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The current paper is part of a larger scoping review project investigating the intersection of leader(ship) identity development and meaning-making. In this review, we analyzed 100 articles to determine the current extent of literature that covers the intersection of leader(ship) identity development, meaning-making and marginalized social identities.

A review of the extant literature is included, and a conceptual model is suggested for further exploration into this critical and under-researched domain.

More research is needed at the intersection of leadership identity development, meaning-making and marginalized social identities.

As this area of study has expanded, scholars have noted an absence of research on the effect of multiple social identities, especially marginalized identities, on meaning-making and leadership identity construction.

This chapter disrupts the common notion that identity can be understood through the use of categories. Categorical terms like gay, straight, man, or woman often mask the complexity of curriculum making and identity-making. Curriculum making and identity-making are narrative terms used to understand the dynamic, relational, and on-going process of making meaning about people, things, contexts, and identity through experience. Identity making, understood narratively as the composition of stories to live by, allows us to image diverse communities, contexts, and experiences that uniquely shape the stories that people live and tell. Inquiring into the experiences of two research participants, I begin the chapter by thinking with Calle’s stories of experience to explore the limited and limiting categorical stories of identity. Then, I consider Jamie’s stories to live by, attending to the role of his contexts and communities in the composition of his stories to live by. In doing so, I seek to further map out the narrative geography of curriculum making and identity-making places and communities for individuals who compose diverse stories to live by. Building on previous research findings that contexts shape the composition of stories to live by as identity is negotiated through these dominant stories as an individual’s ontology, his/her story of the world and self in it, is constituted in part, by these dominant stories; here, I argue that contexts that allow for diverse stories to be told are those that attend to experience rather than clinging to familiar dominant stories.

The purpose of this paper is to increase awareness of shared decision making, the initial aim of the study was to understand how psychiatrists-in-training defined themselves as unique among physicians with an eye on how professional identity might shape approach to care. The second aim was to use those definitions and descriptions related to professional identity and tailor a brief training module to promote awareness of the shared decision making model.

The authors do this by first conducting focus groups to ascertain how psychiatric residents characterize their professional identity and unique disciplinary characteristics. The authors then designed a brief training session that exploits the relationship between how they define themselves as physicians and how they approach clinical decision making with patients.

Three major themes that emerged from the focus group data: the central role of societal and treatment contexts in shaping their professional identity and approaches to care, a professional identity characterized by a great sense of pride, and a strong commitment to systematic decision-making processes in practice. While the assessment of the training module is preliminary and lacks rigor for any generalizability or statements of causality, responses likely affirm the training tailored around professional identity as a possible vehicle for effective exposure to the concept of shared decision making and served as a useful avenue for self-reflection about needed changes to more fully embrace the practice.

More inquiry may be needed into the association between trust, relationship longevity and power and paternalism, as a way to bring greater insight into the adoption of shared decision making. Future research will have to investigate whether or not including identity-related content is empirically connected to successful training on shared decision making. Likewise, future research should also look at the reciprocal impact of effectively using shared decision making on the affirmation of professional identity among psychiatrists, and indeed all who embrace patient-centered care.

This is the one of the first papers to investigate issues of professional identity among psychiatry residents, and also among the first papers to consider the relationship between professional identity and use of shared decision making.

Two studies in the context of English‐French relations in Québec suggest that individuals who strongly identify with a group derive the individual‐level costs and benefits that drive expectancy‐value processes (rational decision‐making) from group‐level costs and benefits. In Study 1, high identifiers linked group‐ and individual‐level outcomes of conflict choices whereas low identifiers did not. Group‐level expectancy‐value processes, in Study 2, mediated the relationship between social identity and perceptions that collective action benefits the individual actor and between social identity and intentions to act. These findings suggest the rational underpinnings of identity‐driven political behavior, a relationship sometimes obscured in intergroup theory that focuses on cognitive processes of self‐stereotyping. But the results also challenge the view that individuals' cost‐benefit analyses are independent of identity processes. The findings suggest the importance of modeling the relationship of group and individual levels of expectancy‐value processes as both hierarchical and contingent on social identity processes.

The purpose of the current innovative practice paper is to introduce a technique to explore leader identity development and meaning-making that builds on the narrative pedagogical tradition. In this paper, we recommend a process for combining turning-point graphing and responsive (semi-structured) interviews to co-explore leadership identity development and meaning-making with college students.

The paper provides student feedback data on the effectiveness of the technique in improving understanding of leader identity and transforming meaning-making.

We hope practitioners can utilize this approach to build leadership identity development and meaning-making capacity in college students.

