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Conditioned Identities

Wished-for and Unwished-for Identities

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Edited By Flocel Sabaté

This book contains selected papers from the meeting «Conditioned Identities. Wished-for and Unwished-for Identities», held in the Institute of Research in Identities and Society (University of Lleida) in 2013 and attended by participants representing different disciplines, discussing the imposition and acceptance of identities. The different chapters of the book, written by scholars and researchers from all over the world, analyse the conflict between attributed and chosen identities in History, Language, Literature, Sociology and Anthropology across various historical periods and geographical regions. Theoretical and practical studies are combined in order to contribute to a renewal of perspectives regarding a key issue for understanding the roots of our current society and the problems surrounding conviviality in today’s world.
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Representations of childhood and education in the initial training of teacher’s identities

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Carme MOLET, Olga BERNAD, Dídac MATEO

Universitat de Lleida

Introduction

Learning about the initial ideas and thoughts of our students on childhood and education is essential, as they constitute teacher’s expectations, some knowledge and desires that will be the substrate of their new learning at University. So, we wonder ourselves, what aspects make up their desire to be teachers? What symbolic representations have these girls and these boys on childhood? What are the discourses they reproduce and what educational practices build these speeches? This leads us to consider about these terms – focusing on them as discursive realities – and exploring them on how these discourses influence in the construction of teacher’s identities. Professional identities that emerge from multiple identifications, which are rooted in different traditions, practices and discourses (of gender, class, status, ethnicity…), since the issue of teacher’s identity cannot be abstracted from the general topic of identity formation.

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