How do children determine which identity becomes paramount as they grow into adolescence and early adulthood? Which identity results in patterns of behaviour as they develop? To whom or to which group do they feel a sense of belonging? How might children, adolescents and young adults negotiate the gap between their own sense of identity and the values promoted by external influences?
The contributors explore the impact of globalization and pluralism on the way most children and adolescents grow into early adulthood. They look at the influences of media and technology that can be felt within the living spaces of their homes, competing with the religious and cultural influences of family and community, and consider the ways many children and adolescents have developed multiple and virtual identities which help them to respond to different circumstances and contexts. They discuss the ways that many children find themselves in a perpetual state of shifting identities without ever being firmly grounded in one, potentially leading to tension and confusion particularly when there is conflict between one identity and another. This can result in increased anxiety and diminished self-esteem. This book explores how parents, educators and social and health workers might have a raised awareness of the issues generated by plural identities and the overpowering human need to belong so that they can address associated issues and nurture a sense of wholeness in children and adolescents as they grow into early adulthood.
Recenzijas
This interdisciplinary book offers a significant contribution to understanding and supporting healthy identity development in children and adolescents, a critical task for ensuring their well-being and, in turn, to the future well-being of the planet. Its range of coverage is remarkable, with contributions by scholars from many countries using varied research methods to investigate diverse identity facets and issues. * Aostre Johnson, Emeritus Professor of Education, Saint Michael's College, Vermont, USA * This is an invaluable resource for all those who wish to have a glimpse of how children and young people on all five continents are making use, or struggling, with spirituality, religion, language, gender, education, class and ability in their journey to construct their identify. * Adrian-Mario Gellel, Professor of Early Childhood and Primary Education, University of Malta, Malta * This is an excellent collection of essays written by a team of international scholars who specialise in culture and identity across age groups. The topics covered are wide-ranging and contemporary. Grounded in cutting-edge research and solid scholarship, this volume is a must-read for policymakers, academics and educators. * Charlene Tan, Associate Professor at the National Institute of Education, Nanyang Technological University, Singapore * With broad-ranging perspectives, ranging from the socio-cultural to the spiritual, this work shares significant ideas illuminating how we can face the challenge of establishing our identities in an unpredictable world. * Yoshiharu Nakagawa, Professor of Education, Doshisha University, Japan * This handbook captures both the subaltern discourses and innovative intersections of gender, race/ethnicity, class, disability, religion, language, and technology to construct modern-day identities in children and adolescents. Its multi-, inter- and transdisciplinary global case studies make it the ideal resource to unlock the multi-layered complexities of an emerging research niche that influences worldviews. * Denzil Chetty, Lecturer in Religious Studies, University of South Africa, South Africa *
Papildus informācija
This book examines how factors such as gender, race, class, disability, religion, language and technology influence identity construction for children and adolescents into early adulthood in contemporary, plural societies.
List of Figures
List of Tables
Notes on Contributors
Introduction, Marian de Souza (Federation University, Australia)
Part I: Theoretical and Historical Perspectives
1. Social and Cultural Factors and the Construction of Young Childrens
Identities, Tony Eaude (University of Oxford, UK)
2. The Origins of Self-Concept as Part of Identity Formation, Zoi
Nikiforidou (Liverpool Hope University, UK) and Kyriakos Demetriou
(University of Nicosia, Cyprus)
3. Conceptualising (De)colonial Identity in South Africa, Anne Becker
(University of Stellenbosch, South Africa) and Irene Becker (University of
