Ruth Wills is a Lecturer in Early Childhood Studies and Music at Liverpool Hope University, UK.Marian de Souza is now retired and was formerly Senior Lecturer at Australian Catholic University, Australia, and Honorary Associate Professor at Federation University Australia, Australia.Jennifer Mata-McMahon is an Associate Professor of Early Childhood Education at the University of Maryland Baltimore County (UMBC), USA.Mukhlis Abu Bakar is Associate Professor at the National Institute of Education, Nanyang Technological University, Singapore.Cornelia Roux is an Extraordinary Professor in Curriculum Studies at Stellenbosch University, South Africa.

• List of FiguresList of TablesNotes on ContributorsIntroduction, Marian de Souza (Federation University, Australia)Part I: Theoretical and Historical Perspectives1. Social and Cultural Factors and the Construction of Young Children’s Identities, Tony Eaude (University of Oxford, UK)2. The Origins of Self-Concept as Part of Identity Formation, Zoi Nikiforidou (Liverpool Hope University, UK) and Kyriakos Demetriou (University of Nicosia, Cyprus)3. Conceptualising (De)colonial Identity in South Africa, Anne Becker (University of Stellenbosch, South Africa) and Irene Becker (University of Johannesburg, South Africa) 4. A Self Rejected: Childhood Loneliness and the Experience of Alienation, Julian Stern (Bishop Grossette University, UK) 5. Wings To Their Feet: A Pedagogical Strategy of Dialogue as Prevention of Radicalization, Ina ter Avest (Vrije Universiteit Amsterdam, Netherlands)6. New Rites of Passage to Positives Selves and Engagements in Twenty-First Century France, Alain Ruffion (Eranos Institute, France)Part II: Educational, Social, Linguistic and Cultural Perspectives7. Searching For Meaning and Identity amongst Young People in an Uncertain World: Perspectives from Latvia, Dzintra Iliško (Daugavpils University, Latvia)8. Muslim-Based Schools and the Risk of Enclosing Education through Socialisation in South Africa, Nuraan Davids (Stellenbosch University, South Africa)9. Learning, Potential and Identity Construction in Maltese Early Years Settings, Rosienne Farrugia (University of Malta, Malta)10. Minority Discourse: Decoding the Parsi Sensibility in Indian English Fiction, Reena Mitra (Independent Researcher, India) 11. Developing Their Best Reading and Writing Selves for Bi/Multilingual Students and Families, Jiyoon Lee, Kindel Turner Nash, Jennifer Mata-McMahon and Joshua Michael (University of Maryland, Baltimore Country, USA)12. Language, Literacy and Identity from Early Childhood to Young Adulthood in Singapore, Mukhlis Abu Bakar (National Institute of Education, Nanyang Technological University, Singapore) 13. A Construction of Young Adult Malaysians’ Linguistic Identity, Su Li Chong (Institute of Self Sustainable Building (ISB), Universiti Teknologi PETRONAS (UTP), Malaysia)14. Identity and Language as Experienced by Student Teachers in Maltese Primary Schools, Josephine Milton (University of Malta, Malta)15. Identity Formation and the Role of Religious Education Teachers in Australian Catholic Schools, Michael T. Buchanan (Australian Catholic University, Australia)16. A Philosophical Perspective on Provision for Cultural Development in an English Context, Ruth Wills (Liverpool Hope University, UK) Part III: Gender, Race/Ethnicity, Class, Religion and (Dis)ability Perspectives 17. The Influence of Race and Religion on Identity Construction in Post-Apartheid South Africa, Anne Becker and Cornelia Roux (Stellenbosch University, South Africa)18. Insight into a Young Canadian-Muslim’s Experience of Identity, Shemine Gulamhusein (MacEwan University, Canada)19. Heterogeneous Belonging, The Ethics of Care and Children’s Identity in the Indian Context, Jahnavi Misra (Independent Researcher, India)20. Mediating Culture and Identity for Malay and Indian Transgender Youth in Asia, Roszalina Rawi (National Institute of Education, Nanyang Technological University, Singapore) & Hema Letchamanan (Taylor’s University, Malaysia)21. Socialization of Identity and Culture of Jewish and Arab Children and Adolescents in Israel, Yaacov Katz (Bar-Ilan University, Israel)22. Beyond Cultural Normativity to a Conceptual Clarity in Teaching “Women in Islam” in Turkey, Mualla Selçuk and Nahide Bozkurt (Ankara University, Turkey)Part IV: Spiritual, Health and Wellbeing Perspectives23. Nurturing a Sense of Wholeness in Children and Adolescents from a Spiritual Perspective, Bob London (California State University, San Bernardino, USA)24. The Construction of Spiritual Identity among Israeli Students, Zehavit Gross (Bar-Ilan University, Israel) 25. Changing Socio-Political Identity and Promoting Positive Mental Health and Holistic Education in Hong Kong, Ngar-Sze Lau (Education University of Hong Kong, Hong Kong)26. Despair and Happiness: Japanese Youth of Today and Their Multiple Identities, Dorothea Filus (Monash University, Australia)27. Grounding Being in the Ground of Being: Spiritual Experiences as Catalysts in Identity Formation, Tobin Hart (University of West Georgia, USA)ReferencesIndex

