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This paper examines the citation counts of papers published in the first 25 years of the Sociology of Health and Illness. According to this measure only a small number of papers have made a major impact on the discipline of sociology of health and illness and an analysis of these select papers identifies some common themes. In particular, ‘successful’ papers have provided important theoretical constructs for the field while exploration of aspects of identity has been a recurrent focus. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Geographer is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this British Psychological Society (BPS) landmark paper, we employ an evidence synthesis approach to review the broad range of diversity research published in BPS journals between 2011 and 2021. By focusing on research that investigates stereotypes associated with, and discrimination towards, minority and minoritized groups, we seek to provide readers with a better understanding of the dynamics of a diverse workforce and, going forward, to facilitate the efforts of the psychology research community towards building a body of work that meaningfully addresses workplace inequalities. We thematically analyse and synthesize 25 articles, which fall into four interconnected themes: identity development and management; negative stereotypes, prejudice, and discrimination; working in a diverse team; and the broader organizational environment. Highlighting key strengths of this work and areas for future development, we note the absence of overarching theoretical debates and discussions that might facilitate the development of an on‐going narrative across diversity‐related research published within BPS journals. We outline a future research agenda to bridge methodological divides and to connect with diversity literatures in related disciplines such as human resource development (HRD), human resource management (HRM), and organization studies. In so doing, we advocate for psychologists to move beyond a solely individualistic perspective and instead recognize and account for the context within which diversity‐related processes take place. [ABSTRACT FROM AUTHOR]

Aim: Research has shown that experiences of psychosis can have a significant impact on an individual's identity. Moreover, the way those who experience psychosis make sense of these changes appears to affect their recovery journey and hold clinical significance. However, this area of research is still very much developing, and there is a need for reviews, which look to synthesise and understand this process of identity change to guide clinicians working in this area as well as future research. This study looks to meet that gap and aims to synthesise qualitative literature exploring the lived experience of identity change amongst people who experience psychosis. Methods: A systematic review using thematic synthesis was carried out. The PRISMA and ENTREQ guidelines were followed in reporting the study. Results: Ninety‐one papers were identified which met criteria for inclusion and 31 papers included in the synthesis at which point conceptual saturation was judged to have been reached. Five themes were created: psychosis as an obliteration of the old self; the futile fight against psychosis; mourning for who I was; the battle for self as a battle against disempowerment; and recovery as rebirth. Conclusions: Results highlighted the substantive impact an experience of psychosis has on an individual's identity, the key role sense making around these identity changes plays in recovery and the crucial impact of clinicians on the sense‐making process. The implications for theory, future research and clinical practice are discussed. [ABSTRACT FROM AUTHOR]

Research shows that information cues influence public opinion on international cooperation, yet it is unclear whether all cues are equally effective in the context of a global crisis. This paper sheds light on this issue by analysing how frames in public discourse influence support for multilateral vaccine cooperation during Covid‐19. Building on research on in‐group favouritism, decision‐making under uncertainty, and public support for multilateralism, the paper argues that frames emphasizing vaccine nationalism are more potent than those emphasizing international cooperation and that nationalist political identities moderate these framing effects. An original survey experiment in the United Kingdom confirms this argument and shows that public support for multilateralism is substantial but vulnerable. A vaccine nationalism frame reduces support for multilateralism, while an international cooperation frame has no effect. Moreover, 'Brexit identities' moderate this framing effect, with 'Leavers' being more susceptible to the detrimental effect of the vaccine nationalism frame than 'Remainers'. [ABSTRACT FROM AUTHOR]

This paper critically examines the normative versus non‐normative distinction commonly used in collective action research. To explore the similarities and differences between antecedents of normative versus non‐normative actions, we conducted a systematic review on diverse predictors of non‐normative, radical and violent collective actions. We examined 37 social and political psychology studies published after 2010 and identified five recurring themes: identity, efficacy, injustice, emotions and norms. Findings exhibited significant overlaps with those predictors associated with normative collective action. Thus, a reconceptualization is needed to undermine the rigid boundaries between these action types, highlighting the intricate interplay of factors that transcend the conventional binary. Aiming to avoid conceptual ambiguity and challenge the perspective that associating particular collective actions with unwarranted violence using social norms as fixed and a priori, we propose the term 'confrontational collective action' to separate out form of action from societal approval. Through this reconceptualization, we discussed the main limitations in the literature, focusing on how studies approach normativity and efficacy and addressing the issue of decontextualization in the literature. This paper calls for a contextually informed understanding of confrontational collective action that recognizes what is seen as 'normative' can change over time through intra‐ and intergroup interactions. [ABSTRACT FROM AUTHOR]

This note aims to establish the influence of a system's political identity on its viability. Using an argumentative analysis of evolutionary theory, organisational cybernetics and other systems traditions, this paper demonstrates the importance of identity to the adaptability of viable systems. It demonstrates how the environment shapes viable systems and how natural selection makes certain political identities viable in systems. The conclusion of the paper presents some ideas for adaptation in viable systems and asserts that these ideas are anarchist in origin. [ABSTRACT FROM AUTHOR]

This paper examines the perspectives of children in two East London primary schools on what influences their independent choice of text, in the context of developing reading for pleasure in schools. All children in three selected year groups (ages approximately 6, 8 and 10) were invited to take part in the research, and from those that volunteered, six children per year group were randomly selected in each school. These focus groups were then observed choosing reading material from a range of pre‐determined texts which varied in genre, recommended age‐range and representation of diverse groups. The children were then interviewed, with the two researchers seeking to understand the factors that influenced their decisions. A thematic analysis was subsequently conducted to determine the most prevalent of these factors; the researchers identified seven key themes, which will be discussed in this paper. Practical implications that were identified for supporting children to read for pleasure are then suggested, based on these themes. [ABSTRACT FROM AUTHOR]

