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Using Spencer-Oatey’s (2005) rapport-management model to analyze data collected in open role-play interactions in Lima, Perú, this paper expands research on the preferred communicative patterns of Peruvian Spanish speakers when expressing gratitude in a situation exhibiting high social distance (+SD) and no power (-P) difference between interlocutors, and where the benefit received from the interlocutor is considerable. It is argued that although the development of interpersonal communication in social interactions reflects the relationship of each speaker with his/her interlocutor and his/her “own values and personal standards” (Furukawa 2000), it also reflects their cultural preferences to manage interpersonal relationships (Spencer-Oatey 2005).Results show that participants exhibited what apparently is prescribed behavior in this socio-cultural context in the realization of their interactional goals: The creation and enhancement of the relationship using communicative strategies respecting the association and equity principles and enhancing the interlocutor’s identity face. Despite the fact that disrespect to the interlocutor and violations to her autonomy were voiced, it is asserted here, that given this specific context, this might be expected and permitted behavior.

Interactants’ non-reciprocal use of Japanese speech styles, i.e., the addressee honorific masu form and the non-honorific plain form, is frequently treated as the salient feature constituting speakers’ hierarchical identities. The hierarchical identities in question in this study are senpai-koohai ‘senior-junior’relationships among Japanese college students. The paper presents analyses that demonstrate that the construction of these hierarchical relationships depends on context. The data derive from nine hours of audio recordings of dyadic and multiparty interactions among college students at the meetings of an extracurricular club. Conceptualizing on-stage and off-stage as frames of talk that function as context in this data set, the study finds that hierarchical identities are not foregrounded during on-stage talk, but can be foregrounded during off-stage talk when the participants’ club roles are not foregrounded; the use of non-reciprocal speech styles that lead to hierarchical identity construction is observed in this situation. On the other hand, hierarchical identities are backgrounded during on-stage talk when the participants’ club roles are foregrounded. The use of the addressee honorific masu form in this situation indexes that the speaker is engaged in a club role, such as discussion leader or participant.

This paper evaluates the role of written language in the construction of difference by looking at the emergence of two political advertising campaigns in Lebanon in 2006-2007. I will discuss how ad campaigns mounted by opposing Lebanese political factions were engaged in a battle over representing popular sentiment. Specific choices of typography, juxtaposition of codes, layout and physical placement of ads within the political landscape of urban Beirut all directly contributed to creating unique interdiscursive ideological framings for each party coalition. Due to the inter-sectarian nature of the political coalitions, the use of religious symbols was problematic in the construction of coalition identity. Other differentiating aspects such as class, patterns of consumption, and attitudes towards mourning became elemental in the creation of political distinctions and were indexically configured into this dialogue of signs.

The creation, diffusion and success of television programs generally known as talk shows have made of this type of broadcasts a true speech genre characteristic of societies and cultures where it is produced and/or consumed. These programs may be interpreted as anthropological showcases, firstly, in terms of the topics and participants in the debate, and, secondly, as an example of democratic exchange of ideas. Identities are presented and negotiated through interlocutive behavior as well as through the discourse strategies used by different contributors. The general purpose of this article is to analyze the relationship between socio-cultural identities and communicative strategies in one particular case: One of the programs of La vida en un xip (a top rating talk show produced by the Catalan television network, TV3), where the topic was 'neighborhood watch against drug traffic'. In this analysis, special attention is paid to the discourse behavior of each participant. This behavior is (a pioi) related to socio-cultural identity (role, status, communicative contract), and also contributes to (re)creating and reinforcing identity. Discourse behavior is shown both in the interlocutive dimension (type and number of turns, interruptions and time occupied) and the enwtciative dimension (the presentation and argumentation of each particular verbal product). These two dimensions enable us to (i) build a discursive picture of each participant in the debate which has a very close connection with his/her specific socio-cultural identity, and (ii) compare these pictures in the context of a particular program.

The current study looks at the construction of professional identity and its relations with gender, by analyzing the discursive practices of a unique set of contrasting groups, i.e. three parallel institutions created to address violence against women in Brazil: An all female police station and two crisis intervention centers – one run by feminists professionals and the other run by lay women from a working class community. In particular, the study investigates how the professionals in each setting respond to self and other assessments made by the female victims of violence. The article discusses how broader insights about the discursive practices at the three settings can be drawn from the analysis of the more micro-interactional phenomenon of adjacency pairs in assessment turns. More specifically, it looks at how the professionals in each setting respond to the assessment turns produced by the women they serve. The theoretical approach used in the study represents innovations to previous sociolinguistic analyses of assessment turns in such way that it relates the study of preference organization to that of facework and social solidarity. This paper aims to present some contributions to the studies that look at diversity in the relationship between language, gender and professional identity, and institutional interaction in work settings.

Phonetic resources, like dialects and accents, are used in ethnic humour to build up a recognisable character that pokes fun at the stereotypes associated with a particular identity, sometimes with critical and political undertones. In this article, we examine the manipulation of one such resource, aspiration, used in performing and mocking one such clichéd character, called the fake Sámi. This character has a contested history in Finnish tourism and marketing practices, and is embedded in a long-standing debate about who can use emblems of Sámi identity for economic purposes. Adopting a sociophonetic language regard and folk linguistics approaches (Preston 2010; Niedzielski & Preston 2003) we explore how “fakeness” is constructed phonetically by the actors performing “Fake Sámi” in an indigenous Sámi television comedy show during a period of intense political debate in Finland over the legal definition of the category of indigenous Sámi. By analysing the use of hyperbolic aspiration of a prominent feature of Lappish Finnish dialect, the non-initial syllable /h/-sound, we show how the fakeness is performed by evoking linguistic stereotypes of a Finnish Lappish dialect and a Finnish English accent by a deliberate misuse of aspiration: aspirating when standard phonemes in speech should not be aspirated and not aspirating when phonemes should be aspirated. We argue that this kind of deliberate ambivalence and misuse of phonetic resources is a phonetic resource for reflexive postmodern identity performances.

