Learner identity : an educational and analytical tool. 'La identidad de aprendiz : una herramienta educativa y anal��tica'.

Monogr��fico con el t��tulo: 'Identidad y educaci��n'. Resumen basado en el de la publicaci��n

The role of gender identity in adolescents��� antisocial behavior

Resumen tomado de la publicaci��n

First year students??? construction of an academic identity in English as a foreign language

Resumen basado en el de la publicaci??n

Conversations about self-identity in Alzheimer disease : Argumentative and Alternative Communication memory books as an aid

Resumen basado en el de la publicaci??n

The construction of a professional identity for special needs teachers in the Italian high school system : a study on the Naples area.

T??tulo, resumen y palabras clave tambi??n en espa??ol

Factors and work conditions shaping the development of professional identity of it teachers in Polaland

Monogr??fico con el t??tulo: "La investigaci??n sobre la identidad profesional del profesorado en Europa???

Ethnic Identity in an Intercultural Geography: an Empirical Study = L���identit�� ethnique dans une g��ographie interculturelle: une ��tude empirique

This study explored the ethnic identity among 331 emerging adults (144 mestizos and 187 indigenous) from the Intercultural University of Chiapas (M��xico). Scholars suggest that ethnicity is much more salient for ethnic minority adolescents than for adolescents who are members of the ethnic majority. Our aim was to compare the results of the Multigroup Ethnic Identity Measure (MEIM) between the majority ethnic group and the minority group studied. Specifically, the following hypothesis was examined: adolescents who are members of the ethnic minority group (indigenous) will score significantly higher on ethnic identity than adolescents who are members of the ethnic majority group (mestizos). The results supported these hypothesis. We suggest that the effect of an intercultural educative model could explain these results

La construcci��n narrativa de la identidad en un contexto educativo intercultural = The narrative construction of identity in a intercultural educative setting

En este trabajo se expone e ilustra un modelo te��rico para entender las funciones de la identidad, as�� como los mecanismos psicosociales asociados a su construcci��n: ���Modelo Evolutivo y Funcional de la Identidad Mediada��� (MEBIM). La identidad, mediada narrativamente, cumple una funci��n personal orientada a la direcci��n de la propia vida, as�� como una funci��n sociocultural vinculada a la b��squeda de reconocimiento de los derechos de los grupos sociales a los que uno se siente apegado. Se ilustran los factores asociados a la construcci��n de la identidad personal (s�� mismos posibles, transiciones vitales, v��nculo afectivo) y sociocultural (acci��n-transformaci��n e identificaci��n simb��lica) a partir de 12 historias de vida realizadas con mestizos e ind��genas de la Universidad Intercultural de Chiapas (M��xico). Se sugiere que en contextos educativos formales, como la escuela o la Universidad, se deben propiciar narrativas personales y socioculturales con el objetivo de optimizar la identidad en un mundo a la vez globalizado y plural

The construction of national identity as a developmental process from childhood to adolescence in Catalonia

La idea que per entendre alguna cosa hem d'entendre el proc��s pel qual s'ha produ��t va ser assumida des de l'origen de l'estudi "La construcci�� de la identitat nacional com a proc��s de desenvolupament des de la inf��ncia a l'adolesc��ncia a Catalunya". Per tal d'estudiar el proc��s de desenvolupament relacionat amb la construcci�� de la identitat nacional, no ��s suficient considerar-lo en el seu context social, sin�� que ��s necessari considerar la seva construcci�� social. Tres objectius principals van orientar el nostre estudi . Primer, indagar si els processos de categoritzaci��, identificaci��, coneixement, imatge, avaluaci�� i afecte s��n tamb�� elements implicats en la construcci�� de la identitat nacional des de la inf��ncia a l'adolesc��ncia. Segon investigar el proc��s de desenvolupament d'aquests elements des dels 6 anys fins als 15 anys per contribuir amb dades a I'explicaci�� sobre com es desenvolupa del coneixement social. Tres s��n les explicacions principals; la primera que es basa en processos cognitius d'inclusi��-decentraci��; la segona, si aquest desenvolupament es d��na en cercles conc��ntrics des de I'interior (contextos quotidians) fins a l'exterior (amb intercanvis m��s amples i una educaci�� formal envers la vida social); i la tercera, si el desenvolupament del coneixement social d'all�� m��s immediat i directe es reorganitzat i adquireix nous significats per la integraci�� dels elements m��s generals i abstractes. Tercer, donat el fet que el 50% de les fam��lies tenen el catal�� com a llengua materna, hem estudiat la influ��ncia de la llengua o lleng��es utilitzades en el context familiar en el proc��s de construcci�� de la identitat nacional. Es va dissenyar una entrevista individual seguint una estructura amb les parts seg��ents: identificaci�� subjectiva i identificaci�� nacional; coneixement dels pa��sos; estereotips, avaluaci�� i sentiments, i entorn social. La mostra del present estudi va estar formada per 495 nens i adolescents de 6, 9, 12 i 15 anys d'edat. Es va utilitzar per cada grup un n��mero similar de nens i nenes. La mostra es va dividir en tres grups segons la o les lleng��es utilitzades pel nen o nena en el seu context familiar. Tres van ser les categones ling����stiques utilitzades: castell��, nens que nom��s utilitzin el castell�� a casa; catal��, nens que nom��s usen el catal�� en el context familiar; i biling��es, nens que utilitzin tots dos idiomes a casa. Aquestes categories ling����stiques s'han utilitzat com a indicador dels contextos familiars. Dues conclusions principals es poden extreure d'aquest estudi. Primer, I'��s de categories nacionals no ��s una conseq����ncia del proc��s cognitiu d'inclusi��-decentraci�� ni en cercles concentrics (concret/abstracte). La idea d'un proc��s del m��n en paral��lel, d'un coneixement que integra simult��niament creences i sentiments de l'ambient concret o proper i de l'abstracte o lluny�� pot explicar millor els nostres resultats. Els nens aprenen i pensen sobre la vida quotidara, les caracter��stiques de l'ambient, la informaci�� circulant en el seu entom social i la import��ncia o els diferents nivells de coneixement depenent del context. Els nens integren la informaci�� que est�� circulant en el seu ambient i construeixen un m��n que necess��riament no ha de coincidir amb el m��n deis adults, per�� que els ajuda a comunicar-se i a entendre les situacions en les quals estan immersos. Els nens m��s joves s��n capa��os d'utilitzar categories nacionals de manera similar als adolescents. Segon, la identitat nacional a Catalunya es construeix al voltant del nucli de la llengua parlada a casa. A trav��s de tot I'estudi es pot veure un resultat consistent i reiterat. Els infants d'un entom familiar en qu�� s'usa nom��s el castell�� s'identifiquen com a pertanyents a tots dos grups nacionals, Espanyol i Catal��. Els infants d'un entom familiar que utilitzen nom��s el catal�� s'identifiquen com a pertanyents nom��s al grup Catal��. Aquestes identificacions guien com aquests nens avaluen i senten envers el propi grup nacional i els altres. A m��s, sembla que el context s��cio-pol��tic ��s un vehicle important en la transmissi�� de les estructures de semblances i que I'estructura d'afecte es transmet principalment a trav��s de I'entom familiar.

