In this paper, I explore conversations with teachers and parents at one Melbourne secondary school, as the modern definition of identity,defined at the end of the 1980s, took on the fluidity of post-modern definition a decade later. Even as identification seemed contingent and negotiated, and difference seemed to disappear, teachers and parents continued to understand their identity in relation to the ambivalent definition of others. This became increasingly frightening as notions of otherness, and therefore of self, became increasingly fluid and unclear. That which seemed other and outside, now appears as part-of-us and inside-us-all. Even as descriptions of difference, and thereforeidentity, become more fluid, conceptions of otherness – and therefore – self, do not disappear. Prescient manifestations of exclusion and racism are contiguous with, yet in juxtaposition to, older forms.
Field of Research
160809 Sociology of Education
Socio Economic Objective
970116 Expanding Knowledge through Studies of Human Society
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