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Identity (Re)construction in Higher Education Spaces

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University Education, Controversy and Democratic Citizenship
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Abstract

This chapter is premised on an assumption that identity (re)construction in higher education spaces is an individual’s responsibility, with a view that identities can only be understood and altered through the lens of one’s past experiences. Drawing on Axel Honneth’s (Disrespect – The normative foundations of critical theory. Cambridge: Polity Press, 2007) theory of recognition, the author argues that identity (re)construction infers less institutional validation of individual identities. Instead, institutions of higher education could aim at minimising students’ sense of feeling vulnerable and subordinated – feelings of this nature, negatively affect self-respect and self-esteem, and leads to misrecognition. Essentially, it is a joint responsibility of higher education institutions and students to rethink and create contested and transformative public spheres to confront issues that are of value to marginalised students that affect their identities.

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Kenny, S. (2020). Identity (Re)construction in Higher Education Spaces. In: Davids, N., Waghid, Y. (eds) University Education, Controversy and Democratic Citizenship. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-56985-3_7

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  • DOI: https://doi.org/10.1007/978-3-030-56985-3_7

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  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-56984-6

  • Online ISBN: 978-3-030-56985-3

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