Towards the turn of the 20th century, a new wave of hip hop music emerged in Nigeria whose sense of popularity activated, and was activated by, the employment of complex linguistic strategies. Indirection, ambiguity, circumlocution, language mixing, pun, double meaning, and inclusive pronominals, among others, are not only used by artists in performing the glocal orientations of their music but also become for them valuable resources in the fashioning of multiple identities. In this paper, I interrogate some of these linguistic markers, using four broad paradigms: “Signifying,” “slangifying,” “double meaning,” and “pronominals and ghetto naming.” Under each of these areas, I show how Nigerian hip hop music is creating–through the mediation of language–sub-identities and a new subculture for a generation of urban youth.

Gender and professional identity are intertwined particularly in professions where women are underrepresented, making gender identities and professional identities simultaneously relevant. A promising area for inquiry into identity construction (and one where the effect of actions to increase the proportion of women in professions such as engineering can potentially be observed) is graduate recruitment, a process designed to put novice professional identities to the test. This paper takes a social constructionist approach in exploring the discursive negotiation of female engineers’ professional identities and how these are co-constructed dynamically in interaction with gender identities in this important gatekeeping context. The analysis, which draws on examples from a dataset of 20 naturally occurring interviews between employers and final-year undergraduates at a university in New Zealand, focuses particularly on the interplay of gender in the necessary synthesis of personal and institutional discourses in constructing a professional identity. Ways in which gender is oriented to explicitly and/or implicitly in these gatekeeping encounters are shown to resonate with existing gender divisions (technical vs relational) in the androcentric professional context of engineering, undermining a pro-women recruitment stance. Central to the validation of professional identities by interviewers was the demonstration of “passion for engineering” but ways in which it was deemed to be demonstrated, such as through reasons for career choice and outside interests, were arguably gender-circumscribed. This further set of normative expectations, on top of the existing competency-discourse-driven requirement to fit candidates into prescribed categories, contributes invisibly to maintaining the homogeneous identity of the engineering profession. The tension between conflicting requirements for “difference” and “sameness” in the professional identities of female engineers is highlighted in a discussion of the ways gender is made relevant in the co-construction of these identities.

In 2006 laws banning age discrimination came into effect in the UK. Even though unions seem to suggest that ‘age’ is a very common form of discrimination, it does not typically attract (at least as yet) the same attention as other more widely discussed cases. Age discrimination is typically associated with discourses around an ‘ageing workforce’, however it affects both younger and older employees. Looking closer at ‘ageing’ discourses it becomes apparent that the boundaries between ‘old’ and ‘young’ are not as clear cut as a first reading would suggest. Further to this, recent sociolinguistic research has repeatedly shown that (age or other) identity is not something people ‘have’ or ‘are’ but something people ‘do’ (e.g., Holmes 2006; Coupland 2009). Accordingly, the aim of this paper is to discuss and problematise the ways in which employees construct age identities in the complex system of white-collar workplaces. The paper draws on recordings of real life routine meeting data featuring primarily employees in a small/medium enterprise (SMEs). Special attention is paid here to one member of the team, Cynthia the youngest member of staff. The discussion also draws on interview data in order to further analyse perceptions and representations of ‘age differences’ in this context. The analysis shows the complex process of negotiation of identity where chronological age is related to ‘expertise’ and ‘experience’ and becomes an important resource participants draw upon in the process of self -and other- positioning.

This paper examines how orientation to cultural identities in an Irish language class in the United States is used to negotiate issues of authenticity and linguistic and cultural authority. The data were recorded in a beginning level Irish language class in Southern California, in which the teacher and all but one student were American. The Irish identity of the remaining student was highly salient to the other students and to the teacher, conferring authenticity and linguistic authority on him. The teacher's evaluations of the students ascribe authenticity and linguistic authority to the Irish student based on perceptions about his identity, in spite of his rejection of such authority. Thus, even when participants do not claim identity based Statuses, they may be imposed by others in a way that is consequential for interaction. Keywords: Identity; Authenticity; Irish; Linguistic authority.

The present paper is concerned with the narratives produced in the conversations of six young people in Greece. Drawing on the broader framework of Discourse Analysis and Sociolinguistics as well as on the Social Constructionist paradigm, our paper follows the line of research that focuses on situated analysis of identities. Initially, the paper sets out to examine the identity(ies) constructed through the stories these people tell in the specific encounters. The overall aim of the paper is to relate these locally constructed identities to the larger socio-cultural identity of the participants and to examine whether they can be seen as indices of Greekness. Our analysis shows that, in the course of their story-telling, the participants construct ‘in-group’ identities mainly by co-constructing their narratives and by performing successive narratives with a similar point. The interactants’ foregrounding and cultivation of their in-group identity is probably an indication of their Greekness, namely of the attested tendency of Greek people to value and thus cultivate in-group relations of intimacy and solidarity in interaction.