This interdisciplinary book offers a significant contribution to understanding and supporting healthy identity development in children and adolescents, a critical task for ensuring their well-being and, in turn, to the future well-being of the planet. Its range of coverage is remarkable, with contributions by scholars from many countries using varied research methods to investigate diverse identity facets and issues.

Ruth Wills is a Lecturer in Early Childhood Studies and Music at Liverpool Hope University, UK.Marian de Souza is now retired and was formerly Senior Lecturer at Australian Catholic University, Australia, and Honorary Associate Professor at Federation University Australia, Australia.Jennifer Mata-McMahon is an Associate Professor of Early Childhood Education at the University of Maryland Baltimore County (UMBC), USA.Mukhlis Abu Bakar is Associate Professor at the National Institute of Education, Nanyang Technological University, Singapore.Cornelia Roux is an Extraordinary Professor in Curriculum Studies at Stellenbosch University, South Africa.

• List of FiguresList of TablesNotes on ContributorsIntroduction, Marian de Souza (Federation University, Australia)Part I: Theoretical and Historical Perspectives1. Social and Cultural Factors and the Construction of Young Children’s Identities, Tony Eaude (University of Oxford, UK)2. The Origins of Self-Concept as Part of Identity Formation, Zoi Nikiforidou (Liverpool Hope University, UK) and Kyriakos Demetriou (University of Nicosia, Cyprus)3. Conceptualising (De)colonial Identity in South Africa, Anne Becker (University of Stellenbosch, South Africa) and Irene Becker (University of Johannesburg, South Africa) 4. A Self Rejected: Childhood Loneliness and the Experience of Alienation, Julian Stern (Bishop Grossette University, UK) 5. Wings To Their Feet: A Pedagogical Strategy of Dialogue as Prevention of Radicalization, Ina ter Avest (Vrije Universiteit Amsterdam, Netherlands)6. New Rites of Passage to Positives Selves and Engagements in Twenty-First Century France, Alain Ruffion (Eranos Institute, France)Part II: Educational, Social, Linguistic and Cultural Perspectives7. Searching For Meaning and Identity amongst Young People in an Uncertain World: Perspectives from Latvia, Dzintra Iliško (Daugavpils University, Latvia)8. Muslim-Based Schools and the Risk of Enclosing Education through Socialisation in South Africa, Nuraan Davids (Stellenbosch University, South Africa)9. Learning, Potential and Identity Construction in Maltese Early Years Settings, Rosienne Farrugia (University of Malta, Malta)10. Minority Discourse: Decoding the Parsi Sensibility in Indian English Fiction, Reena Mitra (Independent Researcher, India) 11. Developing Their Best Reading and Writing Selves for Bi/Multilingual Students and Families, Jiyoon Lee, Kindel Turner Nash, Jennifer Mata-McMahon and Joshua Michael (University of Maryland, Baltimore Country, USA)12. Language, Literacy and Identity from Early Childhood to Young Adulthood in Singapore, Mukhlis Abu Bakar (National Institute of Education, Nanyang Technological University, Singapore) 13. A Construction of Young Adult Malaysians’ Linguistic Identity, Su Li Chong (Institute of Self Sustainable Building (ISB), Universiti Teknologi PETRONAS (UTP), Malaysia)14. Identity