Written by leading social psychologists with expertise in leadership, health and emergency behaviour – who have also played an important role in advising governments on COVID-19 – this book provides a broad but integrated analysis of the psychology of COVID-19 It explores the response to COVID-19 through the lens of social identity theory, drawing from insights provided by four decades of research. Starting from the premise that an effective response to the pandemic depends upon people coming together and supporting each other as members of a common community, the book helps us to understand emerging processes related to social (dis)connectedness, collective behaviour and the societal effects of COVID-19. In this it shows how psychological theory can help us better understand, and respond to, the events shaping the world in 2020. Considering key topics such as: Leadership Communication Risk perception Social isolation Mental health Inequality Misinformation Prejudice and racism Behaviour change Social Disorder This book offers the foundation on which future analysis, intervention and policy can be built. We are proud to support the research into Covid-19 and are delighted to offer the finalised eBook for free. All Royalties from this book will be donated to charity.
This innovative volume compels readers to re-think the notions of performance, performing, and (non)performativity in the context of the COVID-19 global pandemic. Given these multi-faceted ways of thinking about “performance” and its complicated manifestations throughout the pandemic, this volume is organised into umbrella topics that focus on three of the most important aspects of identity for cultural and intercultural studies in this historical moment: language; race/gender/sexuality; and the digital world. In critically re-thinking the meaning of “performance” in the era of COVID-19, contributors first explore how language is differently staged in the context of the global pandemic, compelling us to normalise an entirely new verbal lexicon. Second, they survey the pandemic’s disturbing impact on socio-political identities rooted in race, class, gender, and sexuality. Third, contributors examine how the digital milieu compels us to reorient the inside/outside binary with respect to multilingual subjects, those living with disability, those delivering staged performances, and even corresponding audiences. Together, these diverse voices constitute a powerful chorus that rigorously excavates the hidden impacts of the global pandemic on how we have changed the ways in which we perform identity throughout a viral crisis. This volume is thus a timely asset for all readers interested in identity studies, performance studies, digital and technology studies, language studies, global studies, and COVID-19 studies. It was originally published as a special issue of the Journal of Intercultural Studies.
We live in an ever-changing social world, which constantly demands adjustment to our identities and actions. Advances in science, technology and medicine, political upheaval, and economic development are just some examples of social change that can impact upon how we live our lives, how we view ourselves and each other, and how we communicate. Three decades after its first appearance, identity process theory remains a vibrant and useful integrative framework in which identity, social action and social change can be collectively examined. This book presents some of the key developments in this area. In eighteen chapters by world-renowned social psychologists, the reader is introduced to the major social psychological debates about the construction and protection of identity in face of social change. Contributors address a wide range of contemporary topics - national identity, risk, prejudice, intractable conflict and ageing - which are examined from the perspective of identity process theory.
Making Work and Family Work investigates the difficult choices that contemporary employees must face when juggling work and family with a view to identifying the smart choices that all parties involved—society, employers, employees and families—should make to promote greater work–life balance. Leading scholars Jeffrey Greenhaus and Gary Powell begin by identifying the factors that work against an employee’s ability to be effective and satisfied in their work and family roles. From there, they examine a variety of factors that impact the decision-making process that employees and their families can use to enhance employees’ feelings of work-family balance and families’ well-being. Covering a comprehensive set of topics and perspectives, this fascinating book will appeal to upper-level students of human resource management, organizational behavior, industrial/organizational psychology, sociology, and economics, as well as to thoughtful and engaged professionals.
Long before the COVID-19 pandemic, humanity was facing economic hardships with human jobs going to automation, AI, and machines. In the downward slope of the pandemic, large percentages of the world’s population are without work, and many are still in isolation and social distancing for biosafety and health. If it is true that crisis brings out opportunities, then this is a highly opportune moment for humanity to redefine and move forward. Career Re-Invention in the Post-Pandemic Era explores how people in their respective localities are adapting for a new economy through new understandings of the world and concomitant reconceptualizations of the self. This work addresses how people are thinking of the present and the near-future, how people are surviving the present moment of sparsity and shortages, and how people are retooling themselves to adapt to a new economy. Covering topics such as digital skills, K-12 education, and entrepreneurship, this book is an essential resource for faculty of higher education, K-12 administrators, government officials, business leaders, entrepreneurs, sociologists, economists, researchers, and academicians.
If you're like most people, you probably believe that your identity is stable. But in fact, your identity is constantly changing - often outside your conscious awareness and sometimes even against your wishes - to reflect the interests of the groups of which you're a part. And that fluid identity has a powerful influence over your feelings, beliefs, and behaviours. In THE POWER OF US, psychologists Packer and Van Bavel integrate their own cutting-edge research in psychology, neuroscience and economics to explain what identity really is and show how to harness its dynamic nature to: Increase our productivity - Improve physical and psychological health - Overcome our individual prejudice - Unlock our altruism - Break the political gridlock - Galvanize others to solve controversial global problems Along the way, they explain such seemingly unrelated phenomenon as why men cry at football games but not funerals, why the history of slavery in U.S. counties is one of the best predictors of current day racism, and why Canada keeps a national reserve of maple syrup. Packed with fascinating insights, vivid case studies, and pioneering research, THE POWER OF US will change the way you understand yourself - and those around you - forever.