Focusing on issues of class identity, this paper explores the relationship between sociolinguistics and Raymond Williams’ view of hegemony as “relations of domination and subordination… [that saturate] the whole process of living…: Our senses and assignments of energy, our shaping perceptions of ourselves and our world” (1977: 109-110). It assesses the kinds of insight afforded in both variationist and interactional sociolinguistics, and then turns to an analysis of London adolescents putting on exaggerated ‘posh’ and ‘Cockney’ accents in situated interaction. Underpinning the contingencies of particular instances, there was a set of well-established dualisms shaped in relations of class inequality (high vs low, mind vs body, reason vs emotion), and the resonance and reach of these was attested both in corporeal performance and in the fantastical grotesque. Can theories of interactional ‘identity projection’ do justice to this, or can sociolinguistics accommodate the cultural analyst’s wider concern for ‘subjectivity’? The paper looks at ways of drawing these perspectives together, and concludes with an emphatic rejection of claims that in late modernity, class identities are losing their significance.

This paper examines the use of co-switching in Navajo written poetry. I look specifically at the use of code-switching from English dominant poems to Navajo. I outline three general semantic domains that are most commonly code-switched from English to Navajo: 1) emotions; 2) mythic characters; and 3) traditional place-names. I suggest that this has to do with a general linguistic ideology that understands these domains as incommensurate with English. I argue that such code-switches are “emblematic identity displays.” I conclude by discussing the relationship between “folk” orthographies and “standard” orthographies. I argue that an over-reliance on “the standard” and a diminishing of “folk” orthographies limits the potential for creativity and subtly undermines notions of incommensurability when Navajo poets are limited to “the standard”, a standard that many Navajos do not know.

This commentary compares and discusses the ways that discourse analyses by He, Kang and Lo, this volume, demonstrate the indexical, contingent, complex and ongoing nature of cultural process, manifest at the micro-level of ordinary interaction. Keywords: Indexicality, Emergent identity, Cultural process

Hawai’i’s multiculturalism and perceived harmonious race and ethnic relations are widely celebrated in popular and academic discourse. The image of Hawai’i as a “racial paradise,” a rainbow of peacefully coexisting groups, partially stems from the fact that among the various racial and ethnic groups there is no numerical majority and from the common belief in equality of opportunity and status. Hawai’i ethnic humor is part and parcel of the maintenance and continued reinforcement of the notion of Hawai’i as “racial paradise” with underlying racializing and stigmatizing discourses that disguise severe social inequalities and elide differential access to wealth and power. In this paper, I examine the intersection of language, humor, and representation by analyzing the linguistic practices in the comedy performances of Frank DeLima, a pioneer in Hawai’i ethnic humor, and excerpts from Buckaloose: Shmall Keed Time (Small Kid Time), a comedy CD by Da Braddahs, a relatively new but tremendously popular comedy duo in Hawai’i. Central to these comedy performances is the use of a language variety that I call Mock Filipino, a strategy often employed by Local comedians to differentiate the speakers of Philippine languages from speakers of Hawai’i Creole English (or Pidgin). A key component to understanding the use of Mock Filipino is the idea of “Local” as a cultural and linguistic identity category and its concomitant multiculturalist discourse. I argue that the Local comedians’ use of Mock Filipino relies on the myth of multiculturalism while constructing racializing discourses which position immigrant Filipinos as a cultural and linguistic Other, signifying their outsider status and their subordinate position in the social hierarchy and order. The linguistic practices in the comedy performances are thus identity acts that help to produce and disseminate ideas about language, culture, and identity while normalizing Local and reinforcing Hawai’i’s mainstream multiculturalist ideology.

This is a paper about women and language. In it women tell jokes, both individually and collaboratively, which are performances of verbal art. It is also a paper about ethnicity and gender, for in their joke telling, these women meld both discourses in seamless fashion. My analysis of a 2 minute 40 second transcript of “talk as play,” (Coates 151) explicates the powerful identity they fashion for themselves. Both this identity and the fun they have with each other are dependent, of course, upon understanding the context of their club, the Collandia Ladies’ Club.

This article investigates how participants accomplish interculturality (Nishizaka 1995, 1999; Mori 2003) when they engage in talk about Korean cultural practices involving labels and descriptions which construct one another’s national/ethnic identity. Within the framework of Membership Categorization Analysis (Sacks 1972, 1979, 1992), three segments of conversation were analyzed between Korean users of Japanese attending a Japanese university and their Japanese work colleagues or college friends. The analysis challenges key assumptions about intercultural conversation in several ways: 1) by demonstrating that interculturality is not always achieved in talk among speakers from different nations who have different first languages; 2) through illustrating how cultural expertise is often claimed by ‘non-members’ of the culture; and 3) by showing how presumed cultural experts do not always enact their cultural memberships, even in the face of cultural critique. The study reveals that the various membership categorizations that occur are contingent on how the participants respond to the assessment of various cultural practices. The findings of this study provide further awareness of how cross-cultural identity construction and interculturality are accomplished in talk.

From an interactionally enriched linguistic anthropological perspective, this article promotes the view that identity is indexical with specific sets of acts and stances, which in turn are constructed by specific language forms. Based on detailed sequential and grammatical analyses of data from Chinese heritage language classes, it argues that identity is dynamic, constantly unfolding along with interaction, and thus has the potential to shift and mutate. It positions identity as emerging through co-participants’ responses and reactions and thus as an intersubjective and reciprocal entity. It further suggests that identity construction is intricately linked with heritage language learning.