and Language as Experienced by Student Teachers in Maltese Primary Schools, Josephine Milton (University of Malta, Malta)15. Identity Formation and the Role of Religious Education Teachers in Australian Catholic Schools, Michael T. Buchanan (Australian Catholic University, Australia)16. A Philosophical Perspective on Provision for Cultural Development in an English Context, Ruth Wills (Liverpool Hope University, UK) Part III: Gender, Race/Ethnicity, Class, Religion and (Dis)ability Perspectives 17. The Influence of Race and Religion on Identity Construction in Post-Apartheid South Africa, Anne Becker and Cornelia Roux (Stellenbosch University, South Africa)18. Insight into a Young Canadian-Muslim’s Experience of Identity, Shemine Gulamhusein (MacEwan University, Canada)19. Heterogeneous Belonging, The Ethics of Care and Children’s Identity in the Indian Context, Jahnavi Misra (Independent Researcher, India)20. Mediating Culture and Identity for Malay and Indian Transgender Youth in Asia, Roszalina Rawi (National Institute of Education, Nanyang Technological University, Singapore) & Hema Letchamanan (Taylor’s University, Malaysia)21. Socialization of Identity and Culture of Jewish and Arab Children and Adolescents in Israel, Yaacov Katz (Bar-Ilan University, Israel)22. Beyond Cultural Normativity to a Conceptual Clarity in Teaching “Women in Islam” in Turkey, Mualla Selçuk and Nahide Bozkurt (Ankara University, Turkey)Part IV: Spiritual, Health and Wellbeing Perspectives23. Nurturing a Sense of Wholeness in Children and Adolescents from a Spiritual Perspective, Bob London (California State University, San Bernardino, USA)24. The Construction of Spiritual Identity among Israeli Students, Zehavit Gross (Bar-Ilan University, Israel) 25. Changing Socio-Political Identity and Promoting Positive Mental Health and Holistic Education in Hong Kong, Ngar-Sze Lau (Education University of Hong Kong, Hong Kong)26. Despair and Happiness: Japanese Youth of Today and Their Multiple Identities, Dorothea Filus (Monash University, Australia)27. Grounding Being in the Ground of Being: Spiritual Experiences as Catalysts in Identity Formation, Tobin Hart (University of West Georgia, USA)ReferencesIndex

This interdisciplinary book offers a significant contribution to understanding and supporting healthy identity development in children and adolescents, a critical task for ensuring their well-being and, in turn, to the future well-being of the planet. Its range of coverage is remarkable, with contributions by scholars from many countries using varied research methods to investigate diverse identity facets and issues.

Ruth Wills is a Lecturer in Early Childhood Studies and Music at Liverpool Hope University, UK.Marian de Souza is now retired and was formerly Senior Lecturer at Australian Catholic University, Australia, and Honorary Associate Professor at Federation University Australia, Australia.Jennifer Mata-McMahon is an Associate Professor of Early Childhood Education at the University of Maryland Baltimore County (UMBC), USA.Mukhlis Abu Bakar is Associate Professor at the National Institute of Education, Nanyang Technological University, Singapore.Cornelia Roux is an Extraordinary Professor in Curriculum Studies at Stellenbosch University, South Africa.