In this chapter, we inquire into our ever-unfolding experiences as teachers and with teacher research participants in order to explore the complexities of curriculum making in teacher education. In doing so, we lay the foundation for understanding narrative inquiry as both theory and method as such, frame our work in this volume. Curriculum making, a term introduced by Joseph Schwab, reflects the dynamic process of learning in which the teacher, learner, subject matter, and milieu interact. Moreover, we think about the ways people make sense of themselves, identity-making, in the process of curriculum making. Through Derek’s experiences with Lee, a previous Grade five student, and Cindy’s work with Jesse, a research participant, we inquire into their curriculum making and identity-making. We argue that in schools, there are multiple curricula in the making, going beyond the formal notions of curriculum as grade-level standards or classroom objectives. In our inquiry process, we consider experiences in schools through Aoki’s understanding of curriculum-as-plan and lived curriculum. In his writing, Aoki noted that the lived experience of curriculum in schools is much more complex and varied than the planned curriculum that is meant for a generalized audience; students and teachers bring their lives with them into particular contexts that indelibly shape the ways that curriculum is lived out. As well, we think about the ways experiences and places shape teachers and researchers and the ways we see the world.

In this chapter, we argue that through relational research experiences with colleagues and participants, researchers are in a shared process of curriculum making and identity-making. Through reflections on a key shared experience, we demonstrate that in the liminal space of our work together, we have begun to shape our community identity-making to tell a story of ourselves as researchers within that community. In our work together, we have come to understand the ways that research contexts shape the ways we engage in research and the identities we compose as researchers. We suggest that as researchers, we meet in borderlands to engage in relational inquiry with participants and our colleagues. Similarly to Anzaldua, we understand the borderlands as liminal spaces between our respective worlds of research where we come together to compose new stories about ourselves as researchers and the research in which we engage. We attend to the places of tension as they emerge as opportunities to understand more deeply ourselves as researchers and as co-participants in a relational research experience. In doing so, we attend also to our shared responsibilities to each other in an ongoing research relationship. In the borderlands, we meet to tell a new story about who we are and who we are becoming in all our complexity. In this examination of the research community, we have grown into together, we define parameters and processes that resonate with our individual identities as researchers as well as our communal identities within a supportive research community.

In this chapter, I explore my autobiographical beginnings as a means of better understanding what brought me to the research I explore throughout this text. As Clandinin and Connelly as well as Clandinin and Caine suggested, examining our own stories along with the stories of our research participants is essential to understand the identity-making process. Autobiographical beginnings within narrative inquiry bring to the surface those factors influencing the researcher’s perspectives, thus locating the researcher within the inquiry as well as within a larger life context. The experience of metaphorically travelling back into the muskeg where I grew up in Northern Saskatchewan and then writing about it shaped the structure of my reflections on this inquiry into identity-making and curriculum making on the edges of community. In this chapter, I refer to the edges of community as a metaphorical space or spaces occupied by people positioned or constructed as marginalized from a dominant norm positioned or constructed as central to a community. I suggest a reframing of our understanding of spaces conventionally referred to as marginalized as well as contend that the notion of marginalization, itself, is a metaphor. In my inquiries into identity-making and curriculum making, I attend to the ways in which people’s positioning within communities is complex and shifting. As this chapter illustrates, our individual identities are multivalent and inextricably intertwined with who we are, who we were, and who we wish to become, whether we are researchers, teachers, or pre-service teachers.

This study aims to examine the effects of ethnic and social identities on negotiation decision making in the context of the Cyprus conflict.

The author conducts a theory‐driven case study of the 1959 Zurich‐London agreements on Cyprus, analyzing the positions of Turkey, Greece, Britain, and the Turkish and Greek Cypriot communities during the negotiation process. The analytical method is the applied decision analysis procedure.

The analysis of the Zurich‐London negotiations over Cyprus suggests that even in the presence of adversarial ethnic ties, decision makers who have a shared (and salient) social identity are more likely to employ collective‐serving decision strategies and seek even‐handed solutions that will not jeopardize their mutual interests. Here, Turkey and Greece – both NATO members – decided to settle on a commonly agreed negotiation outcome despite their ethnicity‐driven, clashing interests over Cyprus. In contrast, decision makers with severe ethnic fragmentation with no shared social identity (as with the Turkish and Greek Cypriot communities) are more prone to employ self‐serving decision strategies and seek zero‐sum negotiation outcomes that will exclusively benefit them.

Regarding the applied decision analysis procedure employed in this study, it is necessary to acknowledge the subjective nature of the construction of the decision matrices with respective values/ratings, even though such procedure is based on empirical and situational evidence.

The study introduces a novel theoretical and analytical framework to the literature on negotiation decision making in identity‐based conflicts by combining the social contextualist perspective with the polyheuristic decision model and using applied decision analysis. By anchoring the analysis in the historical context of the Cyprus conflict, the study also contributes to the relatively underdeveloped literature on conflict management in the Middle East.