Titlebook: Radical Pedagogy; Identity, Generativi Mark Bracher Book 2006 Mark Bracher 2006 cognition.development.identity.Integration.intelligence.Mot

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2945-7599 t explains how developing identity is a prerequisite for developing intelligence, personal well being, and the amelioration of social problems, including violence, prejudice and substance abuse.978-0-230-62111-4978-0-230-60146-8Series ISSN 2945-7599 Series E-ISSN 2945-7602

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Affective and Imagistic Identityensory information, and through the periodic repetition of what infant researcher Daniel Stern has called “vitality affects,” which derive from “the many ‘forms of feeling’ inextricably involved with all the vital processes of life, such as breathing, getting hungry, falling asleep and emerging out

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Identity Structureveness. The structure of identity is crucial because even when conflict between registers is minimal, as a result of adequate imagistic and verbal representation of affects, there can be debilitating incompatibilities among identity contents. For example, linguistic identity contents such as nurturi

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Authoritarian and Establishment Pedagogieselebrates a certain identity, ideal, or value. Such a pedagogy corresponds precisely to what Lacan called the discourse of the Master, and Lacan’s articulation of this discourse structure can help us clarify the forms taken by the teacher’s and the students’ respective efforts to maintain their iden

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Pedagogies of Resistance and Empowermentr has produced a third, increasingly prominent pedagogical mode, that of resistance and protest. In such a pedagogy, teachers seek recognition for their own identity vulnerability or deprivation, or that of a subaltern group with which they have identified, and oppose the authorities and the establi