Childrens Studies

Radical Pedagogy: Identity, Generativity, and Social - download pdf or read online

By M. Bracher

ISBN-10: 0230601464

ISBN-13: 9780230601468

ISBN-10: 0230621112

ISBN-13: 9780230621114

Radical Pedagogy articulates a brand new idea of identification in response to contemporary examine in psychoanalysis, social psychology and cognitive technology. It explains how constructing id is a prerequisite for constructing intelligence, own health, and the amelioration of social difficulties, together with violence, prejudice and substance abuse.

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Radical Pedagogy: Identity, Generativity, and Social - download pdf or read online

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Sample text

Insofar as poetry, art, fashion design, and home economics are coded as feminine, many boys avoid them and resist becoming interested in them, while many girls cultivate an interest in them. Similarly, insofar as math, physics, agriculture, and shop are coded as masculine, they are avoided more by girls and embraced more by boys. Emanuel Klein’s 1949 description of the psychodynamic consequences of the gender coding of knowledge still holds true in significant measure for many students today: Social factors that equate ignorance, helplessness, delicate health and timidity with femininity play a large role in creating this conflict between intelligence linguistic identity / 19 and femininity.

Thus the SNS not only directs the individual’s interpretations of on-going and foreseen events, but also pushes him or her toward specific aspirations, decisions and actions. By particular moves within the events an individual elaborates, fulfils, and closes important episodes in the developing self-narrative. Personal decisions and actions are inspired by, and take strength from self-narratives. . Establishing self-narratives, maintaining them, and receiving social support for them [thus] provides a motivational basis for individual decisions and actions.

That is, students whose academic performance is not strong enough to garner adequate recognition for identity-bearing signifiers such as “smart” or “a good student” may divest themselves of these academically essential identity contents, ceasing to identify themselves as, and hence to care about being, “smart,” “a good student,” and so on. This defense often goes hand-in-hand with compensatory self-affirmation, which involves investing more heavily in other (in this case nonacademic) identity contents for which enactment and recognition are more secure (see Hoyle et al.

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Radical Pedagogy: Identity, Generativity, and Social Transformation by M. Bracher


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