Identity in the Covid-19 Years explores the how the COVID-19 pandemic has been represented in media, communication and culture, and the role these changes have played in renewing how we understand identity, engage in social belonging and relate ethically to each other and the world. This book explores how the COVID-19 pandemic has had a significant impact on how we perform our identities, engage in social belonging, and communicate with each other. Understanding the onset of the pandemic as a moment experienced as cultural rupture, Cover provides a framework for understanding how selfhood, belonging, relationships and perceptions of time and space have undergone a disruption that not only is damaging to continuity and stability but also provides positive value through renewal and the re-making of the self and ways of living ethically. Drawing on philosophic, media and cultural studies approaches, this book describes how networks of mutual care and global interdependency have been powerfully drawn out by the experience of the pandemic, yet also disavowed in some settings in favour of a problem individualism and sustained inequalities. The roles of disruption and interdependency are examined across an array of pandemic-related topics, including health communication, apocalyptic storytelling, lockdowns and immobilities, mask-wearing, social distancing and new practices touch, anti-vaccination discourses, and frameworks for mourning the lost past and the uncertain future. By focusing on the impact of the pandemic on identity, this work explains and revisits theories of belonging and ethics to help us understand how new ways of perceiving our vulnerability may lead to more positive, inclusive and ethical ways of living.
This book adopts collaborative autoethnography as its methodology, and presents the collective witnessing of experiences of the COVID-19 pandemic within the higher education sector. Through the presentation of staff and student experiences and what was learnt from them, the authors examine the global phenomenon that is the COVID-19 pandemic through the purposeful exploration of their own experiences. This book presents an overall argument about the state of higher education in the middle of the pandemic and highlights academic issues and region-specific challenges. The reflections presented in this book offer insights for other staff and students, as well as academic policy-makers, regarding the pandemic experiences of those within academia. It also offers practical suggestions as to how we as a global community can move forward post-pandemic.
This book brings together the current theory, research and practical perspectives from different parts of the world on language teacher identity in an attempt to better understand the nature of identities teachers in different contexts develop. By linking theory to pedagogy, the book examines how second language teacher identities are shaped and explores the various links between teacher identities and variables that affect the formation of identities. Theory and Practice in Second Language Teacher Identity includes a foreword by Jack Richards (University of Sydney and RELC), an afterword by Peter de Costa (Michigan State University) and holds 20 invited chapters by established and active scholars and teacher educators to discuss the various aspects of in-service and pre-service second language teacher identity development. It also addresses the way the COVID-19 pandemic has impacted teacher identities and examines under-researched issues, such as the intersection between gender and race in second language teacher identity development and identity construction in second languages other than English. What does it mean to be a teacher of English as a second language in an age of globalization, new media, technological revolution and de-institutionalized knowledge? How do teachers gain pre-service and in-service expertise, a sense of professional identity, and educational integrity? And how have they dealt with the extra-burden imposed by the pandemic? This thought-provoking volume offers valuable perspectives on these important issues in the professional development of English teachers worldwide. — Prof. Claire Kramsch, University of California, Berkeley, USA. The way we see ourselves and are seen by others influences our social and professional interactions. Teacher identity and sense of agency is therefore not merely a matter of research interest for it impacts learners and learning, which makes the topic of this book extremely important. With chapters located in a wide range of countries – from USA to Australia via UAE, Thailand and others – and drawing on a variety of research methods, the book synthesizes extant research and develops many new research avenues. It does so not only with theory in mind but with practical lessons for teachers and teacher educators and thus becomes an essential volume for our libraries and studies. — Prof. Michael Byram, University of Durham, UK. In this compelling collection, co-edited by Karim Sadeghi and Farah Ghaderi, the authors address key questions about language teacher identity in contemporary applied linguistics: What is the relationship between language teacher identity and language teacher agency? To what extent does ideology impact language teacher identity? How do language teachers navigate an increasingly globalized and unequal world? Authors from different regions of the world draw on diverse methodologies to share insightful research on both pre-service and in-service language teacher identity, making an important contribution to applied linguistics and TESOL at a time of great social and educational change. — Prof. Bonny Norton (FRSC), University Killam Professor and Distinguished University Scholar, University of British Columbia, Canada. “Theory and Practice in Second Language Teacher Identity” captures recent thinking about language teacher identity. The broad array of excellent chapter contributions explores multiple dimensions of identity, from teacher agency and emotions to the disruptive effects of the Covid pandemic on teachers’ professional lives and practices. The studies draw on a number of theoretical perspectives and demonstrate the use of both familiar and innovative research methodologies. The relevant topics, the up-to-date bibliographic sources, and the useful research findings make this edited volume an essential addition to your bookshelf. — Prof. Gary Barkhuizen, University of Auckland, New Zealand.
Women Educators’ Experiences During COVID-19: On the Front Lines examines the gendered experiences, challenges, and rapid changes faced by women in higher education during COVID-19. The book’s chapters cover lived experiences ranging from graduate students navigating the pandemic to those grappling with balancing motherhood and the academy. Through these diverse perspectives, this edited collection explores the impact of the diversity and nuances of the feminine identity on navigating higher education during an international health crisis. Ultimately, contributors provide recommendations for best practices and suggestions for change for administrators, faculty, and policymakers to dismantle the academy as a male-dominated institution. Scholars of communication, gender studies, and higher education will find this book of particular interest.
