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This essay takes its point of departure from Mark Solms' contention that Freud's neurological thinking informs his work throughout, and that the RSE renders this more thoroughly than the SE. Starting from this contention I examine and compare the RSE and the SE on the question Freud's theorization of difference from his neurological writings onward. I pay special attention to the subtle distinction in the original German of Freud's uses of Unterschied (difference between) and Differenz (difference). [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal for Sociology of Education & Socialization / Zeitschrift für Soziologie der Erziehung & Sozialisation is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Soziologische Revue is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Hessische Blätter für Volksbildung is the property of wbv Media GmbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In qualitative research, the proximity of researchers to their research fields is crucial for the investigation of social phenomena. For the examination of questions of difference and inequality in the context of university teacher education, this enables the potentials for a transformation of teaching and learning in qualitative research, which does not conceive of inequality as an external object, but declares its own involvement in powerful orders as the object and reference point of reflexive professionalism. By means of an insight into the work of a research workshop in a master's program in teaching, it is shown how the researchers at first reproduce orders of inequality, but then succeed in revealing them and making them discussable using reflexive position-fixing. This article not only traces how such a change of perspective takes place, but also which challenges the university setting poses and how these can be met in order to address social power relations and to stimulate professionalization processes that are critical of inequality. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Qualitative Forschung (ZQF) is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Internationale Bildungsforschung und Entwicklungspädagogik is the property of Waxmann Verlag GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Psychosozial is the property of Psychosozial-Verlag GmbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

There is fundamental confusion and notable omissions within counselling and psychotherapy's adoption of diversity principles. This prevents the profession from achieving its aims of more respectful and efficacious clinical practice with certain populations. The article argues that uncritical over-reliance on ideas from outside the profession has resulted in a failure to appraise which groups might require specific attention. Unacknowledged confusion between celebratory and critical approaches to diversity is also identified as a source of practical muddle. Putatively radical assertions about understanding minority group experience are shown to actually exclude valuable ways of understanding social disadvantage, which might better enhance our understanding and efficacy. The article concludes by suggesting that the multiple difficulties within the profession's embrace of diversity can be understood in terms of a refusal to reconsider the theoretical, economic and organisational foundations of our therapeutic work to which questions of diversity pose a serious challenge. A case is made for a more open discussion of the relevant issues accompanied by a call for revised professional organization to support knowledge production. [ABSTRACT FROM AUTHOR]

The taboo of therapist self-disclosure and literature addressing disclosure and disability issues from a psychodynamic perspective is explored. Research on disclosure decisions among physically impaired practitioners is limited. Interpretative Phenomenological Analysis qualitative research methodology was employed to understand the lived experience of psychodynamic practitioners with sight impairment to understand disclosure decision-making processes in a therapeutic setting. Six participants self-identified as sight impaired psychodynamic practitioners and were interviewed using a semi-structured questionnaire. Findings showed that the experience of working as a practitioner with sight impairment is a tenacious endeavour, requiring high levels of self-awareness and determination in navigating the minefield of self-disclosure, daring to be seen by others, holding the patient's need to be seen and journeying through loss and acceptance of the changing self. Results showed that there is an inverse relationship between likelihood to self-disclose sight impairment and the extent to which practitioners work with unconscious process and transference. Ultimately, the capacity to reclaim disavowed parts of the self, defined therapists' ability to make therapeutic disclosure decisions. Suggestions for future research, clinical and ethical implications are provided plus recommendations for impaired practitioners and those who work with difference. [ABSTRACT FROM AUTHOR]

Educators are challenged to facilitate multiple self-positionings in aworld characterised by complexity and contingency. This process of assignment is connected to the setting of differences in the medium of the cultural. In the article, the question of the patterns of action in dealing with differentiations of teacher students is answered empirically with a typology of the modes of self-assignment. The data was collected in 28 group discussions and analysed according to documentary method. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Pädagogik is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)