Educated identity, crisis and comparative education

Eleftherios Klerides, Stephen Carney

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Abstract

Identity only becomes an issue when it is in crisis, when something assumed to be fixed, coherent and stable is displaced by the experience of doubt and uncertainty. (Mercer 1990: 43)

Identities are made and unmade, not least in moments of crisis. These moments may revolve around enduring ethnic conflicts and gender inequalities, deepening poverty, existential boredom, social exclusion and lack of solidarity and optimism, or, for example, the failings of our theories to explain the world. They are also shaped by resurgent populist movements that fuel acts of cultural closure and anti-cosmopolitanism. However, crises are not only about anxiety and the dismantling of identities. They are also moments of possibility and potential. Not only do they trigger discussion about the causes of present-day doubts and difficulties, they also facilitate thought and debate about possible futures and identities in the making. Education, when conceived of as a project of individual and collective identity formation, national and international development, is central to such discussions. While education undoubtedly contributes to creating difficult moments, it is uniquely placed to engage with them and offer new directions for living together
OriginalsprogEngelsk
TitelIdentities and Education : Comparative Perspectives in Times of Crisis
Antal sider26
UdgivelsesstedLondon
ForlagBloomsbury Academic
Publikationsdato2021
Sider1-26
ISBN (Trykt)987-1-3501-4129-2
ISBN (Elektronisk)9781350141308
DOI
StatusUdgivet - 2021

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