This paper describes recent efforts to develop and promote a standardized Mixe orthography that can serve as the vehicle of a unified, modern Mixe polity. It then analyzes the guiding assumptions and ideological commitments that have informed these efforts. Ironically, this drive for a single unified spelling system has focused negative attention on precisely those features that distinguish one variety of Mixe from another. Moreover, failure to reach any consensus has frustrated the efforts of Mixe writers and teachers and made it possible for Spanish to gain a greater foothold in Mixe schools. One of the most rancorous debates has involved a certain scandalous diphthong that happens to be an innovation but one that diverges from Spanish phonology. The role of this sound in the sound system of Totontepecano Mixe and its function as an exponent of certain key grammatical distinctions that need to be graphically represented in some fashion has become less of an issue than the indexical linkages between ö and different discourses about the nature of Mixe identity - from whence it comes and how it might continue to remain distinctive.

So-called traditional theories in second langauge acquisition (SLA) have been criticized for their neglect to examine interactional, social, and political aspects in language practices. The present study will illustrate exoticization, one of the political phenomena observed in interactions between native-speaker and non-native speaker (NS/NNS). Exoticization is known as a covert power exercise where ‘self’ creates inferior ‘other’ in order to establish and maintain its superiority (Said 1978), which involves identity construction and categorization. Adopting a conversation analysis (CA) approach and utilizing NS-NNS conversations in Japanese, this study will first demonstrate how exoticization is discursively constructed through the development of interactions. Then the study will explore how the NNS participant tries to resist such practices. By so doing, this study will shed light on interactional and ideological aspects of language practices and society as a learning environment. The study will also suggest the necessity for exploring what NNSs face in real L2 societies in order to develop emic perspectives in SLA studies.

The identity test imposed by the Gileadites on the Ephraimite fugitives at the passages of Jordan suggests that the recognition of ways and means of speaking as indices of social categories has a venerable history. After the passage of several millenia, much the same associational understanding of the relationship between language and identity employed to such violent ends by the Gileadites guides the contemporary - and one would hope more benign line of sociolinguistic inquiry that centers on the investigation of ethnicity or region or gender or age or occupation as “sociolinguistic variables” (see, e.g., Coulmas 1997). The addition of a third term, performance, to the nexus of language and identity, however, occasions a reorientation of analytical perspective. If we take performance in the sense of linguistic practice - situated, interactional, communicatively motivated - our investigative focus shifts from correlational sociolinguistics to the pragmatically oriented exploration of “when and how identities are interactively invoked by sociocultural actors” through the discursive deployment of linguistic resources (Kroskrity 1993: 222). In this perspective, identity is an emergent construction, the situated outcome of a rhetorical and interpretive process in which interactants make situationally motivated selections from socially constituted repertoires of identificational and affiliational resources and craft these semiotic resources into identity claims for presentation to others. This is clearly a productive line of inquiry, and one to which all of the contributors to this issue would subscribe. While acknowledging and exploiting the analytical power of this practice-centered perspective, however, the authors of the papers collected here have taken an additional step into less well charted investigative territory, guided by a more marked conception of verbal performance. Here, performance is understood as a special mode of situated communicative practice, resting on the assumption of accountability to an audience for a display of communicative skill and efficacy. In this sense of performance, the act of expression is put on display, objectified, marked out to a degree from its discursive surroundings and opened up to interpretive scrutiny and evaluation by an audience. Performance foregrounds form-functionmeaning interrelationships through verbal display (Bauman 1977; Hymes 1975). The six casestudies that follow suggest some of the ways that an orientation to this mode of performance

Diasporic media, though widely discussed theoretically and occasionally ethnographically, are seldom explored with explicit attention to language. “Bollywood” films - feature-length movies produced and distributed in Bombay (Mumbai), India - are an excellent media source through which to examine linguistic anthropological topics of indexicality, bivalency, and identity in diasporic communities. In this paper, I analyze the circulation and consumption of Bollywood films - created in Hindi and subtitled in English - among South Asian-American (desi) communities in both Silicon Valley, CA and Queens, NY. Bollywood films are watched in family and peer groups, and portions of the films’ songs and dialogue become incorporated into everyday speech practices. I present and analyze instances of Hindi film dialogue interwoven into conversational exchanges between desi teens in ways that impact negotiations of style and identity. For many teens, the films provide narrative frameworks, prescripted dialogue, and socially recognizable registers and varieties of affect through which they enact their own dynamics of humor, flirting, conflict, and other types of talk. Drawing on ethnographic and sociolinguistic data, I contrast how these processes vary between these two diasporic communities.

Employing a conceptual framework informed by theories of cultural production (Lave & Wenger 1991; Levinson & Holland 1996; O’Connor 2003; Willis 1977, 1981), and using notions of linguicism (e.g., Skutnabb-Kangas 2000) and identity “markedness” (Bucholtz & Hal 2004), I examine how an ESL subject position is locally produced by adolescents of Asian and Pacific Islander descent in one high school classroom. Arguing that “ESL” in this context signifies an exoticized cultural and linguistic Other – what some students refer to as “FOB” (“fresh off the boat”) – I analyse a series of classroom interactions in which long-term “generation 1.5” ESL students resist being positioned as FOB, first by challenging their teacher’s positioning, and second, by positioning a newcomer classmate as FOB, instead. While they thereby relationally distinguish themselves as “non-FOB,” these students’ actions reproduce the same linguicism they had ostensibly been resisting. I conclude by considering ways that the reproduction of linguicism might somehow be interrupted.

