Self‐identity and Self‐esteem: achieving equality in education

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Abstract
Psychological and educational theories about self‐esteem in education emphasise its dependence on achievement and/or self‐actualisation. Government recommendations follow their lead. In this paper an alternative theory of self‐esteem is developed, drawing on feminist explorations of the politics of identity. Experiences of ‘belonging’ and ‘not belonging’ are central to the theory. The theory of the self is compared with Liberal and Romantic theories, which underpin the achievement‐oriented understanding of self‐esteem. Conclusions are drawn about the relationship between the development of self‐esteem of children in schools, and educational policies of social justice. It is argued that improvement of the self‐esteem of minority or oppressed groups would result in their empowerment and is, therefore, a political, not a psychological, issue.

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