Hybrid Identities And Adolescent Girls

This book examines the ethnic, gendered, and embodied 'hybrid' identities of 'half-Japanese' girls in Japan, colourfully narrated through their own voices. The girls struggle to positively construct their identities into positions of control over disempowering discourses of 'otherness', while also celebrating cultural capital as they negotiate their constructed identities of 'Japaneseness', 'whiteness' and 'halfness/doubleness'.

Geographies of Girlhood: Identities In-Between explores how adolescent girls come to understand themselves as female in this culture, particularly during a time when they are learning what it means to be a woman and their identities are in-between that of child and adult, girl and woman. It illuminates the everyday realities of adolescent girls and the real issues that concern them, rather than what adult researchers think is important to adolescent girls. The contributing authors take seriously what girls have to say about themselves and the places and discursive spaces that they inhabit daily. Rather than focusing on girls in the classroom, the book explores adolescent female identity in a myriad of kid-defined spaces both in-between the formal design of schooling, as well as outside its purview--from bedrooms to school hallways to the Internet to discourses of cheerleading, race, sexuality, and ablebodiness. These are the geographies of girlhood, the important sites of identity construction for girls and young women. This book is situated within the fledgling field of Girls Studies. All chapters are based on field research with adolescent girls and young women; hence, the voices of girls themselves are primary in every chapter. All of the authors in the text use the notion of liminality to theorize the in-between spaces and places of schools that are central to how adolescent girls construct a sense of self. The focus of the book on the fluidity of femininity highlights the importance of race, class, sexual orientation, and other salient features of personal identity in discussions of how girls construct gendered identities in different ways. Geographies of Girlhood: Identities In-Between challenges scholars, professionals, and students concerned with gender issues to take seriously the everyday concerns of adolescent girls. It is recommended as a text for education, sociology, and women's studies courses that address these issues.

This volume explores mixed race/mixed ethnic identities in Aotearoa/New Zealand. Mixed race and mixed ethnic identity are growing in popularity as research topics around the world. This edited collection looks at mixed race and mixed ethnic identity in New Zealand: a unique context, as multiple ethnic identities have been officially recognised for more than 30 years. The book draws upon research across a range of disciplines, exploring the historical and contemporary ways in which official and social understandings of mixed race and ethnicity have changed. It focuses on the interactions between race, ethnicity, national identity, indigeneity and culture, especially in terms of visibility and self-defined identity in the New Zealand context. Mana Tangatarua situates New Zealand in the existing international scholarship, positioning experiences from New Zealand within theoretical understandings of mixedness. The chapters develop wider theories of mixed race and mixed ethnic identity, at macro and micro levels, looking at the interconnections between the two. The volume as a whole reveals the diverse ways in which mixed race is experienced and understood, providing a key contribution to the theory and development of mixed race globally.

The chapters in this volume seek to bring hybrid language practices to the center of discussions about English as a global language. They demonstrate how local linguistic resources and practices are involved in the refashioning of identities in a variety of cross-cultural and geographical contexts, and illustrate hybridity as an enactment of resistance and creativity. Drawing on a variety of disciplines and ideological perspectives, the authors use contexts as diverse as social media, Bollywood films, workplaces and kindergartens to explore the ways in which English has become a part of localities and social relations in ways that are of significant sociolinguistic interest in understanding the dynamics of mobile cultures and transcultural flows.

Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- Notes on contributors -- Acknowledgements -- Introduction: mixed race in Asia -- Part I China and Vietnam -- 1 'A class by themselves': battles over Eurasian schooling in late-nineteenth-century Shanghai -- 2 Mixing blood and race: representing Hunxue in contemporary China -- 3 Métis of Vietnam: an historical perspective on mixed-race children from the French colonial period -- Part II South Korea and Japan -- 4 Developing bilingualism in a largely monolingual society: Southeast Asian marriage migrants and multicultural families in South Korea -- 5 Haafu identity in Japan: half, mixed or double? -- 6 Claiming Japaneseness: recognition, privilege and status in Japanese-Filipino 'mixed' ethnic identity constructions -- Part III Malaysia and Singapore -- 7 Being 'mixed' in Malaysia: negotiating ethnic identity in a racialized context -- 8 Chinese, Indians and the grey space in between: strategies of identity work among Chindians in a plural society -- 9 'Our Chinese': the mixedness of Peranakan Chinese identities in Kelantan, Malaysia -- 10 Eurasian as multiracial: mixed race, gendered categories and identity in Singapore -- Part IV India and Indonesia -- 11 Is the Anglo-Indian'identity crisis' a myth? -- 12 Performing Britishness in a railway colony: production of Anglo-Indiansas a railway caste -- 13 Sometimes white, sometimes Asian: boundary-making among transnational mixed descent youth at an international school in Indonesia -- 14 Class, race and being Indo (Eurasian) in colonial and postcolonial Indonesia -- Afterword -- Index

By bringing the concepts of “identity,” “comparativism,” and “communication” together, this volume invites a reinterpretation of these defining concepts of postmodernism. Composed of contributions from Australia, Azerbaijan, Japan, Romania and the Ukraine, this interdisciplinary and intercultural book investigates the multiple identities activated in broader discursive contexts. This collection of nineteen chapters opens with an introductory overview followed by two parts: the first, focusing on Plural identities and comparativism, contains a series of “case studies” that can be subsumed within imagology and comparativism; the second, Communication and discourse, illustrates two directions of research: literary communication and terminology. In spite of the methodological and thematic polyphony of its contributions, the volume adopts a unified and coherent tone. By integrating the study of contextual and discursive identities, this book will be of interest to all those involved in image and literary studies, in both linguistics and culture.

The Routledge Handbook of Language and Identity provides a clear and comprehensive survey of the field of language and identity from an applied linguistics perspective. Forty-one chapters are organised into five sections covering: theoretical perspectives informing language and identity studies key issues for researchers doing language and identity studies categories and dimensions of identity identity in language learning contexts and among language learners future directions for language and identity studies in applied linguistics Written by specialists from around the world, each chapter will introduce a topic in language and identity studies, provide a concise and critical survey, in which the importance and relevance to applied linguists is explained and include further reading. The Routledge Handbook of Language and Identity is an essential purchase for advanced undergraduate and postgraduate students of Linguistics, Applied Linguistics and TESOL. Advisory board: David Block (Institució Catalana de Recerca i Estudis Avançats/ Universitat de Lleida, Spain); John Joseph (University of Edinburgh); Bonny Norton (University of British Colombia, Canada).

The pursuit of higher education has become increasingly popular among students of many different backgrounds and cultures. As these students embark on higher learning, it is imperative for educators and universities to be culturally sensitive to their differing individualities. Student Culture and Identity in Higher Education is an essential reference publication including the latest scholarly research on the impact that gender, nationality, and language have on educational systems. Featuring extensive coverage on a broad range of topics and perspectives such as internationalization, intercultural competency, and gender equity, this book is ideally designed for students, researchers, and educators seeking current research on the cultural issues students encounter while seeking higher education.