At the core of what makes humans, and their behaviour, social, is the interplay between self and other. Our identities, for example, are essential to our functioning as social beings as they allow us to make sense of ourselves, and others, across different contexts. We care about how others see us and achieving congruence between how we see ourselves, how we think relevant others see us, and indeed how relevant others actually see us in turn, becomes integral for achieving a positive sense of self. Therefore, humans require recognition from relevant others. This recognition can take many different forms, from legal recognition of one's rights in society, to social recognition of one's belonging to different groups. Moreover, the absence of recognition can lead to serious repercussions and consequences, resulting, on an individual level, in a reduced mode of being and feelings of exclusion, and on a social and political level, in tensions and conflict. The current special issue takes a multidisciplinary approach to contribute to the growing debates and discussions around the importance of understanding recognition and its role in social behaviour. As the introduction to this special issue, this paper argues that the concept of recognition enables a better understanding of how identification and belonging become entangled with power struggles and expressions of agency. Doing so leads us to conclude that a social psychology of identity and intra/intergroup relations which does not consider power relations, as bound up in processes of recognition and its denial, fails to consider the key processes and broader impact that exclusion, subtle or explicit, has on individuals' well‐being, belonging and ability to act in the world. [ABSTRACT FROM AUTHOR]

Sign language is significant in its linguistic complexity and sociocultural values to its users. The linguistic situation of sign languages in the Middle East is controversial. For Arab deaf communities, each country has a rich and complex national sign language without the need for a superior, more standard unifying Arabic sign language (ArSL). There have been attempts to unify sign languages by creating ArSL. This initiative has been mostly taken by nondeaf persons and has been met with opposition and resistance. This paper investigates sign languages in Kuwait and the attitudes towards both Kuwaiti Sign Language (KSL) and ArSL from both deaf individuals and sign language translators/teachers using surveys, informal interviews, and fieldwork visits. The research question is: What sign language would the deaf community and sign language interpreters/teachers in Kuwait choose (KSL, ArSL, or both) to better serve the deaf community. This paper is designed to uncover the impact of language policies on communities' representations of self and explore the richness and complexity of national sign languages that can be underestimated by language policymakers. The findings of this study indicate a preference for KSL or the use of both KSL and ArSL, but not ArSL alone. [ABSTRACT FROM AUTHOR]

This paper presents an examination of identity in and as practice as it relates to a group of educational practitioners known as middle leaders. Drawing on the theory of practice architectures as a site‐ontological approach for conceptualising educational leading, the paper considers an individual's identity as being informed by, and accomplished amidst, the sayings, doings and relatings of practice. Although theorising the connections between identity and practice is not new, a central argument presented is that identity occurs at the nexus of the individual and social practices. Data are drawn from an empirical study of the practices of nine middle leaders responsible for facilitating a district‐wide initiative aiming to improve literacy pedagogy in their particular primary schools. Thematic analysis of semi‐structured interviews with the middle leaders revealed 11 identity–practice framings which evolve over time and space, negotiated in response to site‐based conditions. Findings contribute to understandings about the dynamic multifaceted nature of middle leaders' identities. [ABSTRACT FROM AUTHOR]

Much research highlights the potential of physical education and school sport (PESS) to provide personal, social and educational benefits for young people. As such, it is suggested that PESS contexts could be particularly relevant to pupils who might be considered marginalised or 'at risk'—including care‐experienced young people—affording opportunities to gain skills, connections and experiences to aid a positive educational trajectory. This paper presents findings from an empirical project that explored the role of sport/physical activity within the day‐to‐day lives of care‐experienced young people in England. A participatory methodology, underpinned by a youth voice perspective, was employed to generate data via semi‐structured, activity‐based focus groups with care‐experienced young people (aged 8–21 years) and via narrative interviews with care leavers (aged 23–32 years). Data were analysed using inductive and deductive procedures in a process also informed by the work of Bourdieu. Drawing on data related specifically to PESS contexts, this paper looks to theorise the potential of PESS to support the educational engagement, transitions and outcomes of care‐experienced young people. It demonstrates how this context can support the acquisition of physical, social and cultural capital, which can both facilitate engagement and support personal outcomes. In addition, it documents how social support provided within/through PESS can be promotive of positive transitions into further and higher education contexts. As such, it can be recognised as a valuable site within the educational landscape for care‐experienced young people. [ABSTRACT FROM AUTHOR]

This paper uses the concept of intersectionality to think about the ways people negotiate diversity on a daily basis in Glasgow, Scotland. The paper draws on ethnographic fieldwork, in‐depth interviews and focus groups carried out in semi‐formal spaces such as public libraries, community‐centres and local cafes. Discussing the ways in which people speak about their experiences of encountering others across ethnicity, age, gender, religion, and class, the paper examines situations where different positionalities interconnect to produce mundane and fleeting moments of relation. Despite tensions, misunderstandings and moments of uneasiness, the paper finds that connections and relations are built. Set in the political context of contemporary Scotland, the paper argues that being together in diversity can be a decisive act that marks the everyday as political. It contends that an openness to and through these intersectional relations can counteract notions of crisis and emergency normatively constructed around issues of immigration and multiculturalism in Scotland. [ABSTRACT FROM AUTHOR]

A spatial perspective on microtoponyms, informal non‐standardized names of small objects and places known to the locals, is an often‐neglected segment of urban political toponymic theory and practice. Though critically‐oriented thinkers have acknowledged the role of vernacular place names in the spatial organization of symbolic cultural landscapes, place‐making processes, and the everyday life of people and their communities, conceptual spatial‐political theorizations on this subject have been relatively rare. Driven upon the critical toponymic theory, this paper aims to delineate a conceptual framework for studying urban microtoponyms as spatial phenomena by integrating the toponymic plurality notion. Based on examples primarily from non‐Western geographical contexts, this paper offers a fresh perspective on urban place naming practices and related spatial processes providing some analytical pathways for critical scholars in urban toponymy and guiding potential empirical investigations in this field. [ABSTRACT FROM AUTHOR]

Centering the identity‐related impact of spatial structures and physical environments in shaping the sense of being and belonging of people in the diaspora is a key decolonial feminist project for and within psychology. This paper presents an ethnographic study that combines observations at three Black hair salons in England with a total of 25 qualitative interviews with Black women (n = 18) and experts such as hairdressers (n = 7). The question this study seeks to answer is: ''How are Black women's racial identities constructed, structed and shaped by and through their interactions with and navigation of the Black hair care and beauty landscape in England?" This paper shows that participants reflected on the navigation of space as an identity‐relevant experience. Moreover, racial identity construction happens in place through encounters and socio‐spatial interactions and Black women's ways of seeing, being, and inhabiting the world. Lastly, this paper argues the centrality or marginality of Black hair salons is relative, dependent upon the location and situatedness of the person searching or visiting it. This paper thus highlights avenues for future research into the space‐ race‐identity nexus and invites an examination of the identity‐related significance that spatial arrangements carry for people in the diaspora. [ABSTRACT FROM AUTHOR]

While many scholars have noted workplace inequalities generated by the presence of pregnancy and parenthood, this paper shifts the focus to explore the question: how do childless subjects negotiate between work identities and desired identities of parenthood? Drawing from empirical research interviews about navigating complex fertility journeys alongside work and employment, we show how themes of pregnancy and parenthood play out in the form of (non‐)potential rather than actual achievement, and where identity threats arise paradoxically from both too close and too distant an association with the maternal body. [ABSTRACT FROM AUTHOR]

Copyright of Regional Science Policy & Practice is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper, an Anishnaabe educator and university researcher/former primary teacher make a case for viewing children's dramatic play as multimodal identity texts. Indigenous children in our research study take up an agentic role and construct positive identities in dramatic play, creating narratives that reflect Indigenous cultural practices, as well as some practices of mainstream Canadian society that may be imbued with colonising perspectives. We argue that the Indigenous Cultural classes and follow‐up dramatic play counter the marginalisation of Indigenous knowledge, culture and languages that has occurred with devastating effects on generations of Indigenous families. Our paper is based on video recordings of 4‐ and 5‐year‐old children's dramatic play that were analysed collectively by 12 Indigenous educators in terms of the Indigenous cultural meanings that children created in their play. We conclude with implications for non‐Indigenous teachers, arguing that a case can be made for including child‐led dramatic play in the literacy curriculum when dramatic play narratives are viewed as multimodal identity texts. These texts, which can involve multiple modes including print, draw from children's own cultural and linguistic knowledge and experience. [ABSTRACT FROM AUTHOR]

This paper advances a theory of "cohortness" for understanding the experience and articulation of identities. Using a case study focusing on higher education students, we argue that thinking in terms of cohorts enables an alternative way to examine how people perform, feel, and express their subjectivities collectively, especially within institutional spaces. Our analysis is based on an ongoing research‐education project, which ran over five years and involved over 250 undergraduate students at a post‐1992 UK university. The project involved large groups of students engaging in an exercise on "mis/fitting," which encouraged them to articulate (as individuals and groups) which identities it was "easy" to perform/hold/display as students, and which it was not. The project also involved a range of subsequent reflective discussions with each group. Our data provide striking insights into how year groups produce "cohortness" in different ways and across intersecting scales. In this paper, we focus on three key themes, which are underpinned by an often ambivalent articulation of contemporary neoliberal ideals: mixtures of deliberation and chance in the production of in‐class, micro‐spatial, intertextual dialogues; the intersection of norms and commonalities in the naming of some identity groups (such as sporting interests) and hiding of others (such as fandom); and the significance of personality, performative, and/or bodily traits compared with other aspects of identity. [ABSTRACT FROM AUTHOR]

Background: Engineering competition teams (ECTs) allow college students to learn about and practice leadership within a technical domain, yet we know little about the mechanisms by which leadership development occurs within these teams. This paper explores how ECT participation contributes to students' leadership identity development (LID). Purpose: This paper addresses the following research questions:RQ1: How does the ECT experience contribute to students' relational LID?RQ2: What other factors influence ECT participants' LID?RQ3: Does the ECT experience provide opportunities for LID that are different from those provided by other experiences? Design: This paper reports the second phase of a mixed‐methods study. ECT members participated in individual semistructured interviews. Transcripts were analyzed via an interpretivist approach using deductive and constant comparative methods. The analysis employed the LID model as the primary theoretical construct. Results: ECTs contributed to most participants' LID. Factors affecting the extent of development included project complexity, team practices related to the claiming and granting of a leadership identity, positional leadership experience, involvement with other organizations, and preconceptions of leadership. Compared with other experiences, ECTs placed more emphasis on leadership based in expertise. Technical competence was considered a key attribute of ECT leaders. Conclusions: ECTs enhanced the LID of most participants, helping them understand leadership as a relational process. The LID model offers promise for designing engineering leadership development programs. [ABSTRACT FROM AUTHOR]

In this paper the author explores a cultural narrative that she suggests rests on the concepts of the Feminine and Masculine as such, employing both as though they contain an agreed set of universal givens. These givens are extrapolated from an androcentric perspective on female and male bodies, in particular their biological functions regarding reproduction. The metaphors of the baby‐in‐womb, mother's preoccupation with child and heteronormative sexual relations are the primary cyphers for the narrative. She suggests that remaining unconscious of this narrative, such that it is taken as a universal given, can hamper a person's relation to themselves, the world and others. The author names two concepts, Home and Identity: Home being an hospitable and accommodating space with Identity denoting the one who inhabits the space. In the narrative these two are unhelpfully categorized as belonging to the Feminine and the Masculine respectively. For ease of understanding the author uses a capital letter to designate an abstract idea, and lower case when referring to the concrete or particular. Clinical examples are given throughout the paper to illustrate how acknowledgement and awareness of this narrative might free the analyst or therapist to think more broadly around issues pertaining to space and identity. [ABSTRACT FROM AUTHOR]

