Culture and Identity

Kidd, Warren; Teagle, Alison

doi:10.1007/978-1-137-27251-5

Cited by 14 publications

(9 citation statements)

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“…On the other hand, devout Muslims only focus on avoiding syncretic practices contained in cultural myths. This is in accordance with Kidd andTeagle (2012), andEnnaji (2005) who affirmed that cultural traditions can be useful as a distinguishing character between one group and another. Susilo and Syato (2016) explained that the epistemological conception of Javanese culture is strongly coloured by Hindu cosmology which is harmonised with Islamic theological teachings of monotheism.…”

Section: The Influence Of the Growth Of The Eclipse Myth On People's ...supporting

confidence: 90%

“…The theoretical analysis used to describe and analyse eclipse mythology in cultural rites and Islamic theological perspective is to use a conceptual approach from Segal (1980) which investigates religious theories, myths and ritualistic elements to demonstrate religious observance. Furthermore, this research uses the theoretical foundation of Kidd and Teagle (2012), which conceptualises culture and identity. This theoretical foundation is used to emphasise the close relationship between culture and identity and to analyse the expression of identity through culture that aims to figure out 'us' and 'them'.…”

Section: Methodsmentioning

confidence: 99%

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Cultural myth of eclipse in a Central Javanese village: Between Islamic identity and local tradition

Izzuddin

Imroni

Imron

et al. 2022

HTS Teologiese Studies / Theological Studies

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This article examines the relationship between religion, tradition and identity as seen from the myth about eclipses in a village in Central Java. Javanese people in rural areas still hold beliefs passed down from their ancestors about eclipses, both lunar and solar eclipses. Using a qualitative approach, the results of the study showed that the villagers believe that eclipses occur because of evil giants called buto named Batara Kala who try to devour the sun or the moon. This natural phenomenon is believed to bring disaster to pregnant women and livestock. To fight the disaster, they must perform certain ceremonies or rituals. Based on ethnographic studies, this research provides an overview of eclipse mythology for Javanese locals and analyses it from identity theory. This shows that mythical rituals reflect a continuous identity formation. Although the traditions associated with these myths to some extent transcend the boundaries of the Islamic religion, they remain unchallenged.Contribution: This research suggests that myths play an important role in the life and identity of the people who believe in them and perform the rituals associated with them.

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Section: The Influence Of the Growth Of The Eclipse Myth On People's ...supporting

confidence: 90%

Section: Methodsmentioning

confidence: 99%

Cultural myth of eclipse in a Central Javanese village: Between Islamic identity and local tradition

Izzuddin

Imroni

Imron

et al. 2022

HTS Teologiese Studies / Theological Studies

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“…Obviously, every nation, culture or individual has its own identity which differentiates them from others. Hence, Kidd (2002) identifies three forms of identity viz: individual, social and cultural. The social form of identity is the interest of this paper because social identity according to him is a collective sense of belonging to a group, identifying themselves as having something in common with other group members.…”

Section: Introductionmentioning

confidence: 99%

African unity, identity and development in some contemporary Igbo poems

Nnyigide¹,

Egenti²

2014

Og J. Af Stud

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“…In doing so, sociologists acknowledge that, at the macro level, the society exhibits particular norms and values, which vary from society to society and are mutable over time. According to Kidd (2002), these cultural norms-defined as "the culturally prescribed ways or patterns of behaviour that a society expects of its 'normal' members" (p. 17)-and values-defined as "the ends that 'normal' behavioural patterns attempt to achieve" (p. 17)-shape how members of the society behave and at the same time act as a foundation for each member's sense of identity. Yet, issues regarding sense of identity-how individuals "think about [themselves] as people, how [they] think about other people around [them], and what [they] think others think of [them]" (Kidd, 2002, p. 7)-inform sociologists that variation also exists at the micro level.…”

Section: Human Agencymentioning

confidence: 99%

“…What is human agency? Kidd (2002) stated that "a dominant theme running throughout sociological thought is the relationship of the individual to society" (p. 74). Over the years, this theme has led to coinage of various notions, which are defined and used to describe qualities or characteristics of individuals.…”

Section: 21mentioning

confidence: 99%

English language assessment policy and agency of English teachers in Thailand

Dhammarungruang¹

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The concept of human agency has received increasing attention in the field of education in the past decade. Education researchers, those in the area of English language education included, have much to grapple with in exploring and conceptualizing agency of teachers—or teacher agency. This is because teacher agency has been emphasized in education policy, stressing the importance of teachers acting as “agents of change.” Yet, ironically, education policy both enables and constrains teacher agency due to the conflicts between the rhetoric of policy text and the reality of teaching context faced by the teachers. This paradoxical situation, coupled with the lack of understanding of teacher agency, renders a persistent gap between policy and practice. The current study thus aims to contribute to greater understanding of teacher agency in relation to an education policy—namely, the English language assessment policy of Thailand’s higher education. Insights are gleaned from questionnaire surveys (n = 63) and in-depth interviews (n = 26) with English language teachers of various nationalities, currently teaching undergraduate-level English, from public and private higher education institutions across Thailand. Findings reveal that manifestation of teacher agency is contingent not only on personal but also on ecological factors, one of which being the English language assessment policy in focus of this study. Such manifestation can be categorized into five types according to the extent to which teacher agency is influenced by the policy. Even so, it appears that manifestation of teacher agency depends not so much on the direct demands of policy mandates as on the teachers’ personal dispositions being mediated by the institutional culture and structure. The implication from research findings is twofold. One, it is important to understand what constitutes teacher agency—how and how much it is enabled, constrained, exercised, achieved, and in the end translated into the quality of English language education. Better understanding of teacher agency could aid policy makers in future policy planning and drafting so as to formulate a policy that is practical and implementable. Two, it is important for institutional management to foster the creation and sustenance of an ecology that would enhance the achievement of teacher agency in the classroom as well as in the institution on the whole. When teachers are provided with viable plans and feasible means, then and only then can they fully act as “agents of change” who will bring about positive impact of the English language assessment policy on the overall English language education in Thailand.

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Culture and Identity

Cited by 14 publications

References 0 publications

Cultural myth of eclipse in a Central Javanese village: Between Islamic identity and local tradition

Cultural myth of eclipse in a Central Javanese village: Between Islamic identity and local tradition

African unity, identity and development in some contemporary Igbo poems

English language assessment policy and agency of English teachers in Thailand

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