Italian multiple identities

Based on the author’s experience in conducting fieldwork on religion in Ethiopia, in this article she analyses the complexities of being an insider in a certain socio-political and economic context. Instead of ascribing an essence to insider-ness as a straightforward and definite category, it is argued that insider-ness is a product of dynamic and complex intersubjective interactions and processes. It is an ambiguous position marked by a continuous shift resulting from the researcher’s navigations between multiple identities at different times and environments in relation to research participants. As pointed out by Bourke (2014), the perpetual flux of one’s identity as an insider or an outsider stems from the researcher’s position: gender, class, ethnic background and religious as well as political persuasion. Furthermore, in as much as one enjoys the associated benefits thereof, the insider is faced with myriad challenges due to her or his variegated identities that in turn inform interlocutors’ perceptions, expectations and responses.

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The Experiences of Korea of Korean Chinese People and Their Multiple Identities - With the methods of questionnaire surveys and in-depth interviews of female Korean Chinese people in their 30s and 40s

JOURNAL OF CHINESE HUMANITIES ◽

10.35955/jch.2020.04.74.465 ◽

2020 ◽

Vol 74 ◽

pp. 465-490

Author(s):

Ga-young Lee

Keyword(s):

Multiple Identities ◽

Chinese People ◽

Korean Chinese ◽

Questionnaire Surveys ◽

Depth Interviews

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Reflections on the Meaning of Study Abroad

Frontiers: The Interdisciplinary Journal of Study Abroad ◽

10.36366/frontiers.v1i1.33 ◽

1995 ◽

Vol 1 ◽

pp. 96-103

Author(s):

Elizabeth Shannon

Keyword(s):

Study Abroad ◽

Nursery School ◽

Multiple Identities ◽

Danger Zone ◽

Host Family ◽

The People ◽

Life Itself ◽

The Moment ◽

First Time ◽

The Stranger

Study abroad begins long before students leave their own shores. The moment that children enter daycare, nursery school, or kindergarten for the first time, they are in foreign territory, and all their antennae are out, testing, absorbing, learning. They begin to develop the first of their many multiple identities. They are no longer "Johnny" or "Sarah" whom everyone knows and loves at home, but Johnny or Sarah whom no one knows nor initially cares about, and they have to figure out what kind of a new identity they will develop so the danger zone becomes as safe as home. Leaving familiar surroundings- the sounds, smells, safety, and food of home- and realizing, quite abruptly, that they must learn to adapt to the demands and needs of strangers, is the first and the most challenging "trip abroad" they will ever take. They will use the same set of skills, more mature, more polished (we hope) when they arrive on a foreign campus and move in with a host family or into an international dormitory. Learning to make the journey with ease, whether it is on the first day of school or the day a plane drops one in a foreign field, is a necessary accomplishment. We have to make friends out of our peers; we have to gain the respect of our teachers; we have to develop curiosity and concern about the people around us. The stranger they seem, the more there is to learn. To fear diversity is to fear life itself. As the world becomes smaller and more integrated, the more crucial this accomplishment grows.

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Opening Up or Shutting Down? The Effects of Multiple Identities on Problem Solving

SSRN Electronic Journal ◽

10.2139/ssrn.1509405 ◽

2009 ◽

Cited By ~ 2

Author(s):

Lakshmi Ramarajan

Keyword(s):

Problem Solving ◽

Multiple Identities ◽

Opening Up

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Learning the anthropology of development: the university as a site of knowledge construction and identity formation

Journal ◽

10.22582/ta.v5i1.401 ◽

2015 ◽

Vol 5 (1) ◽

Author(s):

Tanya Jakimow

Keyword(s):

Identity Formation ◽

Lifelong Learning ◽

Knowledge Construction ◽

Multiple Identities ◽

Classroom Teachers ◽

Practical Skills ◽

Student Reactions ◽

A Site ◽

The University ◽

Anthropology Of Development

Recent work exploring student reactions to the anthropology of development highlights the importance of going beyond simply imparting practical skills, or alternatively delivering content that offers an unrelenting critique (Djohari 2011; Handler 2013). In this paper, I argue that by casting an anthropological eye on the classroom, teachers can provide a learning environment in which students transform into reflective ‘novice’ practitioners equipped for lifelong learning. This involves making explicit the processes of knowledge construction in the classroom, and by extension, the development field. It entails providing the resources through which students can become social beings in the development sector, with attention to expanding the possibilities for the formation of multiple identities.

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