The lived experience of Australian retirees: 'I'm retired, what do i do now?'

Introduction: The purpose of this qualitative study was to explore the lived experience of retirement in a context where it is not compulsory, and to understand consequent changes in roles, identity and occupational adaptation from the perspective of Australian retirees. Method: Five people aged between 61 and 68 years, who had retired during the previous 18 months, were interviewed. Data analysis included transcription and coding of data, data aggregation and identification of themes. Findings: The themes that emerged from the data analysis were related to time structure and meaningful occupations, ageing and performance capacity, role changes, emotional adjustment to retirement and preparation for retirement. Conclusion: The findings suggest that engagement in meaningful occupations and valued roles, along with the emergence of grandparenting as a significant role, the development of new interests and engagement in retirement planning activities, and support in restructuring the use of time are essential to maintain a positive identity and to adapt successfully to retirement. © The College of Occupational Therapists Ltd.

The role of support mechanisms in the process of identity transition of HIV-positive people

This study examines identity transit ion in HIV-positive people through their engagement with various support mechanisms. The findings demonstrate that identity transition is the result or how consumers rework, negotiate and transform their roles, actions, and cultural meanings through their consumption of sporting mechanisms.

You can spend your life dying or you can spend your life living : identity transition in people who are HIV-positive

This article examines, through the lenses of HIV-positive people, the unique phenomenon of identity transition. This research proposes that life-changing illnesses, such as HIV, are an undesired 'possession' that people accept to varying degrees, which we refer to as 'ownership'. While illnesses, such as HIV compel individuals to undergo a transformation process that usually begins with a deep feeling of detachment, and then proceeds to acceptance of their illness, and to feeling empowered and in control of their HIV status and lives, this process is very complex and non-linear as it involves many iterative progressions in identity transition. These transitions are highly individualistic; however, the underlying theme is that the more positive trajectories were those of people who focus on their new lives, living with HIV (i.e. taking ownership of their illness), rather than focusing on what they have lost when they became HIV-positive. The findings demonstrate that identity transition is a result of the ways that individuals rework, negotiate and transform their roles, actions and behaviours through their active engagement with support mechanisms. This study suggests that it is vital to promote positive interactions with support mechanisms to ensure that those with HIV view themselves positively.

Race, identity and education achievements among Arab-Australian students

This paper discusses the challenge of managing cultural diversity in secondary schools, focusing on key structural, ideological, cultural, attitudinal and identity factors affecting the educational experiences and outcomes of Australian students from Arabic-speaking background (ASB). Recent research indicates that there are complex processes at play that hinder the ability of non English-speaking background (NESB) students to access constructive and meaningful education, and that such processes need further systematic investigation. It has also been argued that Australian schools are failing the test of social equity and that the dominant approach to curriculum and pedagogy does not meet the needs of the growing numbers of students from divergent cultural and socio-economic backgrounds. This paper focuses on identifying the social, cultural and attitudinal factors that affect the educational achievements of ASB students within a broad multidimensional approach to multicultural education. By linking thorough empirical research and innovative theory with practical, tested plans of action, this study proposes an in-principled approach to multicultural education that is extendable to a variety of schooling contexts while retaining its core focus on effecting positive learning outcomes. The key objectives of the larger study upon which this paper is based are to (a) address the disadvantages and barriers faced by NESB young people, particularly ASB young people, in achieving positive educational outcomes; (2) increase their chances for better life opportunities and self fulfilment; and (3) develop a good practice model for diversity management in Victorian schools. This latter objective will complement Victorian Government policies on cultural diversity and multicultural education.

Social identity and sound change : the case of Wo in Shanghainese

Research has shown that language change is driven on one hand by forces internal to language itself such as grammar-internal systematic pressure, and on the other hand by social motives such as social identity. Language contact presents new features, but why is it that some of them are incorporated as variation and evolving into language change, while others are not? This paper reports a study on a sound change in Shanghainese, a dialect of the Chinese language. Data were collected in natural contexts of conversation followed by a brief interview with informants to gain identity related information about them. It has found that previously negative perception of status attached to a new sound induced by language/dialect contact changed into a positive perception, and people started to identify positively with this new sound. Further, there were differences in various different age and gender groups in taking up the new sound. As a result, this sound has evolved from a nonnative alternative to a systematic variation and it is being established as a sound change. This study has thus further confirmed that social identity plays a pivotal role in driving language features into language variation and language change.