Identity – Transformation – Disability: Interdisciplinary Perspectives on Transformation and Identity in Pedagogical Contexts The article critically examines the concept of narrative identity and related (pedagogical) questions of transformation and education from a philosophical, phenomenological, and educational theory perspective, paying particular attention to aspects of the antinomies of power and social recognition in the context of disability. The aim is to develop an inclusive perspective on identity and education.
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Stommel et al. (2025) studied this question.
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