• List of FiguresList of TablesNotes on ContributorsIntroduction, Marian de Souza (Federation University, Australia)Part I: Theoretical and Historical Perspectives1. Social and Cultural Factors and the Construction of Young Children’s Identities, Tony Eaude (University of Oxford, UK)2. The Origins of Self-Concept as Part of Identity Formation, Zoi Nikiforidou (Liverpool Hope University, UK) and Kyriakos Demetriou (University of Nicosia, Cyprus)3. Conceptualising (De)colonial Identity in South Africa, Anne Becker (University of Stellenbosch, South Africa) and Irene Becker (University of Johannesburg, South Africa) 4. A Self Rejected: Childhood Loneliness and the Experience of Alienation, Julian Stern (Bishop Grossette University, UK) 5. Wings To Their Feet: A Pedagogical Strategy of Dialogue as Prevention of Radicalization, Ina ter Avest (Vrije Universiteit Amsterdam, Netherlands)6. New Rites of Passage to Positives Selves and Engagements in Twenty-First Century France, Alain Ruffion (Eranos Institute, France)Part II: Educational, Social, Linguistic and Cultural Perspectives7. Searching For Meaning and Identity amongst Young People in an Uncertain World: Perspectives from Latvia, Dzintra Iliško (Daugavpils University, Latvia)8. Muslim-Based Schools and the Risk of Enclosing Education through Socialisation in South Africa, Nuraan Davids (Stellenbosch University, South Africa)9. Learning, Potential and Identity Construction in Maltese Early Years Settings, Rosienne Farrugia (University of Malta, Malta)10. Minority Discourse: Decoding the Parsi Sensibility in Indian English Fiction, Reena Mitra (Independent Researcher, India) 11. Developing Their Best Reading and Writing Selves for Bi/Multilingual Students and Families, Jiyoon Lee, Kindel Turner Nash, Jennifer Mata-McMahon and Joshua Michael (University of Maryland, Baltimore Country, USA)12. Language, Literacy and Identity from Early Childhood to Young Adulthood in Singapore, Mukhlis Abu Bakar (National Institute of Education, Nanyang Technological University, Singapore) 13. A Construction of Young Adult Malaysians’ Linguistic Identity, Su Li Chong (Institute of Self Sustainable Building (ISB), Universiti Teknologi PETRONAS (UTP), Malaysia)14. Identity and Language as Experienced by Student Teachers in Maltese Primary Schools, Josephine Milton (University of Malta, Malta)15. Identity Formation and the Role of Religious Education Teachers in Australian Catholic Schools, Michael T. Buchanan (Australian Catholic University, Australia)16. A Philosophical Perspective on Provision for Cultural Development in an English Context, Ruth Wills (Liverpool Hope University, UK) Part III: Gender, Race/Ethnicity, Class, Religion and (Dis)ability Perspectives 17. The Influence of Race and Religion on Identity Construction in Post-Apartheid South Africa, Anne Becker and Cornelia Roux (Stellenbosch University, South Africa)18. Insight into a Young Canadian-Muslim’s Experience of Identity, Shemine Gulamhusein (MacEwan University, Canada)19. Heterogeneous Belonging, The Ethics of Care and Children’s Identity in the Indian Context, Jahnavi Misra (Independent Researcher, India)20. Mediating Culture and Identity for Malay and Indian Transgender Youth in Asia, Roszalina Rawi (National Institute of Education, Nanyang Technological University, Singapore) & Hema Letchamanan (Taylor’s University, Malaysia)21. Socialization of Identity and Culture of Jewish and Arab Children and Adolescents in Israel, Yaacov Katz (Bar-Ilan University, Israel)22. Beyond Cultural Normativity to a Conceptual Clarity in Teaching “Women in Islam” in Turkey, Mualla Selçuk and Nahide Bozkurt (Ankara University, Turkey)Part IV: Spiritual, Health and Wellbeing Perspectives23. Nurturing a Sense of Wholeness in Children and Adolescents from a Spiritual Perspective, Bob London (California State University, San Bernardino, USA)24. The Construction of Spiritual Identity among Israeli Students, Zehavit Gross (Bar-Ilan University, Israel) 25. Changing Socio-Political Identity and Promoting Positive Mental Health and Holistic Education in Hong Kong, Ngar-Sze Lau (Education University of Hong Kong, Hong Kong)26. Despair and Happiness: Japanese Youth of Today and Their Multiple Identities, Dorothea Filus (Monash University, Australia)27. Grounding Being in the Ground of Being: Spiritual Experiences as Catalysts in Identity Formation, Tobin Hart (University of West Georgia, USA)ReferencesIndex

This interdisciplinary book offers a significant contribution to understanding and supporting healthy identity development in children and adolescents, a critical task for ensuring their well-being and, in turn, to the future well-being of the planet. Its range of coverage is remarkable, with contributions by scholars from many countries using varied research methods to investigate diverse identity facets and issues.