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Through an analysis of the leaders of the 1960s Student Nonviolent Coordinating Committee (SNCC) this paper highlights the importance of individual identity work, and argues for an expanded theoretical treatment of social movement identity processes that takes account of partial identity correspondence (a partial alignment between an individual identity and the movement identity) to include degrees of identity congruence. Actors can embrace a movement, but remain in a state of conflict regarding some dimensions of its identity. Extending James Jasper's ((1997). The art of moral protest: Culture, biography, and creativity in social movements. Chicago: The University of Chicago Press) identity classifications, the data suggest that participants engage in identity justification work when incongruence among personal identity (biographical), collective identity (ascribed, i.e. race, gender), and movement identities exist. This work may not reflect the organization's efforts to frame or reframe the movement identity. This study finds that individuals manage incongruence with organizational and tactical movement identities by employing three identity justification mechanisms: (1) personal identity modification of the movement's identity; (2) individual amplification of the common cause dimension of collective identity; and (3) individual amplification of the activist identity through pragmatic politics. Rather than dismantling the past, as Snow and McAdam ((2000). In: S. Stryker, T. J. Owens, & R. W. White (Eds), Self, identity, and social movements (pp. 41–67). Minneapolis: University of Minnesota Press) propose, actors incorporate their biographies as a mechanism to achieve feelings of community and belonging. It is not so much an alignment with the organization's proffered movement identity as it is a reordering of the saliency hierarchy of their identities. Unlike Snow and McAdam's conceptualization of identity amplification, the reordering of an identity hierarchy and the amplification of certain identities is precipitated by the actor's, not the organization's, efforts to align her/his personal identity, collective identity, and movement identities.

Intimate partner violence (IPV) perpetrated by women is an infrequently discussed topic. The lack of knowledge about female perpetrators of IPV results institutionally in insufficient prevention training and discursively in inadequate appreciation of the women's realm. Thus, this chapter will examine the debates on female IPV in the area of tension between violence prevalence research and the gender-based approach in social sciences and shows that female IPV as a women's reality of life is not limited to resistance violence and is far more complex. By collecting data from 58 female IPV cases, the author develops a typology of female offenders of IPV. Case files documented by the counsellors at violenTia, a German counselling specialist working with women perpetrating violence in their partnership, were examined. The counsellors' notes in the case files were analysed by methods of the empirically grounded type construction, that is the notes were thematically coded and dimensionalised and the case files were grouped according to empirical regularities, followed by an analysis of the contexts of meaning, the type construction and the characterisation of the types constructed. As per the findings, four types (1–4) and one subtype (3′) of female IPV were developed. The main dimensions of the typology are the structure of violence (asymmetrical/symmetrical), the pattern of violence (systematic/situational), the agency of violence (who has the ability and capacity to use violence) and attribution of meaning to violence (for example, explanations and legitimisation). The author concludes that types of female offenders show strong external heterogeneity. A finding which is important for appropriate treatment settings. Female perpetrators often lack the words to describe violent behaviour and repeatedly have unprocessed trauma. Accordingly, to understand and prevent IPV, it is necessary to widen perspectives on female offenders without reducing them to traditional gender stereotypes.

This study, carried out in the bilingual and bicultural border area of South Texas, is an exploration of bilingual preservice teachers’ identity formation and their experiences and beliefs about literacy and biliteracy during an undergraduate class focused on learning about emergent literacy in the bilingual classroom. This study is based on a sociocultural approach to learning and identity development, and research that explores how bilingual teachers’ identity is shaped through their participation in cultural and linguistic practices. The purpose of this practitioner research is to provide insights into preservice teachers’ identities as they start to explore literacy and biliteracy practices. Two research questions guide the study: What experiences about literacy and biliteracy development do prospective teachers identify as meaningful? How do these experiences contribute to define bilingual preservice teachers’ identities? Findings indicate that bilingual preservice teachers’ identities are shaped by cultural and linguistic experiences that define the bilingual and bicultural dynamics of the region. Two predominant types of experiences impact bilingual preservice teachers’ beliefs about teaching, learning, and literacy/biliteracy development. Particularly significant in defining their perceptions are the lessons learned from meaningful others – especially mothers and teachers – and certain relevant memories regarding effective practices they experienced when learning to read and write. Implications for teacher education preparation of bilingual teachers are identified.

This paper explores the symbolic meanings that children of elementary school age attach to souvenirs from different types of vacation destinations. Data from interviews and pictorial projectives illustrate the meaning of souvenirs for children, including how children skillfully use souvenirs in their everyday lives and how they interpret souvenirs as symbols of people, places, and experiences. More specifically, the interview data reveal the meanings attached to souvenirs which are possessed, including how souvenirs are clearly distinguished from other objects which are possessed and how they are used for their contemplation and action value, for their communicative properties, and to provide continuity across time and place. In addition, the data from pictorial projectives reveal the latent motives of souvenir acquisition as well as how different types of places lead to different types of souvenir choices. Thus, the paper demonstrates the many layers of meaning associated with souvenirs in both acquisition and consumption processes and provides evidence that the meanings between children, places, and objects are inextricably linked.

This chapter explores the work of a library adult literacy programme working closely with other education providers in Risdon Prison in Australia. The Literacy Service operates as a form of outreach to the prison population who have low literacy levels and are not yet engaged in education or using the prison library. In this context, it is a form of radical inclusion, creating opportunities for those most disadvantaged to access learning. The library services help to create a literate environment for prisoners and provide opportunities for prisoners to increase their engagement in lifelong learning and everyday literacy practices, giving them a better chance of developing their literacy skills. Strategies explored for engaging this cohort include a range of creative projects, small group work and one to one tutoring. The Literacy Service has developed best practice approaches to deliver effective literacy support using strategies and approaches that align with research and these are adapted for work in the prison context. The Literacy Service approach is aligned with the wider prison goals of rehabilitation and reintegration and the chapter explores a theory of change to identify how prison education may be most effective in supporting rehabilitation (Szifris, Fox, & Bradbury, 2018). The library Literacy Service offers safe spaces, opportunities to create social bonds, reshape identity, engage in informal learning and set new goals – key elements found to be critical in rehabilitation. The Prison Library Impact Framework, developed by Finlay and Bates (2018), connects these elements with the theory of change model to propose a tool that may be useful to evaluate prison library services in the future.

Quality is often defined as cognitive perceptual attributes or properties, and researchers often disagree about which terms should be appropriate in determining quality(Reeves & Bednar, 1994). Business research in marketing attaches value to the properties of quality (Zeithaml, 1988) and measures this in terms of ‘money’ and customer ‘expectations’. The idea of connecting quality to values through a persistent market – that is determining measurable accounts to products and properties – relies on the idea of an invisible hand controlling the market by competition (March, 1994; Smith, 1776/1976), and it assumes there is a reliable way to control quality and value. But discussions and debates arise when discussing the quality or value of abstract phenomena such as service.