Koncept identity na poli sociologické teorie

Holubová, Kateřina

doi:10.14712/24647055.2016.14

Cited by 5 publications

(1 citation statement)

References 6 publications

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“…Jedinec sám se tedy stává tvůrcem vlastní identity i odpovědným strůjcem její krize (Bernard 2008). V éře reflexivní modernizace se tak dostává do obtížné situace, kdy se konstrukce a redefinice identity na jedné straně jeví jako nutná volba, na straně druhé mu ale společnost pro tuto redefinici neposkytuje vhodné podmínky (Holubová 2016).…”

Section: Transformace Konceptu Identity V éřE Reflexivní Modernizaceunclassified

Ukotveni v pohybu: reflexivní identita mladých dobrovolníků

Hrubeš

2024

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This paper combines the framework of collective and reflexive volunteering with emerging adulthood theory in order to investigate volunteer work in communities as a source of reflexive identity. In the theoretical part, it looks into the concept of identity from the reflexive modernization perspective, volunteer communities, and emerging adulthood. The empirical part is based on qualitative biographical research with an emphasis on the position of sociological romanticism. It analyzes six biographical interviews with young adult volunteers and with one focus group that four of them were involved in. The outcomes indicate that volunteers in the age of emerging adulthood incline to communities and to shared identity, no matter how their life situation pushes them to reflexive behavioural patterns. After reviewing their life course as a set of important milestones, they interpret their volunteer and community experience as a biographically passing but indispensable chapter in life. This experience persists in their personal identity in the sense of a fixed point that can help them choose their next path in life.

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Section: Transformace Konceptu Identity V éřE Reflexivní Modernizaceunclassified

Ukotveni v pohybu: reflexivní identita mladých dobrovolníků

Hrubeš

2024

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Educational communities of rural schools in the arctic (on the example of the Murmansk oblast): A social justice perspective on inclusion

Afonkina,

Kuzmicheva

2024

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The article addresses the current problem of searching and substantiating mechanisms for the development of inclusive education. The research relevance is also determined by the Arctic context, which corresponds to the epistemological need of modern interdisciplinary knowledge in the development of inclusive education, the priorities of state policy, as well as to the expectations and demands of regional communities. The authors aim to study social interactions within rural schools in the Arctic from the standpoint of inclusion as an indicator of social justice (on the example of the Murmansk Oblast). To that end, rural schools are modelled and described based on the developed criteria. Difficulties experienced by the teachers in the course of inclusive educational process, including when using distance technologies, are typified. According to the results obtained, typical models of rural schools in the Murmansk Oblast include suburban schools and remote schools and their following variants: the school as a territorial cooperation, a border school, an isolated school, and an indigenous school. In all rural school models, under successful formation of external and internal social ties, a shortage of special education teachers is observed. The teachers face methodological, organizational, and social difficulties. In addition, the educational environment is not sufficiently accessible, which forms barriers to social justice. The revealed regional specificity of rural schools serves as a justification for a conceptual and substantive development of Arctic pedagogy. The results obtained are useful for further theoretical and empirical research in the field of inclusive education, as well as for the development of regional programs of inclusive educational practices, taking the differentiation of social conditions into account.

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Global Cultural Identity Among Young People in Slovakia

Džambazovič

Gerbery

2021

Slovenský Národopis / Slovak Ethnology

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It is becoming increasingly obvious that young people are facing the globalisation of personal identity. It is the result of ongoing interaction between individuals and their globalised socio-cultural environment that leads to changes in self-identification. Cultural openness and the “de-territorialisation” of identity are the key aspects of this process. The paper explores the globalisation of identities among secondary school students, using the concept of global self-identification. The analysis employs quantitative data from the Survey of Young People’s Cultural Literacy. The globalisation of identity is captured by the Global Identity Scale (Türken, Rudmin, 2013), which consists of two dimensions – “Non-nationalism” and “Cultural Openness”. The aim of the study is to examine to what extent young people in Slovakia can be characterised in terms of global self-identification and to identify what affects the propensity for global self-identification. Furthermore, it tests the relationship between global self-identification and other phenomena that are supposedly related to global identity. The results show that the global identity is present among young people in Slovakia. By applying multilevel modelling, we identified a variety of culture-related phenomena that affect cultural openness and non-nationalism, including multicultural interaction and cultural participation. In addition, the study confirms that type of school has a significant effect.

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Koncept identity na poli sociologické teorie

Cited by 5 publications

References 6 publications

Ukotveni v pohybu: reflexivní identita mladých dobrovolníků

Ukotveni v pohybu: reflexivní identita mladých dobrovolníků

Educational communities of rural schools in the arctic (on the example of the Murmansk oblast): A social justice perspective on inclusion

Global Cultural Identity Among Young People in Slovakia

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