significantly. The control group did not increase their level. The results are discussed and compared with the results of other published studies on the effect of communication training on the level of communicated empathy.     

The nature of institutional heteronormativity in primary schools and practice-based responses

Concern for school-based homophobia is increasing, yet there is a tendency to focus on individual incidents of homophobic bullying rather than the cultural and institutional factors supporting them. We analyse ways in which institutional heteronormativity operates in primary schools and report results from our research in UK schools that culminated in a Participatory Action Research project in which practicing teachers explored possibilities for disrupting dominant discourses of sexuality and gender expression. We argue that policy and practice need to be reconceptualised to recognise institutional heteronormativity and to interrogate the discourses underpinning systematic forms of oppression.     

Narratives, choices, alienation, and identity: learning from an elementary science teacher

As we contemplate on teacher identity research, there is a need to place a teacher’s narratives or story-lines at the center of that work. In this forum, in response to the insightful commentary from Stephen Ritchie and Maria Iñez Mafra Goulart and Eduardo Soares, I place a greater emphasis on understanding Daisy’s narratives from an existing social identity framework. Narratives tell us intricate and complex actions that a teacher has taken both personally and professionally. Additionally, narratives help us see implicit nature of identity explicitly. Therefore, a greater focus has to be placed on interactions and utterances of a teacher to make sense of who they are and what they do as expressed by their own words (identity and action). Finally, I join with Ritchie and Goulart and Soares to advocate that identity research needs to include participants as co-researchers and co-authors as identities are very personal and complex to be fully understood by the outsiders (researchers).     

Florens’Identity Loss and Reconstruction in Toni Morrison’s A Mercy from Lacanian Concept of Other

Other is an important concept in Lacan’s psychology theory, which plays a critical role in a subject’s identity forma?tion. The formation of a subject’s self-identity is based on other, initially its m...     

彼得·凯里小说认同问题研究缘起

彼得·凯里的小说创作有对殖民历史、民族主义的反思,有对澳大利亚当下幸福生活方式神话的解构,有对现代澳大利亚人自我认同的探讨。追寻凯里小说中的认同迷踪,我们可以看到澳大利亚国家认同如何从含混走向澄明,民族认同如何在危机中出现转机,文化认同如何在困境中走向超越,自我认同如何关联现代性反思和现代人的焦虑。从作家的生活经历,作品反映的殖民历史和认同现实,以及澳大利亚历史上的民族主义这三个方面分析缘何可以从认同问题入手来研究凯里的小说。     

质的研究中研究者个人身份问题探析

研究者个人身份的反省在质的研究中具有重要意义。研究者个人身份的探讨,其本质就是对于研究者体性特征、研究者个人冲突、研究者与研究对象保持的研究关系的现实审视,这也是反思研究者个人身份的三个基本维度。研究者个人身份构建的现实策略是：研究者体性印象的管理;研究者＂前见＂中介作用的发挥;研究者＂附加身份＂的退场;研究者情感的在场。     

论华裔文学身份的多重建构——以伍慧明的《骨》为例

由于历史断层和文化错位之类社会现象的逐渐普及和日益深化,对于文化身份的各种认同问题业已构成当代华裔美国文学的重要主题之一。本文运用当代文化研究思潮中身份研究的相关理论,分析小说《骨》中两代人的文化经历和身份经验,并在对“身份危机”的多重意义进行深度解读的过程中,以鲜活的文学经验不断加深对于华裔身份杂体性的认知视角和阅读体验。     

阅读理解的逻辑思维

逻辑思维是阅读理解中的基本思维规律之一。本主要分析了阅读理解过程中概念非同一性的问题。指出阅读理解中概念的非同一性是造成阅读理解困难的重要原因之一。要保证阅读理解的正确性就必须保证其概念的同一性。     

Are You My Grandmother?: Constructing and Maintaining Stepgrandparent Identity and Roles

The disruption of the biological family unit due to divorce or separation followed by remarriage or re-partnering has a profound impact on every family member, including extended family members. An individual becomes a stepgrandparent through later life re-partnering, when an adult child becomes a stepparent, or when a stepchild becomes a parent. In order to gain a greater understanding of the communication influencing the development and maintenance of stepgrandparent roles and identity, a qualitative interpretive analysis method was employed as a guide for interviews with 41 adult stepfamily members across two generations of stepfamily membership: stepparents and stepgrandparents.     

(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.     

Negotiating identity and science teaching in a high-stakes testing environment: an elementary teacher’s perceptions

This study draws upon a qualitative case study to investigate the impact of the high-stakes test environment on an elementary teacher’s identities and the influence of identity maintenance on science teaching. Drawing from social identity theory, I argue that we can gain deep insight into how and why urban elementary science teachers engage in defining and negotiating their identities in practice. In addition, we can further understand how and why science teachers of poor urban students engage in teaching decisions that accommodate school demands and students’ needs to succeed in high-stakes tests. This paper presents in-depth experiences of one elementary teacher as she negotiates her identities and teaching science in school settings that emphasize high-stakes testing. I found that a teacher’s identities generate tensions while teaching science when: (a) schools prioritize high-stakes tests as the benchmark of teacher success and student success; (b) activity-based and participatory science teaching is deemphasized; (c) science teacher of minority students identity is threatened or questioned; and (d) a teacher perceives a threat to one’s identities in the context of high stakes testing. Further, the results suggest that stronger links to identities generate more positive values in teachers, and greater possibilities for positive actions in science classrooms that support minority students’ success in science.

大学生性别认同调查与教育对策

文章运用贝姆性别角色量表对大学生的性别认同进行调查得知,我国大学生性别认同类型分布在男子气的女性、女子气的男子、未分化三种类型上的比例偏高,这反映我国大学生存在性别认同问题。为促进健康的性别认同,应该在大学生中开展性别教育。     

区域形象战略研究--兼论广西区域形象战略

区域形象战略由理念识别系统、行为识别系统和视觉识别系统组成,良好的区域形象可以促进区域经济的可持续发展,区域形象设计是一项复杂的系统工程,包括从区域形象定位、设计、传播、评价到区域形象管理的主要工作流程,在此理论的基础上,本文提出广西未来一段时期总体形象应定位于连接中国-东盟的最便捷、高效的“经济走廊”和著名的旅游资源大省,并对其形象设计提出了几点政策建议。     

Preparing LGBTQ-allies and combating homophobia in a U.S. teacher education program

Interns in a US teacher education program were surveyed regarding their attitudes towards diversity, particularly issues of sexuality, their feelings of “cultural competence” around diversity, and the repertoires of practices and resources they feel prepared to draw on in their work with middle and high schools students (11–18 year olds). Analysis of course materials provided insight into distinctions between anti-homophobia and LGBTQ-ally stances among students. Extensive semi-structured interviews with 7 students explored these issues in more depth, documenting their sense of preparedness and cultural competence, where locate and how they identify “useful experiences in learning how to teach LGBTQ youth, and the concerns they face in their work against heterosexism and homophobia in schools.