Introduction to Part A and Part B: Fungus/Plant Interactions — An Overview

Carroll, George C.

doi:10.1007/978-3-662-10370-8_1

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“…Within humans our tendency to label each other has resulted in everything from the creation of cultures, countries and ideological conflict; to empathetic or philanthropic interventions the world over. Although labeling has existed for millennia; its study didn't truly begin until the 1930's when Benjamin Whorf began to research its presence and prevalence in society (Carroll, 1956). Further research was undertaken in the 40's and 50's by Arsch and Kelley and specifically examined labeling in schools (Kelley, 1950).…”

Section: Gauging the Why When And Where Of Labelsmentioning

confidence: 99%

The impact of labels on relationships and identity for students and teachers in our schools

Billings¹

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This study sought to explore and better understand the importance and impact of labels in our secondary schools and society for students and educators at a small Northeast high school and how they in turn view themselves and others as a result of their interactions and experiences with labeling. What made this study important and different from previous studies was that no one particular label was investigated and that multiple labels were examined simultaneously. The twelve individuals involved in the study were a mix of staff and students from a variety of backgrounds who had both overlapping and unique experiences with labels and labeling. An interpretive phenomenological analysis (IPA) served as the methodology to better understand the intricacies and entanglements that labels have caused for the participants during their time in high school; both personally and professionally. The firsthand narratives of the participants provided detailed accounts for inductive analysis at the school under investigation. The study revealed that people's experiences with labels, while individual and inimitable, shared some commonalities in terms of impact. The four themes of normalization, liminality of labels, identity confusion and feelings of conflict were present across all of the conducted interviews to varying extents. Specifically, although people were familiar with the use of labels and labeling in schools they were far from comfortable with it. This discomfiture, if not vexation, was further confounded by the fact that the meanings and appropriateness of labels are constantly changing and, as such, ultimately contribute to confusion during the development of identity during adolescence and conflict that shapes their perceptions well into adulthood as well.

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Section: Gauging the Why When And Where Of Labelsmentioning

confidence: 99%

The impact of labels on relationships and identity for students and teachers in our schools

Billings¹

View full text Add to dashboard Cite

show abstract

Introduction to Part A and Part B: Fungus/Plant Interactions — An Overview

Cited by 1 publication

References 44 publications

The impact of labels on relationships and identity for students and teachers in our schools

The impact of labels on relationships and identity for students and teachers in our schools

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