This paper explores grassroots historiographical writing from Congo in the context of globalization. The authors are both sub-elite writers, producing text for First-World readers, and they spend enormous efforts at producing a generically regimented text, based on borrowed models of text and textuality that are seen to offer spaces for identity-construction. Performing such models of text and textuality is a construction of Self vis-à-vis history. But in order to understand such moves into identity-constructing spaces, we need to take account of different economies of meanings and signs. The identity construction only works in one particular economy of meanings and signs, but loses ‘meaning’ as soon as it is being inserted into other economies. The shift from one frame into another involves relocations of referential and indexical meanings attached to signs, a phenomenon of semiotic mobility that needs to be addressed sociolinguistically. Detached from their local semiotic environment, such texts become ‘orthopractic’: Performances of shape detached from locally valid indexicalities.

Drawing on theories and methods in linguistic anthropology, this paper examines the ways in which circulating stereotypes of Asian Americans emerge as resources in conversations among Asian Americans. Specifically, this paper analyzes two video-recorded interactions at a videomaking project in Philadelphia’s Chinatown to trace how Asian American teen participants invoke Asian American stereotypes, orient to them in various ways, and reappropriate them to: 1) position the self and other relative to stereotypes; 2) construct stereotyping as an oppressive practice to resist or as an interactional resource to celebrate; and 3) bring about interactional effects from widely circulating stereotypes (e.g., Asian storeowner) that are different from those from locally circulating typifications (e.g., Asian minivan driver), what I call widespread typifications and local typifications, respectively. By interrogating the very notion of stereotype as a performative resource, this paper illustrates how Asian American stereotypes can be creatively reappropriated by Asian American teens to accomplish meaningful social actions.

Rancheros are presented as a distinct subgroup of Mexican campesinos ‘peasants’ who enact a liberal individualist ideology that centrally values private property, especially land, and hard work as the legitimate route to el progreso ‘progress’. Both male and female rancheros are tough and independent “ranch” people who construct their identities in contrast to indigenas ‘Indians’ on the one hand (whom rancheros view as communally-oriented), and catrines ‘city people’ (whom rancheros see as fancily-dressed, and acting, “dandies”) on the other. A history of frontier isolation and mobility in la sociedad ranchera ‘ranchero society’ facilitated the development of both autonomy and strong ties of reciprocity for mutual support in hostile conditions, as well as common ways of living, dressing, and speaking. This valuing of both autonomy and affiliation undermines the often-invoked dichotomy between “Mexicans” and “North Americans” as being communal, or group-oriented, and individualistic, or self-oriented, respectively. Rather than predominantly one or the other, rancheros value both autonomy and affiliation. This historically constructed identity is enacted in a particular way of speaking, franqueza ‘frankness’, direct, straightforward, candid language that goes directly to a point. Informal verbal performances by members of these families within their homes, both in Chicago and Mexico, are analyzed for their construction of ranchero identity through franqueza.

Undergirded by theories of civic identity development, transformative pedagogies, and the promotion of identity exploration in the academic curriculum, this qualitative study examines five high school students’ perceptions of support for their civic identity development and identity exploration within a twelfth-grade Advanced Placement (AP) U.S. Government course. Classroom observations, teacher and student interviews, and artifact collection over the course of a three-month research period informed individual and cross-case analysis. The findings of this study indicate that the frequent use of discussion-based practices is supportive of identity exploration for students in different statuses of civic identity. All participants perceived support from their AP U.S. Government teacher and all perceived unique value in various class activities. The role of the instructor as an intentional agent for civic identity development and adolescent identity exploration is considered.

The paper aims to contribute to debates on the relationship between place, home, and sense of belonging by exploring the context of domicide, which is the intentional destruction of home. In contrast to voluntary migration, which has been intensively studied, those displaced by domicide rarely have the resources or power to rebuild their home, and are often resettled in peripheral regions. The paper argues that locality, which has been largely underplayed in migration and home research, shapes domicide victims' homes and sense of belonging. Drawing on qualitative research with migrants displaced by the Three Gorges Project, one of the largest instances of domicide in China, the paper presents insights into the ways rural locality and migrants' translocal practices are interwoven with the home experiences of those who are displaced. It also explores how their identity and belonging are negotiated, constructed and contested. The analysis contributes to critical geographies of home and could help to devise future involuntary resettlement policy and practice to increase migrants’ sense of home in resettlement.

Simultaneous to the sport industry’s economic surge, physical health has become an issue of growing societal concern. Fandom and health consciousness have concurrently emerged, yet scholars have not explored the social–psychological relationship between the two. To this end, we conducted semistructured, in-depth interviews with 17 self-identified health-conscious sport fans. We leverage identity theory to highlight these individuals’ “identity work.” Participants’ experiences were reflective of both identity conflict and identity integration. The outcome that manifested—conflict or integration—appeared to hinge on psychological and sociological variables. In sharing their stories, we contribute to a growing literature on role identity negotiation in sport fandom, in addition to providing insights on health-minded sport fans.

The study of surnames for a given population, together with their distribution and spatial patterns identification, has been a long-standing problem in the fields of human biology, public health, and social sciences. The ancestry inferred from surname information can be a useful means to understand the dynamics of human populations. This knowledge allows us to characterize geographically the ethnicity of populations, and to understand the complex relationships between identity, migration, and health issues in a demographic view. However, in most cases, a detailed geolocalization of this data can be a daunting task. We propose a visual analytic tool that summarizes the heterogeneous surname and geographic information collected from Argentinean electoral rolls. This tool allows a massive data analysis, and facilitates interdisciplinary studies about population dynamics related to ancestry, migration, and health. It also offers an easy-to-use interface that allows interactive exploration of isonymy and surname origins, their distribution, and spatial trends in a high population density context.

