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Constitutional theorists have had relatively little to say about the identity of what they study. This article addresses this inattention with a philosophical and comparative exploration of the concept of constitutional identity. Without such attention, a major preoccupation of theorists—constitutional change—will continue to be inadequately considered. The argument is advanced that there are attributes of a constitution that allow us to identify it as such, and that there is a dialogical process of identity formation that enables us to determine the specific identity of any given constitution. Representing a mix of aspirations and commitments expressive of a nation's past, constitutional identity also evolves in ongoing political and interpretive activities occurring in courts, legislatures, and other public and private domains. Conceptual possibilities of constitutional identity are, herein, pursued in two constitutional settings—India and Ireland—that highlight its distinctive features.

This review presents an overview of research on identity politics. First, I distinguish between various approaches to defining identity politics and the challenges presented by each approach. In the process, I show that these approaches reflect competing theoretical understandings of the relationship between experience, culture, identity, politics, and power. These debates raise theoretical issues that I address in the second section, including (a) how to understand the relationship between personal experience and political stance, (b) why status identities are understood and/or portrayed as essentialist or socially constructed, (c) the strategic dilemmas activists face when the identities around which a movement is organized are also the basis for oppression, (d) when to attribute certain movement outcomes to status identities, and (e) how to link collective action to specific notions of power to help explain the cultural and political goals at which identity politics is aimed. I conclude by recommending some promising avenues for future research.

This paper is in response to recent calls to conceptualize and articulate Canadian perspectives and experiences in international social work, given that the Canadian standpoint has been lacking in international social work literature. This paper contends that it is imperative, first of all, to critically examine and unpack our 'Canadian' identity in order to practice international work that is socially just and anti-imperialist. Drawing on the work of post-colonial authors, critical race theorists, and those who study national myth-making, this essay revisits Canadian identity because it is this identity that Canadian social workers often carry into their international work.

This entry examines multiracial identity from each of the aforementioned perspectives, positing that classification entails more than individual claims and assertions; rather, the interactions between the state, multiracial groups, and personal decisions lead to a more nuanced understanding of the process of multiracial identification. The government plays a critical role in creating the "mark all that apply" (MATA) option on the census. The emergence and influence of multiracial activist organizations advocating for recognition of this population is significant now. Finally, there is considerable social psychological literature addressing mixed-race identity, focusing on the four largest pairings. Early research characterized this population as dysfunctional and pathological; however, current research posits that multiracial identity is fluid, contextual, and normal.

"Affirmative action policies are practiced around the world. This paper explores the welfare economics of such policies. A model is proposed where heterogeneous agents, distinguished by skill level and social identity, compete for positions in a hierarchy. The problem of designing an efficient policy to raise the status in this competition of a disadvantaged identity group is considered. We show that: (i) when agent identity is fully visible and contractible (sightedness), efficient policy grants preferred access to positions, but offers no direct assistance for acquiring skills; and, (ii) when identity is not contractible (blindness), efficient policy provides universal subsidies when the fraction of the disadvantaged group at the development margin is larger then their mean (across positions) share at the assignment margin"--National Bureau of Economic Research web site

This chapter provides an introductory overview of theories of identity and indicates some of the broad ways in which they might be applied to young people's interactions with digital media. The first part of the chapter offers a brief account of five major areas of theory: social-psychological theories of adolescence; sociological theories of youth culture; theories of social identity, and the relations between individuals and groups; notions of identity politics; and theories of subjectivity and modernity. The second part of the chapter covers three major themes that are at stake in the analysis of young people and digital media: theories of technology; the notion of young people as a "digital generation"; and the place of learning, both in and beyond schools. In this course of this broad-ranging overview, the chapter also prefigures some of the more specific themes addressed in the chapters that make up the remainder of the volume.

In Constitutional Identity, Gary Jeffrey Jacobsohn argues that a constitution acquires an identity through experience--from a mix of the political aspirations and commitments that express a nation's past and the desire to transcend that past. It is changeable but resistant to its own destruction, and manifests itself in various ways, as Jacobsohn shows in examples as far flung as India, Ireland, Israel, and the United States. Jacobsohn argues that the presence of disharmony--both the tensions within a constitutional order and those that exist between a constitutional document and the society it seeks to regulate--is critical to understanding the theory and dynamics of constitutional identity. He explores constitutional identity's great practical importance for some of constitutionalism's most vexing questions: Is an unconstitutional constitution possible? Is the judicial practice of using foreign sources to resolve domestic legal disputes a threat to vital constitutional interests? How are the competing demands of transformation and preservation in constitutional evolution to be balanced?

AbstractThis article makes two arguments. First, sectarian identity (ethnic, tribal or religious) is an outcome of war rather than a cause of war, even though such identities make (selective) use of memory. The implication of this proposition is that war should be interpreted less as an external contest of will between two sides but rather as a one‐sided and/or parallel effort to construct unidimensional political identities as a basis for power. Power derived from identity so constructed is likely to be authoritarian and repressive. Second, different methods of communication provide the basis for different modalities of power and this matters; power diffuses through all forms of communication. But the language of violence is much less amenable to freedom and human emancipation than other nonviolent forms of communication. The arguments are elaborated through a critique of the work of the German legal theorist Carl Schmitt and his notion of the friend–enemy distinction as a basis of political authority. The article concludes by arguing that in a global era, when traditional inter‐state war is declining, there are greater possibilities for multiple identities and a layering of political authority, even though there are also efforts to resurrect the friend–enemy distinction in many 'new wars' and, above all, in the war on terror.

This study examines the use of e-mail as a tool for long term discussion between teachers and grade six students. E-mail messages between grade six students and teachers were collected over the course of one academic year. Methods of conversation analysis within a framework of social practice are used to examine the data. While identity is more readily constructed and more fully developed in contexts which allow for physical embodiment such as face-to-face discussion, this analysis found that identity can be constructed in a context that does not provide for the physical embodiment of identity: Identity was constructed using the social, cultural, and technological tools provided and supported by e-mail to develop social practices germane to the e-mail discussion. This study has implications for further understanding the relation between identity, goals, constraints and affordances, and the collaborative creation of social practices in asynchronous computer mediated communication.

In this article, I explore the researcher identity of senior women academics in a South African institution of higher education. The aim was to uncover the identity tensions they experience in relation to being a researcher and to understand how they respond to and resolve these tensions. Three focus groups, based on the socioanalytic method of social dream drawing, provided the data. Data were analyzed through hermeneutic phenomenological reflection. Identity theory was applied as a conceptual framework to guide my interpretation of the data. Through their collective reflection on being researchers, the women became cognizant of identity tensions and their engagement with these reflected intrapersonal processing akin to identity work. In the findings, I highlight purposeful, collective identity work as a resource that enabled these women to re-construct self-defeating gendered conflicts in their researcherhood. By uncovering their identity tensions and related emotions, a sense of researcher self-efficacy emerged. They consequently reframed research success as meaningful self-expression and knowledge dissemination. I propose that collective identity work is a valuable endeavor for women researchers because it facilitates role identity development and a collective voice in responding to the demanding and constantly changing academic work context.