This paper explores the performance of active aging by Chinese rural elders amidst rapid rural restructuring. Drawing on a study of combined leisure–work lifestyles of elderly males in rural Wenzhou, southeast China, it highlights the significance of space and place in forming and shaping active aging in the countryside. The wider rural transformation prompted by industrialisation and modernisation provides opportunities for them to (re)make a temple leisure space and an elderly porter centre in/through which they reconfigure everyday practices and aged identities as 'modern subjects' and 'good parents.' Such reconfiguration is simultaneously shaped by place‐based norms such as 'living a self‐sufficient later life.' It is also found that their experiences and practices of active aging are continuously mediated in time‐spaces. This is demonstrated by the influence of spatial openness and proximity and the tempo‐spatial negotiation of past experiences and differences during the performance of active aging. This paper advances a geographical approach to exploring active aging in the countryside and enriches our understanding of active aging in contemporary (rural) China. [ABSTRACT FROM AUTHOR]

Sociolinguistic research has increasingly explored the ways in which semiotic features are variably recruited to stylistically perform enregistered social personae. In this paper, I add to this body of work by exploring the emergence of a stereotypically feminine style and persona that is widespread in British social media. Specifically, I examine the prevalence of non‐standard spellings (e.g., darling, gorgeous), discourse features (e.g., hun, babe, u ok hun?), and characterological tropes (e.g., the life motto 'live, love, laugh') as indexical representations of a particular type of classed, gendered, and ethnic identity in a corpus of Instagram memes. I demonstrate that these features have become enregistered as a characterological figure of a British working‐class White woman—the Hun—that is stylistically deployed as a digital commodity register. Concluding, I emphasise the need for research to engage more fully with stylisation and commodification in social and digital media interaction. [ABSTRACT FROM AUTHOR]

Concepts in science education such as "science identity" and "science capital" are informed by dominant epistemological and ontological positions, which translate into assumptions about what counts as science and whose science counts. In this theoretical paper we draw on decolonial and antiracist perspectives to examine these assumptions in light of the heterogeneous onto‐epistemological and axiological values, cultural perspectives, and contributions of nondominant groups, and specifically of those who have been historically marginalized based on their gender, race, ethnic, age, and/or social class identity. Building on these arguments, we critique deficit‐based approaches to science teaching, learning, and research, including those that focus on systemic injustice, yet leave intact dominant framings of the scientific enterprise, which are exclusionary and meritocratic. As an alternative, we offer a design of science teaching and learning for the pluriverse—"a world where many worlds fit". This alternative allows us to reconstruct science and science‐related "outcomes," such as identity, in the service of cultural, epistemic, and linguistic pluralism. We close the paper with the idea that because mainstream theories reproduce deficit framings and educational injustices, we must engage with decolonial1 theories of pluriversality and discuss different onto‐epistemologies to be able to grapple with existing social, racial, environmental injustices, and land‐based devastations. [ABSTRACT FROM AUTHOR]

Although research has highlighted the challenges of teaching in urban settings, particularly for science teachers, it has paid less attention to the development of science teaching identities in urban settings. This paper situates science teaching identity within societal discourses of science, education, and teaching to explore the ways in which macro‐level discourses influence the positions available to science teachers in urban schools. Using questionnaire data from 64 teachers, discourse analysis is used to demonstrate how participants reinscribe or disrupt prominent macro‐level discourses, including the elitism of science, accountability, and deficit views of urban areas, and the resulting positions that are created by this negotiation process. The findings include possible positions relative to science, education, and teaching as well as a consideration of differences between elementary and secondary teachers and between beginning and experienced teachers. Although many participants successfully disrupted damaging discourses of science as elite and disconnected, as well as discourses of accountability and the role of standardized testing, they were not able to disrupt deficit discourses that resulted in positioning themselves as outside of their students' worlds, often as saviors. The findings demonstrated the strong influence of deficit discourses on teachers' descriptions of their experiences as science teachers and the need to support teachers in understanding the historical and cultural contexts of urban education to identify and disrupt deficit discourses and create teacher positions based on asset and justice‐based views of students, schools, and communities. [ABSTRACT FROM AUTHOR]

This paper aims to consolidate existing literature on the psychological impact of sending children away to boarding schools in Britain. A scarcity of literature pertaining specifically to independent boarding schools leads the author to examine child developmental theory, peer victimization in the British Army, trauma within captivity and adaptive behaviours. In conclusion, it is clear from this research that more time and effort is needed to understand the psychological impact of sending children away from home to be schooled, socialized and parented institutionally. In particular, the ethos and traditions associated with British and colonial schools, and the way in which these things are preserved warrants further study as it appears to be a significant source of the attitude toward children in boarding schools. The psychoanalytic community may be best placed to understand, and make understood, the positive or negative impact on children attending boarding schools in Britain. [ABSTRACT FROM AUTHOR]

