Abstract
The chapter addresses how identity is captured in stories about who we are as individuals, who we are as members of organisations—and the relationship between the two. Dr Moss uses the concept of identity regulation within organisations as a dialectic process of organisational control and micro-emancipation. Identity regulation can also be seen as a process that produces “tempered radicals”—persons who challenge professional identity and culture, based on their personal beliefs and values. Students that become tempered radicals can move confidently between organisations with a sense of self. Aspects of identity are made accessible when we work with digital stories which can be used to support a critical conversation about evolving identity, as described by the concept critical story sharing.
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Moss, M.A. (2017). Critical Story Sharing: A Dialectic Approach to Identity Regulation. In: Jamissen, G., Hardy, P., Nordkvelle, Y., Pleasants, H. (eds) Digital Storytelling in Higher Education. Digital Education and Learning. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-51058-3_20
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