Practising Identities: Power and Resistance

Roseneil, Sasha; Seymour, Julie

doi:10.1007/978-1-349-27653-0_1

Cited by 17 publications

(24 citation statements)

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“…Identity is more complex than 'just culture' (or its related manifestations of race, ethnicity, language and religion). Instead, cultural difference always articulates or 'interlocks' (Yeatman, 1995) with other formally recognized identity categories of gender, age, social class, sexual orientation and disability (Stanley & Wise, 1993;Roseneil & Seymour, 1999). Many other less formal but equally important aspects of identity may also be relevant at an everyday level of lived experience; for example, president of the local sporting club or environmental activist.…”

Section: Defining 'Diversity'mentioning

confidence: 96%

“…'man'/'woman'; 'white'/'black'; 'heterosexual'/'homosexual' (Stanley & Wise, 1993;Fraser, 1997;Roseneil & Seymour, 1999;Weedon, 1999). 'The Other' of the pair defines each identity of the pair, and so is itself defined.…”

Section: Language: Representing Identity Diversity and Differencementioning

confidence: 97%

“…'Diversity' is understood from post-structural, post-modern and post-colonial perspectives as encapsulating 'identity' and 'difference' (Brah, 1992;Roseneil & Seymour, 1999;Weedon, 1999;Young, 1990a). Identity is more complex than 'just culture' (or its related manifestations of race, ethnicity, language and religion).…”

Section: Defining 'Diversity'mentioning

confidence: 99%

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Working with ‘Diverse Bodies, Diverse Identities’: an approach to professional education about ‘diversity’

D’Cruz

2007

International Journal of Inclusive Education

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Section: Defining 'Diversity'mentioning

confidence: 96%

Section: Language: Representing Identity Diversity and Differencementioning

confidence: 97%

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Working with ‘Diverse Bodies, Diverse Identities’: an approach to professional education about ‘diversity’

D’Cruz

2007

International Journal of Inclusive Education

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“…In recent years, it has been conceptualized in a variety of ways in cultural studies, social and communication theories, psycholinguistics and other fields of knowledge. Various approaches developed in these scholarly fields offer a number of perspectives and insights into the notion while examining the contexts within which identities are constructed and translated (see, for example, Roseneil & Seymour, 1999;Edgar & Sedgwick, 2003 for a discussion of main strands within identity theory).…”

Section: Theorizing Identitymentioning

confidence: 99%

Language Identity: Issues of Theory and Practice

Rassokha¹

2010

Asian Englishes

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Research into identity has advanced considerably over the past years. More importantly, it has become accompanied by a sharp emphasis on application of results to particular social issues and contexts. This application is becoming increasingly apparent in the setting of language and culture teaching. Thus this paper has two major foci. First, emphasis is put on the most important developments of the concept of identity, its key categories and features as well as its connection to culture and language. Drawing from scholarly literature, these are succinctly presented. A more detailed treatment is given to issues of language identity, especially its discursive character. The second focus is on building the EFL learner's language identity, which is viewed in this paper as a developmental process with distinct stages. It is stressed that key issues of identity theory can be successfully drawn upon for our understanding of 'glocal' aspects of language learning. Further, it is argued that since identity is constituted in discourses and interactions, there is a pressing need in the educational setting to provide discursive practices within which the EFL learner language identity is framed and maintained or, conversely, transformed and changed.

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“…There is a long history of research on writing emotionally and identity in social discourses (Barbalet, 2002;Calhoun, Rojek & Turner, 2005;Denzin, 1992Denzin, , 1989Denzin, , 1984 Ellis & Flaherty, 1992;Goleman, 1995;Hochschild, 1983;Kemper, 1990;Lupton, 1998;Rosengeil & Seymour, 1999), and a comparatively more recent history in educational discourses (Clandinin, 2005;Clark, 2001; FlorioRuane, 2001, Hargreaves, 2002Lyons & LaBoskey, 2002;Loughran, Hamilton, LaBoskey & Russell, 2004;Strong-Wilson, 2006). One of the stories told in writer's lore is that Aldous Huxley, the English novelist, author of Brave New World (1932) once advised a budding writer that a white page and a sharp pencil were the pre-requisites for a good writer-a visceral metaphor for splicing the emotional vein, releasing memory, writing subjective, lived experiences, and building identity capital.…”

Section: Introductionmentioning

confidence: 99%

Teacher‐writer memoirs as lens for writing emotionally in a primary teacher education programme

Deegan

2008

Teaching Education

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This paper examines student teachers experiences of writing emotionally through the lens of teacherwriter memoirs. The participants were ninety-nine postgraduate student teachers in a sociology of teaching module in an initial primary teacher education programme in the Republic of Ireland. Analysis of journal responses indicated how student teachers shaped and reshaped their emergent identities through discourse, memory, emotions, and personal biography and along a values-action continuum.Individual freedom was evidenced in moving towards danger and new ways of doing things. Conformity was evidenced in maintaining the status quo and familiar ways of doing things. Implications for teacher education renewal and reform are discussed. IntroductionThere is a long history of research on writing emotionally and identity in social discourses (Barbalet, 2002;Calhoun, Rojek & Turner, 2005;Denzin, 1992Denzin, , 1989Denzin, , 1984 Ellis & Flaherty, 1992;Goleman, 1995;Hochschild, 1983;Kemper, 1990;Lupton, 1998;Rosengeil & Seymour, 1999), and a comparatively more recent history in educational discourses (Clandinin, 2005;Clark, 2001; FlorioRuane, 2001, Hargreaves, 2002Lyons & LaBoskey, 2002;Loughran, Hamilton, LaBoskey & Russell, 2004;Strong-Wilson, 2006). One of the stories told in writer's lore is that Aldous Huxley, the English novelist, author of Brave New World (1932) once advised a budding writer that a white page and a sharp pencil were the pre-requisites for a good writer-a visceral metaphor for splicing the emotional vein, releasing memory, writing subjective, lived experiences, and building identity capital. This metaphor reminds us that all writing is a dialectical tick-tacking between notions of self and emotions at any given time in any particular milieu.While there have been a number of positive developments in initial primary teacher education related to curriculum renewal and development in the last decade in the Republic of Ireland, the official discourse continues to privilege structural matters related to teacher quality, demand and supply (OECD, 2005). In counterpoint to other leading scientific and knowledge-based economies, there have been no major debates and controversies about teaching and teacher education as a technical problem, a problemsolving problem, or a policy problem. There have been no paradigm wars about reflectivity, constructivism or diversity, notwithstanding their centrality in the Primary School Curriculum (1999).One of the outcomes is that little research exists on the ideological, moral and emotional dimensions of teaching and teacher education. What is especially missing is a significant corpus of research on teachers ' "substantive, attitudes, values, beliefs, habits, assumptions, [and] ways of doing things" (Hargreaves, 1992, p. 219).The research project reported here examined how, and in what ways student teachers bridged memories of their own childhood experiences through the prism of teacher-writer memoirs with scenes they are currently experiencing as student teachers in a pr...

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Practising Identities: Power and Resistance

Cited by 17 publications

References 0 publications

Working with ‘Diverse Bodies, Diverse Identities’: an approach to professional education about ‘diversity’

Working with ‘Diverse Bodies, Diverse Identities’: an approach to professional education about ‘diversity’

Language Identity: Issues of Theory and Practice

Teacher‐writer memoirs as lens for writing emotionally in a primary teacher education programme

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