Despite changes to research and practice, that, to some degree, acknowledge that people are shaped by their contexts, the treatment of mental illness remains largely focused on interventions that take place at the level of the individual. Conceptualizing mental illness as something that resides in individuals can lead to reliance on neurobiological and psychotherapeutic solutions, and away from conversations about not only contextual causes of mental distress, but also sociopolitical solutions to mental distress. Further, it can lead to the use of mental health interventions that focus on the biology of an individual without a consideration for how those interventions themselves may have psychological, social, or political consequences that act to shape an individual's identity, agency, and relationship to their community. This paper examines one medicolegal intervention, the community treatment order, using the philosophical work of Grosz and Foucault to consider how this intervention affects the experience and construction of identity, and the impact of this on an individual's sense of agential membership in a community. This discussion aims to increase understanding of the individual and social implications of interventions for mental illness, and provide a conceptualization of the relationship between identity, agency, and ethics which can inform critical research and nursing practice more broadly. [ABSTRACT FROM AUTHOR]

Do you persist as the same person over time because you keep the same mind or because you keep the same body? Philosophers have long investigated this question of personal identity with thought experiments. Cognitive scientists have joined this tradition by assessing lay intuitions about those cases. Much of this work has focused on judgments of identity continuity. But identity also has practical significance: obligations are tagged to one's identity over time. Understanding how someone persists as the same person over time could provide insight into how and why moral and legal obligations persist. In this paper, we investigate judgments of obligations in hypothetical cases where a person's mind and body diverge (e.g., brain transplant cases). We find a striking pattern of results: In assigning obligations in these identity test cases, people are divided among three groups: "body‐followers," "mind‐followers," and "splitters"—people who say that the obligation is split between the mind and the body. Across studies, responses are predicted by a variety of factors, including mind/body dualism, essentialism, education, and professional training. When we give this task to professional lawyers, accountants, and bankers, we find they are more inclined to rely on bodily continuity in tracking obligations. These findings reveal not only the heterogeneity of intuitions about identity but how these intuitions relate to the legal standing of an individual's obligations. [ABSTRACT FROM AUTHOR]

The transnationalization of Chinese temples is producing new spatial imaginaries and adding cosmopolitan dimensions to Chinese Indonesian identities in the post‐Suharto era. In 1999, the Indonesian state legally‐sanctioned Chinese Popular Religion after decades of prohibition, ushering in a period of Chinese religious revival nationally backed by constitutional legitimacy. The recent emergence of transnational temple networks is providing a further form of cultural legitimacy based on symbols and statuses that circulate in a broader cosmopolitan transnational social sphere. Using case studies of three temples in Singkawang, Indonesia, each with a different form of international network, this paper shows how the transnational circulation of religious teachings, people, ideas, donations and deities can provide the raw materials for expressions of cultural identity which are locally rooted and embedded in specific ethnic politics of belonging. Forging transnational religious connections has the potential to develop into long lasting and formal institutional platforms of exchange, however, it often begins with informal, spontaneous and idiosyncratic encounters. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Analytical Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper is based on the author's experience of working with a particular group of female/male trans children and young people who present a similar clinical profile: a fragile ego prone to fragmentation and concrete thinking. Often, there is evidence of a grievance over the failed ideal object, which is internalized, projected into the body, and then attacked. Faced with the developmental challenge of sexuality at puberty, young adults withdraw to a psychic retreat designed to halt development. This paper focuses on the development of a trans identity in defence against an underlying fear of depressive anxieties and psychic collapse. It describes the ongoing assessment of Joanne, a 19‐year‐old biological female who wanted to be known as Luke in therapy and wished to transition in the belief that this was the only way she could have a life. The concrete nature of Joanne's thinking created problems in the therapy, as thoughts were often experienced as physical actions. This paper describes the function of the phantasy that transitioning performs in creating a psychic retreat from the demands of psychological development. [ABSTRACT FROM AUTHOR]

Queer, feminist, and non‐representational geographies have highlighted the ways that a predetermined and self‐contained idea of the subject limits the options for theorising the politics of identity and resistance. Transgender lives speak to this problem in new and productive ways, alerting us to the constitutive vulnerability of individual bodies and ideas – a vulnerability that does not map neatly onto a passive/active binary of political agency and identity. This paper asks how a commitment to constitutive vulnerability might open up a space to think differently about the relationship between identity and resistance, by foregrounding processes of individual and collective becoming as the site of knowledge generation. It appeals to two readerships: to geographers already committed to non‐representational theory, with the suggestion that taking identity seriously as an operative concept is not irreconcilable with the tenets of process‐oriented ontology, and to queer and feminist geographers with the suggestion that process ontology offers a way to untangle some of the knotty and persistent problems of identity‐based social analysis. Drawing on Simondon's philosophy of transindividuation, it suggests a reconfigured geometry of subjectification, such that identitarian and representational claims are rendered incidental to the problem of individuation of political terms. This possibility is addressed in relation to a singular mode of transformative becoming – an account of gender transition – and in relation to a broader transgender and radical femme politics. The paper maps out a productive resonance between concepts of vulnerability, femininity, and resistance – in a reading that refuses not only the passive/active binary of political agency, but also the essentialist logics within which these concepts are habitually framed. This paper therefore explores the possibilities of a conceptual orientation to constitutive vulnerability for moving beyond anxious reproduction of existing orders of knowledge. Queer, feminist, and non‐representational geographies have highlighted the ways that a predetermined and self‐contained idea of the subject limits the options for theorising the politics of identity and resistance. Transgender lives speak to this problem in new and productive ways, alerting us to the constitutive vulnerability of individual bodies and ideas – a vulnerability that does not map neatly onto a passive/active binary of political agency and identity. This paper asks how a commitment to constitutive vulnerability might open up a space to think differently about the relationship between identity and resistance, by foregrounding processes of individual and collective becoming as the site of knowledge generation. [ABSTRACT FROM AUTHOR]