Museum training to develop the social awareness of cultural identity in a time of universalization

The main theme of the ICTOP'94 Lisbon meeting is museum personnel training for the universal museum. At the very beginning it is important to identify what the notion universal museum can cover. It is necessary to underline the ambiguity of the term. On the one hand, the word 'universal' can be taken to refer to the variety of collected museum materials or museum collections, on the other hand it could refer to the efforts of the museum to be active outside the museum walls in order to achieve the integration of the heritage of a certain territory into a museological system. 'Universal' could also refer to the "new dimensions of reality: the fantastic reality of the virtual images, only existing in the human brain" (Scheiner 1994:7), which is very close to M. McLuhan's view of the world as a 'global village'. Thus, what is universal could be taken as being common and available to all the people of the world. 'Universal' can imply also the radical broadening of the concept of object: "mountain, silex, frog, waterfonts, stars, the moon ... everything is an object, with due fluctuations" (Hainard in Scheiner 1994: 7), which will cause the total involvement of the human being into his/her physical and spiritual environment. In the process of universalization, links between cultural and natural heritage and their links with human beings become more solid, helping to create a strong mutual interdependence.

Who am I? An identity crisis Identity in the new museologies and the role of the museum professional��

Whilst the title of this essay suggests more than one ���new museology���, it was rather a licence po��tique to emphasize the two major theoretical movements that have evolved in the second half of the 20th Century[1]. As a result of the place(s)/contexts where they originated, and for clarity purposes, they have been labelled in this essay as the ���Latin new museology��� and the ���Anglo-Saxon new museology���; however they both identify themselves by just the name of ���New Museology���. Even though they both shared similar ideas on participation and inclusion, the language barriers were probably the cause for many ideas not to be fully shared by both groups. The ���Latin New museology��� was the outcome of a specific context that started in the 1960s (de Varine 1996); being a product of the ���Second Museum Revolution���(1970s)[2], it provided new perceptions of heritage, such as ���common heritage���. In 1972 ICOM organized the Santiago Round Table, which advocated for museums to engage with the communities they serve, assigning them a role of ���problem solvers��� within the community (Primo 1999:66). These ideas lead to the concept of the Integral Museum. The Quebec Declaration in 1984 declared that a museum���s aim should be community development and not only ���the preservation of past civilisations��� material artefacts���, followed by the Oaxtepec Declaration that claimed for the relationship between territory-heritage-community to be indissoluble (Primo 1999: 69). Finally, in 1992, the Caracas Declaration argued for the museum to ���take the responsibility as a social manager reflecting the community���s interests���(Primo 1999: 71). [1] There have been at least three different applications of the term ( Peter van Mensch cited in Mason: 23) [2] According to Santos Primo, this Second Museum Revolution was the result of the Santiago Round Table in Chile, 1972, and furthered by the 1st New Museology International Workshop (Quebec, 1984), Oaxtepec Meeting (Mexico, 1984) and the Caracas Meeting (Venezuela, 1992) (Santos Primo : 63-64)

Deaf identity among alumni of Option schools in the U.S.

This descriptive study surveys deaf identity of alumni of Option schools in the United States. The issue of deaf identity is addressed and the importance of deaf role models in Option schools is presented.