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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ590444
Record Type: CIJE
Publication Date: 1998
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0142-5692
Theorising Student Identity as Fragmented: Some Implications for Feminist Critical Pedagogy.
Hird, Myra J.
British Journal of Sociology of Education, v19 n4 p517-27 Dec 1998
Explores narratives given by a group of British students on their future career aspirations, attending particularly to diversity. Offers an analysis of the self that is highly fractured, and reveals that inner diversity may account for contradictory student narratives. Suggests implications for an alternative feminist critical pedagogy that incorporates diversity of the self. (CMK)
Descriptors: Career Choice, Cultural Differences, Feminism, Foreign Countries, Higher Education, Middle Class, Personal Narratives, Secondary Education, Self Concept, Sex Differences, Social Differences, Working Class
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: United Kingdom