This paper constructs a theoretical argument to frame feedback as a relational concept. It addresses contemporary concern that formative assessment, of which feedback is a part, is under theorised. The arguments presented link to existing theoretical and research evidence. The paper also challenges the dominant policy discourse in high stakes assessment contexts in which feedback is typically seen in technised ways to serve the need to raise measured pupil outcomes. Vygotsky's notion of the zone of proximal development is explored as a relational space in which both teachers and learners understand differences between learning 'now' and learning 'next'. Extending Vygotsky's perspective, a socio-cultural perspective is offered, by considering the role of 'others', 'language', 'activity' and 'identity', as part of the process of sharing and understanding feedback in classrooms. The work of Holland et al. (1998), Bakhtin (1986) are central to the developing argument. The paper reveals feedback as a complex situated process, requiring mediated dynamic interaction, where feedback is appropriated as a cultural artefact by its participants. The implications of such an articulation demands a greater sense of understanding pupils' roles in feedback and the importance of teachers enabling pupils to see themselves in new ways as future learners. [ABSTRACT FROM AUTHOR]

While there has been significant discussion of the intertwined roles of mobility and identity, little has been written about these two factors in relation to an important third factor, dress. This paper examines dress and identity within two lifestyle migration memoirs, as forms of media such as these create socially situated imagined places where readers can explore new lives and ways of being. Using a culturally oriented framework to examine the moving parts of mobility, identity and dress within text and place, this paper engages with Carol Tulloch's theory that styling the body is self‐telling, whereby dress reveals autobiographical details about the self through clothing choices. It argues that moving from one place to another begins a process of change, and that clothes are used to signify this process to others. This paper contributes to understanding the transformative process of migration, particularly as it relates to imaginative explorations associated with texts. It also contributes to another underdeveloped field, the study of dress in rural areas. Its original application of Tulloch's theory along with broader social theories, within a discussion of lifestyle migration discourse and dress, means that it differs from previous migration research. This paper discusses lifestyle migration and resulting identity changes as demonstrated in two literary texts. The texts, as do media more generally, provide an important place for readers to imaginatively explore new identities and ways of living that cannot be uncovered in the same way through other methods. [ABSTRACT FROM AUTHOR]

Arctic decision‐making processes are often praised for including Indigenous peoples. Yet, state practices of "inclusion" may also inadvertently delimit what can be meaningfully said from a stage already set for a highly specific role as "Arctic voices". This paper draws on reflections offered by Norwegian and Icelandic state personnel on the meanings of Arctic statehood and identity, showing how often well‐meaning attempts to "include" may serve the includer more than the included—indeed, may serve to uphold the same power structures they seemingly seek to improve. In so doing, the paper contributes both to understandings of Arctic statecraft and to work seeking the "peopling" of geopolitical concepts such as the state. By focusing on the operation of dominant discourses, the paper argues that current prescribed performances of "inclusion" are not enough in a region marked by histories of dispossession, assimilation, and colonisation. [ABSTRACT FROM AUTHOR]

The current paper argues that speakers of Tongan English, an emergent variety spoken in the Kingdom of Tonga, may use rhoticity to construct a cosmopolitan and globally oriented local social identity. A variationist analysis of non‐prevocalic /r/ in a corpus of 56 speakers reveals a change in progress towards rhoticity led by young females, whereas an affiliation with Liahona High School, a Mormon secondary school, predicts advanced adoption of the feature. I argue that rhoticity carries a positive ideological load for younger speakers as an index of globalness, modernity and Western cultural values, whereas for Liahona‐affiliated speakers, an additional indexicality of rhoticity is Mormonism. Linguistic constraints on variation mirror patterns found in previous studies on L1/L2 varieties and are thus more universal, whereas social constraints on variation are best examined through a local lens. [ABSTRACT FROM AUTHOR]

Reading for Pleasure (RfP) acknowledges the importance of reader engagement and the role of the teacher as a reader of children's literature. The foundational work of the Teachers as Readers (TARs) programme successfully illustrated the impact of RfP activities on student learning. Previous studies of teachers' reader identities have shown a strong need for professional learning to boost teachers' confidence with children's literature. However, less emphasis has been placed on the adoption of RfP pedagogy within initial teacher education (ITE) to develop pre‐service teachers' (PST) knowledge of children's literature, as well as their understanding of teachers as reading role models for future students. This paper analyses data from research into RfP undertaken in two ITE programmes for primary teachers informed by contrasting policies in Scotland and Australia. Though both countries aim to improve school student literacy success, the curriculum mandates differ, shaping the potential pathways available in ITE courses. It is within this context that we report on 3 years of data on PST reader knowledge collected from 300 students using survey tools adopted from the original TARs study. Emerging findings provide evidence that teacher educators need to act as circuit breakers to alter PST attitudes to reading. [ABSTRACT FROM AUTHOR]

Children adopted from care become part of a hidden, but no less vulnerable, group in the education system and may be overlooked for allocation of additional support and guidance. Adoption is a relatively unique experience and adds layers of complexity, difference and vulnerability to young people's lives that are poorly understood and under‐researched. Adopted adolescents face significant challenges in social, emotional and behavioural aspects of school life. An attainment gap persists throughout their educational career. Adoptees are strikingly absent from many conversations regarding care‐experienced young people yet their needs and challenges are comparable with those of their peers remaining in the care system. Assumptions are made about adoptees' opportunity and capacity to recover, concealing challenges faced in adjusting to adoptive life, including education. The impact of adoptees' early experiences could lead to complex identity formation processes during adolescence, with potential implications for education experience and performance. This paper explores the potential of applying a narrative adoptive identity perspective to answer questions about how adopted children and young people experience school as an adopted person, i.e. how does their lived experience as an adopted member of a school community impact on their engagement with school, schoolwork and peer networks? The concept of 'communicative openness' is used to illustrate the vital role the school community plays in enabling adopted children to transition into and thrive in school. Taking a narrative adoptive identity approach may enable teachers to better meet adoptees' specific learning and teaching needs as dictated by their unique experiences and enhance opportunities for better educational progress. [ABSTRACT FROM AUTHOR]

