Abstract Drawing upon Erikson’s theory of psychosocial development and current social constructionist perspective, self-identity is defined as a life story which is socially constructed and constantly being revised throughout the life span, and which provides a sense of continuity despite change. The cultural identity of a group (ethnic or national) is constructed and reconstructed in a similar manner guided by the principles of self-esteem, continuity, distinctiveness, and self-efficacy. A native of Taiwan, the author uses her own experiences with the Chinese, the Japanese, and the American cultures to illustrate the integrative process of self-construction as one moves from one cultural milieu to another. The Vygotsky/Scribner framework serves to illuminate the interinfluences of four levels of history – the general history of humanity, the history of individual societies, the life history of the individual in society, and the history of a particular psychological system (in this instance self-identity) – in this highly individualized process. Journal Information Distinguished by its international recognition since 1958, Human Development publishes theoretical contributions and integrative reviews of lines of research in psychological development within conceptual, historical, and methodological frameworks. Contributions serve to raise theoretical issues, flesh out interesting and potentially powerful ideas, and differentiate key constructs. Contributions come primarily from developmental psychology, but are welcome from other relevant disciplines. Publisher Information Karger Publishers is a worldwide publisher of scientific and medical content based in Basel, Switzerland. It is independent and family-led in the fourth generation by Chairwoman and Publisher Gabriella Karger. Karger has been continuously evolving, keeping pace with the current developments and shifts in research and publishing. The publishing house is dedicated to serving the information needs of the scientific community, clinicians and patients with publications of high-quality content and services in health sciences. Rights & Usage This item is part of a JSTOR Collection. Abstract This article briefly reviews the evolving role of major institutions thought to form, reproduce and transform individual as well as collective identities and values, with an emphasis on the impact of state vs market forces via educational systems. This is accompanied by a discussion of various pressures against the state to exert social control on identity and value formation processes. The growing influence of market forces on education and in turn on identity and value formation processes is outlined with reference to specific policy prescriptions that are aligned with the neoliberal agenda, for example the No Child Left Behind Act in the US. The analysis suggests that these prescriptions have contributed to a narrower role for education which may have positive as well as negative implications on identity and value formation processes. Journal Information The prime aims of the European Journal of Education are: To examine, compare and assess education policies, trends, reforms and programmes of European countries in an international perspective To disseminate policy debates and research results to a wide audience of academics, researchers, practitioners and students of education sciences To contribute to the policy debate at the national and European level by providing European administrators and policy-makers in international organisations, national and local governments with comparative and up-to-date material centred on specific themes of common interest. Each issue is organised around a particular theme, with emphasis on commissioned papers requested by the individual editor responsible for the issue and a member of the Journals Editorial Board. Publisher Information Wiley is a global provider of content and content-enabled workflow solutions in areas of scientific, technical, medical, and scholarly research; professional development; and education. Our core businesses produce scientific, technical, medical, and scholarly journals, reference works, books, database services, and advertising; professional books, subscription products, certification and training services and online applications; and education content and services including integrated online teaching and learning resources for undergraduate and graduate students and lifelong learners. Founded in 1807, John Wiley & Sons, Inc. has been a valued source of information and understanding for more than 200 years, helping people around the world meet their needs and fulfill their aspirations. Wiley has published the works of more than 450 Nobel laureates in all categories: Literature, Economics, Physiology or Medicine, Physics, Chemistry, and Peace. Wiley has partnerships with many of the world’s leading societies and publishes over 1,500 peer-reviewed journals and 1,500+ new books annually in print and online, as well as databases, major reference works and laboratory protocols in STMS subjects. With a growing open access offering, Wiley is committed to the widest possible dissemination of and access to the content we publish and supports all sustainable models of access. Our online platform, Wiley Online Library (wileyonlinelibrary.com) is one of the world’s most extensive multidisciplinary collections of online resources, covering life, health, social and physical sciences, and humanities. Rights & Usage This item is part of a JSTOR Collection. |
What part do culture and history play in the formation of our individual and collective identities
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