Johannesburg, South Africa)
4. A Self Rejected: Childhood Loneliness and the Experience of Alienation,
Julian Stern (Bishop Grossette University, UK)
5. Wings To Their Feet: A Pedagogical Strategy of Dialogue as Prevention of
Radicalization, Ina ter Avest (Vrije Universiteit Amsterdam, Netherlands)
6. New Rites of Passage to Positives Selves and Engagements in Twenty-First
Century France, Alain Ruffion (Eranos Institute, France)
Part II: Educational, Social, Linguistic and Cultural Perspectives
7. Searching For Meaning and Identity amongst Young People in an Uncertain
World: Perspectives from Latvia, Dzintra Iliko (Daugavpils University,
Latvia)
8. Muslim-Based Schools and the Risk of Enclosing Education through
Socialisation in South Africa, Nuraan Davids (Stellenbosch University, South
Africa)
9. Learning, Potential and Identity Construction in Maltese Early Years
Settings, Rosienne Farrugia (University of Malta, Malta)
10. Minority Discourse: Decoding the Parsi Sensibility in Indian English
Fiction, Reena Mitra (Independent Researcher, India)
11. Developing Their Best Reading and Writing Selves for Bi/Multilingual
Students and Families, Jiyoon Lee, Kindel Turner Nash, Jennifer Mata-McMahon
and Joshua Michael (University of Maryland, Baltimore Country, USA)
12. Language, Literacy and Identity from Early Childhood to Young Adulthood
in Singapore, Mukhlis Abu Bakar (National Institute of Education, Nanyang
Technological University, Singapore)
13. A Construction of Young Adult Malaysians Linguistic Identity, Su Li
Chong (Institute of Self Sustainable Building (ISB), Universiti Teknologi
PETRONAS (UTP), Malaysia)
14. Identity and Language as Experienced by Student Teachers in Maltese
Primary Schools, Josephine Milton (University of Malta, Malta)
15. Identity Formation and the Role of Religious Education Teachers in
Australian Catholic Schools, Michael T. Buchanan (Australian Catholic
University, Australia)
16. A Philosophical Perspective on Provision for Cultural Development in an
English Context, Ruth Wills (Liverpool Hope University, UK)
Part III: Gender, Race/Ethnicity, Class, Religion and (Dis)ability
Perspectives
17. The Influence of Race and Religion on Identity Construction in
Post-Apartheid South Africa, Anne Becker and Cornelia Roux (Stellenbosch
University, South Africa)
18. Insight into a Young Canadian-Muslims Experience of Identity, Shemine
Gulamhusein (MacEwan University, Canada)
19. Heterogeneous Belonging, The Ethics of Care and Childrens Identity in
the Indian Context, Jahnavi Misra (Independent Researcher, India)
20. Mediating Culture and Identity for Malay and Indian Transgender Youth in
Asia, Roszalina Rawi (National Institute of Education, Nanyang Technological
University, Singapore) & Hema Letchamanan (Taylors University, Malaysia)
21. Socialization of Identity and Culture of Jewish and Arab Children and
Adolescents in Israel, Yaacov Katz (Bar-Ilan University, Israel)
22. Beyond Cultural Normativity to a Conceptual Clarity in Teaching Women
in Islam in Turkey, Mualla Selēuk and Nahide Bozkurt (Ankara University,
Turkey)
Part IV: Spiritual, Health and Wellbeing Perspectives
23. Nurturing a Sense of Wholeness in Children and Adolescents from a
Spiritual Perspective, Bob London (California State University, San
Bernardino, USA)
24. The Construction of Spiritual Identity among Israeli Students, Zehavit
Gross (Bar-Ilan University, Israel)
25. Changing Socio-Political Identity and Promoting Positive Mental Health
and Holistic Education in Hong Kong, Ngar-Sze Lau (Education University of
Hong Kong, Hong Kong)
26. Despair and Happiness: Japanese Youth of Today and Their Multiple
Identities, Dorothea Filus (Monash University, Australia)
27. Grounding Being in the Ground of Being: Spiritual Experiences as
Catalysts in Identity Formation, Tobin Hart (University of West Georgia,
USA)
References
Index
Ruth Wills is a Lecturer in Early Childhood Studies and Music at Liverpool Hope University, UK.
Marian de Souza is now retired and was formerly Senior Lecturer at Australian Catholic University, Australia, and Honorary Associate Professor at Federation University Australia, Australia.
Jennifer Mata-McMahon is an Associate Professor of Early Childhood Education at the University of Maryland Baltimore County (UMBC), USA.
Mukhlis Abu Bakar is Associate Professor at the National Institute of Education, Nanyang Technological University, Singapore.
Cornelia Roux is an Extraordinary Professor in Curriculum Studies at Stellenbosch University, South Africa.
