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Wanting to be 'known': redefining self-awareness through an understanding of self-narration processes in educational transitions

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Wanting to be 'known': redefining self-awareness through an understanding of self-narration processes in educational transitions. / Warin, Jo; Muldoon, Janine.

In: British Educational Research Journal, Vol. 35, No. 2, 04.2009, p. 289-303.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

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Warin J, Muldoon J. Wanting to be 'known': redefining self-awareness through an understanding of self-narration processes in educational transitions. British Educational Research Journal. 2009 Apr;35(2):289-303. doi: 10.1080/01411920802043000

Author

Warin, Jo ; Muldoon, Janine. / Wanting to be 'known': redefining self-awareness through an understanding of self-narration processes in educational transitions. In: British Educational Research Journal. 2009 ; Vol. 35, No. 2. pp. 289-303.

Bibtex

@article{7b3bd49145754367ace51c4d599c32a4,
title = "Wanting to be 'known': redefining self-awareness through an understanding of self-narration processes in educational transitions",
abstract = "The aim of this article is to initiate discussion about the pursuit of self-awareness—a concept embedded in recent policy—as an educational goal. The authors argue that complex theoretical questions need to be addressed if improvements in policy and practice relating to personal, social and emotional education are to ensue. Such questions relate to possible interpretations of {\textquoteleft}self-awareness{\textquoteright}, a term that may be linked to outdated theories, implying a {\textquoteleft}self{\textquoteright} to be discovered and the possibility that people can sustain a {\textquoteleft}sense of self{\textquoteright} across time and place. From this perspective, self-awareness may seem overly individualistic, obscuring more pro-social goals (e.g. empathy, compassion, citizenship). Drawing on sociological and social psychological literature, as well as data from an empirical study of identity construction, it is hoped to contribute to the provision of firm foundations for personal, social and emotional education through a stronger theoretical exposition of {\textquoteleft}self-awareness{\textquoteright}. The authors' reconceptualised version highlights the importance of an expanded and flexible story of self, which they view as an invaluable tool for learning, fostering an openness to change.",
author = "Jo Warin and Janine Muldoon",
year = "2009",
month = apr,
doi = "10.1080/01411920802043000",
language = "English",
volume = "35",
pages = "289--303",
journal = "British Educational Research Journal",
issn = "0141-1926",
publisher = "Routledge",
number = "2",

}

RIS

TY - JOUR

T1 - Wanting to be 'known': redefining self-awareness through an understanding of self-narration processes in educational transitions

AU - Warin, Jo

AU - Muldoon, Janine

PY - 2009/4

Y1 - 2009/4

N2 - The aim of this article is to initiate discussion about the pursuit of self-awareness—a concept embedded in recent policy—as an educational goal. The authors argue that complex theoretical questions need to be addressed if improvements in policy and practice relating to personal, social and emotional education are to ensue. Such questions relate to possible interpretations of ‘self-awareness’, a term that may be linked to outdated theories, implying a ‘self’ to be discovered and the possibility that people can sustain a ‘sense of self’ across time and place. From this perspective, self-awareness may seem overly individualistic, obscuring more pro-social goals (e.g. empathy, compassion, citizenship). Drawing on sociological and social psychological literature, as well as data from an empirical study of identity construction, it is hoped to contribute to the provision of firm foundations for personal, social and emotional education through a stronger theoretical exposition of ‘self-awareness’. The authors' reconceptualised version highlights the importance of an expanded and flexible story of self, which they view as an invaluable tool for learning, fostering an openness to change.

AB - The aim of this article is to initiate discussion about the pursuit of self-awareness—a concept embedded in recent policy—as an educational goal. The authors argue that complex theoretical questions need to be addressed if improvements in policy and practice relating to personal, social and emotional education are to ensue. Such questions relate to possible interpretations of ‘self-awareness’, a term that may be linked to outdated theories, implying a ‘self’ to be discovered and the possibility that people can sustain a ‘sense of self’ across time and place. From this perspective, self-awareness may seem overly individualistic, obscuring more pro-social goals (e.g. empathy, compassion, citizenship). Drawing on sociological and social psychological literature, as well as data from an empirical study of identity construction, it is hoped to contribute to the provision of firm foundations for personal, social and emotional education through a stronger theoretical exposition of ‘self-awareness’. The authors' reconceptualised version highlights the importance of an expanded and flexible story of self, which they view as an invaluable tool for learning, fostering an openness to change.

U2 - 10.1080/01411920802043000

DO - 10.1080/01411920802043000

M3 - Journal article

VL - 35

SP - 289

EP - 303

JO - British Educational Research Journal

JF - British Educational Research Journal

SN - 0141-1926

IS - 2

ER -