Civic engagement requires individuals to have both knowledge of democratic principles and the skills for enacting change. Acquiring the knowledge and skills necessary for a productive civic life can be difficult for students if they are not provided conceptual scaffolds and opportunities to practice citizenship. We implemented and studied an activity using Westheimer and Kahne's (2004) citizenship typology during a summer civics institute to help students grapple with their understandings of “good” citizenship. We found (1) students appropriated the language of Westheimer and Kahne's citizenship typology by using it to describe their expanding understandings of citizenship; and (2) students used the citizenship typology to name and make sense of their civic identity. We discuss these findings and reflect on our use of Westheimer and Kahne's citizenship typology as a cognitive scaffold.

BACKGROUND Medical students have negative perceptions of surgery prior to their clerkships. To explore possible explanations, we examined the association between these perceptions, individual identity and vulnerability to stereotype threat (ST). METHODS All first-year medical students at a single school received an electronic survey which assessed identity groups, vulnerability to ST and perceptions of surgeons/surgery. Multi-method analyses examined these associations. RESULTS Women held more negative than positive views about the field of surgery (p = 0.007) but not surgeons. Students vulnerable to ST had negative views about both surgeons (p

Purpose: Living through cancer can have a profound effect on identity. Among those treated for adult-onset cancer, identifying as a cancer survivor is common and has been linked to positive mental ...

Racial capitalism is often understood as a process that acts upon subjects that are already racialized, facilitating their exploitative incorporation into capitalist processes. In this article, I push past that definition to argue that racial capitalism is a fundamentally ontologizing process by which subjectivity is produced. I advance this point through an analysis of the central role of labor in the foundation of post-emancipation Caribbean subject formation . I argue that in crossing the Atlantic in the service of colonial capital, enslaved Africans, and later indentured Indians, underwent a process that undid previous senses of identity, thus demanding new ontological moorings rooted in plantation labor. The practice and conditions of labor experienced by both groups after emancipation provided a common basis of ontological orientation. Thus, racial capitalism through the instrument of labor, has fundamentally structured the terms and definition of Caribbean identity.

PURPOSE: Research indicates that the portrayal and representation of transgender individuals within society, or lack thereof, impact the way in which they are able to reconcile their gender identity. Quantitative research methodology often requires that participants select one identity label from a limited list for each identity characteristic (e.g., race, sexual orientation, and relationship status). The process of choosing from limited items that do not represent one's identities limits our understanding of the nuances of identity and may create minority stress for the participant. METHODS: This study included 325 diverse transgender adults who participated in a national anonymous online survey as part of a broader study focused on minority stress and mental health. Participants answered questions about gender, sexual orientation, relationship status, race, and religion, and were given the option to select multiple response options and to write in additional identities that were not listed. RESULTS: Descriptive results indicated that 95 unique gender identities written in were not captured by the 14 gender labels provided, over 43% of participants selected multiple sexual orientations, and participants wrote in additional options for every identity variable. CONCLUSION: The nuance of transgender identities may not be adequately captured by standard demographic research methodologies and research would benefit from ongoing revision of demographic response options informed by the literature. Through the process of acknowledging and validating less visible identities, transgender individuals will be better represented and understood by researchers.

Since the civilizations began, humans have travelled. Food, water, safety or acquisition of resources, through trade, was the early travel goals; but the idea of travel for pleasure or exploration rapidly emerged. Today, tourism has become a collection of activities, services, and industries that deliver a travel experience for individuals or groups that are travelling away from home. Cultural Tourism has been defined as 'the movement of persons to cultural attractions away from their normal places of residence, with the intention to gather new information and experiences to satisfy their cultural needs'. These cultural needs can include the solidification of one's own cultural identity, with respect to cultural diversity. Currently, Cultural Tourism is growing in importance on the national and international levels. It has become an important instrument of knowledge; a tool for accelerating integration and a vehicle of culture. It is considered a factor of economic development on one hand; while on the other hand it’s a reflection of a society’s needs and circumstances represented through its architectural heritage. In Egypt, Heritage Identity has been affected by different eras through many factors – including political, religious and economic ones - which led to the diversity in the architecture of each period of time over the ages. Therefore, we can say that Egypt enjoys a distinguished cultural heritage, accumulated over thousands of years.

Bangladesh’s ages old Bengali culture and heritage started from its language. Bangladesh has appeared as an independent country not long ago. It had to pay millions of lives within short period of time for its independence from Pakistan. This study will try to focus on the root cause which had affected the public perceptions and mobilise them towards war and defined their cultural identity. This article also discusses culture, cultural and political identity and their relationship in changing political thought and lastly the development of Bengali cultural identity into a political one in Muslim majority Bangladesh.

Resumo Pensar a cidade contemporânea significa reconhecer que a questão cultural é um fator decisivo na produção do espaço, ainda mais em um contexto de globalização econômica e de competição interurbana que se apropria de traços culturais locais. Este artigo relaciona a produção do espaço urbano de Florianópolis com a formação de identidades socioespaciais que estabelecem relações complexas entre si e com a própria cidade. Resultantes da importação de modelos urbanos externos e da imigração de contingentes populacionais diversos, esses grupos formam relações que se alternam entre conflito e cooperação, tendo como resultado uma visão multifacetada e mutante acerca do desenvolvimento urbano da cidade. Dessa forma, o artigo colabora para a formação de uma visão pluralista da cidade, concluindo que a sua refundação e planejamento a partir das múltiplas narrativas de seus habitantes pode se transformar em um ato de cidadania e de modificação da sua própria cultura política. Abstract In order to understand the contemporary city it is necessary to recognize that culture is a decisive aspect in the production of space, even more so in a context of economic globalization and urban competition that appropriates elements of local cultural. This article establishes a relationship between the pro- duction of urban space in the city of Florianópolis and the formation of socio-spatial identities, which create complex relationships both among themselves and with the city. Resulting from the importation of external urban models and the immigration of various populations, these groups that are neither fixed nor cohesive, form relationships that alternate between conflict and cooperation, resulting in a multifaceted, mutating perspective in relation to the urban development of the city. Thus, the present article collaborates with a pluralistic perspective on the city, and concludes that this form of refounding the city through the multiple narratives of its inhabitants may be transformed into an act of citizenship, since it allows for the transformations of its own political culture.

