Identity and Exclusion
Tap, Pierre
Identity and Exclusion - 2005.
97
From examples of victimization, imaginary or real, and analysis of various types of violence and abuse, this article analyzes the paradoxical dynamics of personal or collective, and social or psychological identities. Four paradoxes are presented (1. similarities and differences; 2. centering on oneself and off-centering toward the others; 3. to be or become oneself; 4. building identities and identifications) and juxtaposed to the socialization and personal development of the child. It is “the identity of history which makes the identity of character.” The account is a means for the child to build its identity, in time and space. The account facilitates the cognitive and linguistic progress of the child, but also helps the child to develop and become integrated in the processes of communication. According to Paul Ricoeur the person builds a narrative identity through the interaction between perceived reality, fiction, and history. On his side, Michel Foucault showed the historical emergence of the concern for self. Beyond the description of the importance attached to identities, there is the question of the integrative pressures and the processes of social exclusion and their subjective and collective consequences. The fight against exclusion is often confused with the fight against poverty, but it is important to show their differences. Beyond economic exclusion (employment, housing, finances), are sociocultural and identity exclusions and the difficulty of access to basic rights. In addition, the means set up are analyzed to fight against violence, in particular the social support and resilient dynamics and their limits.
Identity and Exclusion - 2005.
97
From examples of victimization, imaginary or real, and analysis of various types of violence and abuse, this article analyzes the paradoxical dynamics of personal or collective, and social or psychological identities. Four paradoxes are presented (1. similarities and differences; 2. centering on oneself and off-centering toward the others; 3. to be or become oneself; 4. building identities and identifications) and juxtaposed to the socialization and personal development of the child. It is “the identity of history which makes the identity of character.” The account is a means for the child to build its identity, in time and space. The account facilitates the cognitive and linguistic progress of the child, but also helps the child to develop and become integrated in the processes of communication. According to Paul Ricoeur the person builds a narrative identity through the interaction between perceived reality, fiction, and history. On his side, Michel Foucault showed the historical emergence of the concern for self. Beyond the description of the importance attached to identities, there is the question of the integrative pressures and the processes of social exclusion and their subjective and collective consequences. The fight against exclusion is often confused with the fight against poverty, but it is important to show their differences. Beyond economic exclusion (employment, housing, finances), are sociocultural and identity exclusions and the difficulty of access to basic rights. In addition, the means set up are analyzed to fight against violence, in particular the social support and resilient dynamics and their limits.
Réseaux sociaux