Pathological narcissism is a personality constellation comprising distorted self‐image, maladaptive self‐esteem regulation, and difficulties in intimate relationships. Patients with elevated pathological narcissism may not necessarily meet criteria for narcissistic personality disorder, and may seek treatment for a range of mental health concerns across various clinical settings. An understanding of key principles of control‐mastery theory (CMT) can help clinicians understand the specific goals and challenges of the individual patient with pathological narcissism, and can illuminate ways in which the patient may work in psychotherapy. This paper outlines how patients with pathological narcissism may engage in testing of their pathogenic beliefs, and how therapists can respond in ways that facilitate the patient's sense of safety and foster psychological work. The role of the therapist's attitude is highlighted as a means for countering pathogenic beliefs associated with pathological narcissism. Clinical material from a single case of time‐limited supportive psychotherapy will be used to illustrate these principles and associated therapeutic processes. Insights from CMT regarding pathogenic beliefs and the patient's plan for addressing them can help to explain how therapy works or does not work for patients with pathological narcissism. [ABSTRACT FROM AUTHOR]

The Arabian Gulf region has witnessed tremendous social, political and economic change in recent decades. The State of Qatar's ambitious global visions mean that it is a significant player in both creating and riding these transformational waves. Yet with a minority citizen population of only ~12%, protecting the language, culture and values of the nation in the midst of rapid development and modernization presents unique challenges that most governments do not have to grapple with. This has led to strategic and legal stances and policies as well initiatives by governmental and non‐governmental organizations to maintain and develop national identity and Qatari culture. Through a systematic literature review, this paper synthesizes available evidence regarding national identity for Qatari citizens. It explores dominant themes that emerged in the literature related to identity in Qatar, namely: architecture, education and language policy, gender, media and social media, museums, politics and governance, and sports. Each are synthesized, from which we offer reflections on what is (not) known regarding national identity, identifying a number of areas in need of research related to better understanding the complexity and diversity within the citizen population. [ABSTRACT FROM AUTHOR]

Those who serve in military organizations typically develop a strong sense of identification with the defense force and those with whom they serve. However, when these individuals leave military service, they can experience a sense of displacement or culture shock, making transition into a civilian career a difficult prospect. This paper sought to explore veterans' experiences during the transition into civilian work and, in particular, the impact of this transition on their identity as they are socialized in a civilian organization. The stories of 31 Australian Defence Force veterans were gathered via semi‐structured interviews to provide insight into the experiences during transition and the changing nature of their identity as they began working outside a military environment. The findings identify three stages of identity adjustment through which veterans pass during their transition: realizing, relinquishing, and reconceptualizing. While some encountered more struggles than others depending on their individual circumstances, the findings provide unique insights for HRD theory and practice to enhance the transition of serving military to a civilian workforce. [ABSTRACT FROM AUTHOR]

Despite their distrust of big and centralised political units, their stance in favour of minorities and diversity, Greens do not skip the national issue but reimagine it with a bottom‐up and plural perspective under the form of regionalism. This article first study how ecologist theoreticians have defined different regionalist approaches, notably bioregionalism, ecoregionalism and econationalism, which became the basis of the Green approach on the national issue in Western Europe as early as the 1970s. Then, the paper comparatively focusses on Europe Ecology – The Greens Brittany and on the Scottish Green Party, assessing their analysis on their territory: whereas the first defend the project of an autonomous Brittany, the second is actively involved in favour of the independence of Scotland. In analysing the regionalism of the Greens, the article demonstrates that the green stance on the nation is not "identitarian" or "patriotic" but "cognitive": it is devoid of nostalgia but on the contrary a tool for a multicultural and democratic Europe. [ABSTRACT FROM AUTHOR]

This paper aims to investigate the relationship between contending objectalisation, reactive disobjectalisation and radicalization tendencies during the integration of 50 young Muslims in Germany. The largest group of people who have a history of migration in Germany are people of Turkish and Kurdish origin. During the summer and autumn of 2018, we interviewed 50 individuals from both genders aged from 18 to 25 years old. We saw that negative or contending objectalisation could lead to a reactive disobjectalisation of the German world. This reactively results in an increased occupation of Turkish culture, especially religion and radicalization, which focuses the intensification of religious views. As a result of this process, religious behavior intensifies, which is shaped by going to religious groups, mosques and activities in Islamic organizations. There also appears to be some kind of "new national feeling" where objectalisation of both cultures results in a third identity in the form of its own psychic integration. In this way a new migratory identity would be formed which inherits the "best of both cultures." [ABSTRACT FROM AUTHOR]

In her seminal work on the body, Robyn Longhurst (1994) outlines that the body can be seen as the 'geography closest in'. However, in contemporary society, when restrictions are placed upon the body and the body is subjected to boundary making and territorialisation, how does the geography of the body begin to change? The paper investigates the way in which emotional experiences of situated bodies alter over time and how public perceptions of particular (migrant) bodies changes the spaces through which they are materialised. It critically discusses the specific ways in which female migrants' bodies may be bordered in place and how particular stereotypes surrounding the migrant body lead to a very particular sense of territoriality. Territory has been defined as 'a portion of geographic space which is claimed or occupied by a person or group of persons or by an institution' (Storey D 2001). This paper looks at how territory is inscribed on, in and through the body, utilising the migrant body as an example that enacts and performs particular aspects of territory as a response to the classificatory stereotypes that challenge it. Drawing on feminist embodied research in Singapore, the paper demonstrates the different ways in which female migrants' bodies operate on the margins of society, creating specific territorial borders around their bodies. Discussions of the experiences of foreign domestic workers and expatriates in Singapore highlight how these bodies are stigmatised and categorised, demonstrating how social and cultural separations lead to a re-territorialising and renegotiation of bodies. [ABSTRACT FROM AUTHOR]