This literature review assesses the current status of Indigenous and racialized newcomer relations in Canada and provides recommendations for future research, government policy, and grassroots organizing. In Canada, as is other “white settler-societies”, there is a strict separation between two intersecting debates surrounding identity, citizenship, and belonging—one revolves around the immigrant experience and the other around Indigenous peoples. To break down the barriers separating these two debates, this paper will explore what the nature of the relationship is between immigrants and Indigenous peoples through a review of the literature using postcolonial and decolonized anti-racist frameworks. This literature review attempts to contribute to the unsettling of insider/outsider, minority/majority, Indigenous/settler, and black/white binaries, which are pervasive within the racialized and colonized Canadian society, and build dialogue and cross-cultural collaboration in anti-racist activism and scholarship.

This chapter focuses on the role which transnational religious actors play in international politics. Conventionally, international politics has been organized around the principle of state sovereignty since the Peace of Westphalia in 1648. The chapter examines the activities of transnational actors working from within two different religious traditions: Roman Catholicism and Sikhism. It argues that, despite differences in size, scale and objectives, actors operating from within these two religious traditions have attempted to take advantage of the opportunities afforded by globalization to articulate a transnational identity. The chapter also argues that, despite differences in size, scale and objectives, actors operating from within these two religious traditions have attempted to take advantage of the opportunities afforded by globalization to articulate a transnational identity that, potentially, challenges the international order of territorialized nation-states dating back to the Peace of Westphalia.

OBJECTIVE Early childhood is an important developmental period to focus on the outcomes associated with ethnic-racial identity (ERI) given that children notice racial differences, are processing information about ethnicity and race, and have race-related experiences. The present study tested whether three components of ERI (i.e., positive attitudes, negative attitudes, and centrality) predicted children's social functioning (i.e., interactive, disruptive, and disconnected play with peers; externalizing behaviors; and observed frustration and cooperation with an adult). Child sex was also tested as a moderator. METHOD The present study included 182 5-year-old Mexican-origin children (57% male) of mothers who entered parenthood during adolescence (M = 21.95, SD = 1.00). RESULTS Children's positive ethnic-racial attitudes were associated with greater social functioning (i.e., greater interactive play and less externalizing behaviors) among boys and girls, and less frustration among boys. Negative ethnic-racial attitudes predicted maladaptive social functioning (i.e., greater disruptive play) among boys and girls and more disconnected play among girls. Contrary to expectations, ethnic-racial centrality predicted boys' and girls' maladaptive social functioning (i.e., greater disruptive and disconnected play). CONCLUSIONS Findings highlight the importance of fostering children's positive ethnic-racial attitudes and helping them discuss and cope with negative ethnic-racial attitudes to promote more adaptive social functioning. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Discourse arises among people, in interaction, and it is part of the means by which people accomplish social actions. Meanings arise within the pragmatic unfolding of events and mediate the alignment of participants to perceptions of immediate situations and relevant contexts (whether fictive or non-fictive) called to mind by language. Language is crafted, deployed, and interpreted by individuals in the course of social participation, even when individuals use language in a personally reflective mode, considering one’s own identity, commitments, and actions while using received language. Language users (with particular neurophysiological capacities and individual histories of language experience) in the course of interaction call upon the resources of language that are socially and culturally available and that have been typified through histories of social circulation; nonetheless, individuals construct meanings and consequentiality from their perception of particular novel situations and of their participant action in those situations. Thus situated meaning is a negotiation between the public distribution and practices of language expected within the site of communication and the personal meaning systems of the receiving individuals, developed through a lifetime of socially embedded language use, as applied to the communicative issue at hand. These interactions over meaning may occur in the here-and-now in terms of material space, but they may also occur at a distance in time and space-a distance mediated through recorded language. We may use language both to cooperate in building a stone wall that is physically in front of us and to establish principles of chemical bonding in scientific publications (which, however, index and are accountable to the material chemical interactions in specialized experimental probes and in everyday life.) We may even use language to transport the imaginations of our audience into imagined events in a fictive galaxy where fundamental principles of the world we know are suspended.

