Abstract
In this chapter Brown, Kelly and Phillips argue that identity, a sense of self, is important in shaping young people’s engagement in the middle years of schooling. Drawing on posthuman and feminist theories they suggest that identity is relational, embodied and situated. Referencing research conducted in Melbourne they illustrate how Place, Families, and Institutions are entangled in forming young people’s identities and engagement. The analysis is framed by: the ways in which globalisation processes produce ‘wild and tame zones’; Foucault’s theories of governmentalities to illuminate the need for young people to develop ‘enterprising’ forms of personhood; and how various post-humanist understandings of human subjects—including Braidotti’s concept of ‘nomad’ selfhood—provide new frameworks for understanding young people’s identities.
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Notes
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In another context or project it would be worth revisiting this argument in greater detail to think through and about such instances as the election of Donald Trump as the 45th US President, Brexit and the rise of right-wing nationalist leaders and governments in places such as Hungary, Italy, Brazil and the Philippines alongside, and at the same time, as there emerges a greater identification among some people and groups, including millions of young people with a global community of fate shaped by the climate crisis.
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The following discussion draws on parts of Kelly et al. (2019, 123–150)
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Brown, S., Kelly, P., Phillips, S.K. (2020). Identity. In: Belonging, Identity, Time and Young People’s Engagement in the Middle Years of School. Palgrave Pivot, Cham. https://doi.org/10.1007/978-3-030-52302-2_2
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