This paper explores schools' new role in promoting children's mental health, as a key focus for policy makers across the global north. An education policy analysis is conducted for England and Australia, two nations advocating a 'bottom‐up' approach to mental health promotion, granting flexibility to schools and municipal authorities. Here it is argued that a common policy lexicon is evident where key concepts—wellbeing, resilience, character—are constructed on taken‐for‐granted assumptions. These are argued to be limited by an emphasis upon the individual constituents of mental health, which is contrasted against a broader conception of wellbeing, evident in recent non‐governmental international policy. Empirical data is then presented from two separate studies in England and Australia, where young peoples' perspectives are used to arbitrate the efficacy of the policy construction of wellbeing, in canvassing a relational and social identity approach as a viable alternative. Both studies privilege the voices of young people on wellbeing and identity, with findings from England highlighting that the dominant schooling narrative of resilience perceived by students, misses the ontological and social dimensions of their wellbeing. Research with Indigenous young people in Australia is then evaluated for the affordances generated by identity building and affirming programmes in schools. Notwithstanding cultural differences, common aspects were evident across both datasets, revealing the centrality to young people of self‐authenticity, relatedness, and connectedness to nature, as key to their wellbeing. The paper concludes in advancing a set of principles to underpin a relational and social identity approach to schools' wellbeing promotion strategy. [ABSTRACT FROM AUTHOR]

The democratic jurisdiction in Africa meant to re‐instil peace in the continent, unite her people and champion the philosophy of Ubuntu. It has endeavoured to eradicate the enduring legacies of colonial hegemony and assert a new identity distinguished by autonomous ideologies. Despite the dispensation of these efforts, African societies are still bedevilled by colonial fragments. This is evinced by the appalling racist undertones and xenophobic spells that are overbearing in Africa in the democratic wave. Today, the African continent is vexed by the increasing rate of xenophobic outbreaks that sometimes appear to be anchored in racist connotations. This, inter alia, menaces African humanism and social development in African societies. This qualitative paper has aimed to uproot racist precipitants in xenophobic attacks. It is theoretical in nature and evaluates the rapport between racism and xenophobia from an Afrocentric perspective. The study has found that the xenophobic sentiments in the present day are framed within the imaginings of race. It has illuminated racial identity as a catalyst for xenophobia. [ABSTRACT FROM AUTHOR]

This paper explores neighbourhood‐based projects such as "local project" (Magnaghi, 2005), the strategic scenarios that set out a process of mobilisation and promotion of local resources, planned and run by local people. It focuses on two residential communities in Wua‐Lai neighbourhood, namely Chumchon Wat Muen‐Sarn and Chumchon Wat Sri‐Suphan. The analysis deals with three local projects: Wua‐Lai Walking Street and Saturday Market, Lanna Arts Study Centre and community museums. It seeks to understand how the residents use silver handicraft, Buddhist temple and local marketplaces for shaping their projects and for connecting the neighbourhood to the city. This study allows us to identify the key elements in place on which the local projects are premised and how these elements reproduce sense of belonging and sociability that create the potential for collective action. It intends to highlight on the neighbourhood capacities, and its limits, to carry out local initiatives and to challenge more economic forces. [ABSTRACT FROM AUTHOR]

This paper tested whether shift‐&‐persist coping, or coping involving the combination of cognitive reappraisal, acceptance, and optimism (Chen & Miller, Perspectives on Psychological Science, 2012, 7, 135), attenuates the risks presented by economic hardship and ethnic discrimination for change in depressive symptoms from 9th to 12th grade, in a sample of 674 Mexican American youth (Mage W1 = 10.86; 50% female; 72% US born) and whether this effect depends on ethnic pride. Structural equation modeling indicated that, when accounting for economic hardship, shift‐&‐persist was associated with fewer concurrent depression symptoms. Youth with lower ethnic pride who endorsed high levels of shift‐&‐persist were protected against the negative impacts of peer ethnic discrimination on depressive symptoms. Future research on ethnic discrimination should examine patterns of coping and identity that can mitigate risk. [ABSTRACT FROM AUTHOR]

In this position paper, we draw from previous research and theoretical developments in the field to propose a set of affordances of engineering with English learners (ELs). Students learning both the language of instruction (e.g., English) and academic subject matter (e.g., engineering, mathematics, science) face the challenge of making sense of linguistically complex terminology of disciplinary knowledge. We posit that engineering provides a unique set of benefits for such learners due to a number of factors associated with the discipline of engineering, including the materiality of the knowledge, the potential for multimodal communication, and the contextualization of knowledge in specific task‐oriented activities. We also recognize that engineering benefits from participation by diverse learners including ELs as solutions are strengthened by a multitude of ideas and perspectives. Although this paper focuses on ELs, we recognize that such affordances are also valuable for all students, including native English speakers, and that they may be particularly important for students who may benefit from additional linguistic supports for developing academic literacies. We identify the affordances, anchoring them in elementary classroom experiences and teacher testimonials, and propose a research agenda for future study. [ABSTRACT FROM AUTHOR]

What grounds the facts about what is identical to/distinct from what? A natural answer is: the facts about what exists. Despite its prima facie appeal, this view has received surprisingly little attention in the literature. Moreover, those who have discussed it have been inclined to reject it because of the following important challenge: why should the existence of some individuals ground their identity in some cases and their distinctness in others? (Burgess 2012, Shumener 2020b). This paper offers a sustained defense of the view. The first half provides some positive motivations in terms of other natural principles involving ground. The second half considers various ways of distilling the challenge into a precise objection to the view, and argues that none of the resulting objections proves persuasive. [ABSTRACT FROM AUTHOR]