Este artículo considera al “kirchnerismo” y al “evismo” como movimientos identitarios de carácter popular, que intentaron otorgar respuestas a la dislocación abierta a partir de las jornadas de diciembre de 2001 (Argentina) y del ciclo de protestas 2000-2005 (Bolivia). Ambas construcciones identitarias afrontan, al menos, tres procesos simultáneos. Por un lado, la paulatina incorporación a la toma de decisiones públicas de sujetos y de demandas otrora invisibilizados; por otro, el trazado de fronteras políticas al interior del orden comunitario y, finalmente, la creación de un pueblo acompañado del rediseño de la institucionalidad vigente. En el devenir de estos procesos se señalan algunos puntos de acercamiento y de distanciamiento entre las experiencias de estudio. This article considers “kirchnerism” and “evism” to be popular identity movements which have attempted to provide answers to the open social dislocations since the crisis of December 2001 in Argentina, and the cycle of protests from 2000-2005 in Bolivia. The emergence of both of these identity constructions has involved at least three simultaneous processes. Firstly, the gradual incorporation of public decision-making on subjects and demands which were formerly ignored; secondly, political divisions within communities; and finally, establishing a nation within the new institutional framework currently in force. As these processes developed, some points of approach and distancing between the case studies were noted. Este artigo considera o “kirchnerismo” e o “evismo” como movimentos identitários de caráter popular, que tentaram outorgar respostas à deslocação aberta a partir das jornadas de dezembro de 2001 (Argentina) e do ciclo de protestos 2000-2005 (Bolívia). Ambas as construções identitárias enfrentam, pelo menos, três processos simultâneos. Por um lado, a gradual incorporação na tomada de decisões públicas de sujeitos e de demandas outrora invisibilizadas; por outro lado, o traçado de fronteiras políticas no interior da ordem comunitária, finalmente, a criação de um povo acompanhado pelo redesenho da institucionalidade vigente. No devir desses processos, sinalizam-se alguns pontos de aproximação e de afastamento entre as experiências de estudo.

To fill the gap and add literature on systematic reflections in the area of teacher identity developments, this research, which is a part of a larger case study, described how reflection class followed by pre-service teachers of English language in a teacher development program in Indonesia (PPG Pra-jabatan) was conducted. Using a single case study with embedded design and multiple data sources (observations, interviews, and document analysis), this research found that in its effort to help pre-service teachers' identity development, the reflection class followed a certain procedure that comprises of two phases (i.e. reflection phase and publication preparation phase). In addition, this research also found some protocols that were adhered by the reflection class (i.e. involving social reflection, providing a safe and secure learning environment, feedback provision to the reflections, and giving appropriate prompts). This research recommends the teacher education and teacher professional development programs give more attention to how reflection is conducted. In particular, it is suggested that some protocols of conducting a good reflection are considered so that the pre-service teachers can make the most of the reflective activities.

The present research study sought to analyze if the daily and systematic teaching of a foreign culture within the context of a bilingual school in Barranquilla constituted a risk factor for mainstream cultural identity. Research objectives aimed at determining to what degree learners used foreign cultural markers and at characterizing how school community perceived status of foreign culture. Primary data collected came from a group of fifth grade students. The research study used a qualitative approach with an ethnographic case study design. Concepts explored in theoretical framework are culture, language, identity, and intercultural competences. Research results indicate that learners have not adopted a foreign cultural identity and that mainstream culture prevails in school ground. It is inferred based on results that the teaching of a foreign culture does not necessarily compromise mainstream cultural identity. However, further research is necessary to specify which factors safeguarded community’s cultural identity from foreign one.

This narrative study explores identity construction and classroom participation of an Indonesian student who attended a master program in TESOL in an Australian university. Grounded from identity and investment frameworks (Norton, 2000) and situated learning theory (Lave & Wenger, 1991), the study specifically probes into the changing identity construction across time shaped by the participant’s involvement in the community of practice. Data analysis followed Polkinghorne’s (1995) categorical procedure and Connelly and Clandinin’s (2006) three-dimensional space of narrative inquiry. The findings portray gradual and complex identity construction mediated by the participant’s agentive classroom participation. It was also found that the participant’s identity evolved across time together with a movement from peripheral to full participation. This study informs that L2 learning is dependent on social, emotional, cultural, and situated practices depicted in L2 learner’s classroom participation. It also highlights the need for incorporating narrative inquiry to understand multiple, subjective, and conflicting values in L2 learning and other educational contexts.

Research on social identification in organizations is diverse and evolving. As focus has shifted to the effects of multiple identities, there is a need to further define relationships between the three primary work identification targets (i.e., team, organization, and profession) and outcomes, specifically as to how each identification target explains variance in outcomes simultaneously. We meta-analytically test the relationship between each identification target and fifteen attitudes, three behaviors, and five general well-being variables at work with 483 studies and 557 independent samples (N = 179,442). We then provide evidence for the relative importance of each identification target through meta-analytic relative weights and regression analysis. Categorizing attitudes according to the same level (team, organization, profession), we found that organizational and team identification were most important in predicting "matching" attitudes, in support of the identity-matching principle. For professional-focused attitudes, behaviors, and general well-being, results were less clear; each identity target explained a range of variance in outcomes. There was a trend of team identification being the most important predictor, particularly for well-being. Through meta-analytic structural equation modeling (MASEM), we tested the self-esteem hypothesis from social identity theory; results show that effects from identification to outcomes transmitted through self-esteem were weaker than direct effects. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Rationale and Objectives Education research has been undervalued in radiology, with few radiology journals having dedicated space for such research and barriers to production including dedicated time, resources, grant funding, and mentorship. As radiologists, we have an opportunity to study education in our unique learning environments and create more effective ways to teach that are grounded in established education theory, solid assessment methodologies, and a focus on merit as well as worth. Materials and Methods The growth of education research in our field requires a two-pronged approach; We must cultivate leaders in education research from within our specialty, and continue to submit high quality work to radiology journals to increase exposure of the reviewers and readership to education methodologies. Results We have created the first radiology education research fellowship to this end. This manuscript details the fellowship creation process, the first education research fellow experience, and in-depth analysis of the inaugural year via a qualitative program review. Conclusion We were successful in supporting an inaugural fellow in attaining the knowledge and skills to become a productive education researcher. Beyond this, the fellowship experience was a catalyst in developing her unique professional identity as an education master which will further raise the status of education research in pediatric radiology.