ERIC Number: EJ590444
Record Type: Journal
Publication Date: 1998
Reference Count: N/A
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)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom