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In the past, little attention has been paid to the socio-psychological dimension of the phenomenon of severe poverty in Africa. Despite the institutional nature of the global economic order, including policies of the European Union, the World Trade Organisation, and the International Monetary Fund, it is people who design, support, and maintain this system, and individual constructions of the world and structural inequalities reinforce one another. This also finds its expression in different ways in, e.g., peoples social representations of severe poverty in Europes former colonies (Park, 2008, 2011). This article investigates, how we members of the European middle class construct ourselves as ethical beings in the context of African poverty: What is the link between our social representations, identity construction and (in)action with regard to severe poverty in Africa? What are the discursive mechanisms we apply in the construction of an ethical self and what is the notion of the African Other? In a nutshell: What do our social represenations make us do

Die AutorInnen werden in diesem Artikel Foucaults Texte in der Form benutzen, wie er Texte selbst benutzt hat: "als Analytik, als Werkzeuge, als Träume" (Foucault, 1996, S. 25) und Visionen. Sie dienen den Autorinnen als Hilfsmittel, um der Idee von der "Sorge um sich", bei der sich Foucault durch die klassische Antike inspirieren ließ, nachgehen zu können. Der Beitrag wird durch einen Abriss über das Werk Michel Foucaults eingeleitet, wobei der Fokus auf die drei Hauptachsen seiner Forschung gerichtet wird: Wissen, Macht und Subjektivität. Im Anschluss beschäftigen sich die AutorInnen mit dem "Endzustand" der "Theorie" Foucaults, die unmittelbar in das mündet, was von den AutorInnen als "Identität als Lebenskunst" definiert wird. Dieses Konzept soll zum Abschluss entfaltet und als eine andere Möglichkeit, Identität in ihren Brüchen zu zeigen, auch an diesem Ort zu leben und zu denken, offeriert werden.

The quest to find meaning in life is an integral part of human existence. Efforts to articulate how this is achievable can be traced back to the 6th-­‐7th B.C.E., when Homer, Aristotle, Cicero and Virgil inquired about the means and goals of human nature. Informed by the social, political and economic transformations of their time, they proposed that bravery, conformity to the laws of the city, hard work, honesty, nobility, reason, and participation in the public affairs were values that encapsulated the good life. Although the relative importance of these values and their meanings have changed since then, their function to date remains tied to the processes of attainment, preservation or enhancement of living. ; N/A

Intro -- Preamble -- References -- Contents -- List of Figures -- 1 Introduction -- Radicalization Growth and Relevance -- Argument for a Universal Intervention -- School as a Place of Primary Prevention -- Schools Promoting Democratic Values and Behaviour -- Schools Stimulating Positive Intergroup Relations in Culturally Diverse Societies, Reducing Hostile Stereotypical Perceptions of Others -- Education as a Means to Prevent Radicalization by Increasing Agency and Political Self-Efficacy -- Schools Can Strengthen Cognitive Competences to Build Resilience to Radicalization -- Schools Can Promote Healthy Identity Development -- References -- 2 Identity -- Introduction -- Understanding How Identity Struggles Are Related to Radicalization -- Identity, Uncertainty Theory and Radicalization -- Narrative Aspects of Identity and Radicalization -- Social Identity, Ingroup/Outgroup Categorization and Radicalization -- Cultural Identity and Radicalization -- Cultural Beliefs -- Cultural Identification -- Effective Ways Within Education to Improve Identity Development -- Identity and Goals of Education -- Educational Interventions Affecting Students' Identity -- Stimulating Identity Exploration -- Providing Positive Identity -- Reducing Perceived and Actual Intergroup Conflicts: Social Identity Interventions Changing Group Membership and Ingroup-Outgroup Processes -- Cultural Identity Improvement and Intercultural Understanding -- Reducing Implicit or Explicit Discrimination -- Supporting Development of Positive Bicultural Identities Among Migrant Youth -- Strengthening Multiple Identities That Surpass Nationality -- Conclusion -- References -- 3 Perspective Taking Skills and Conflict Resolution -- Introduction: What Is Perspective Taking and Why Is It Important? -- Perspective Taking and Its Relation to Radicalization -- Interventions.