This edited collection looks at education through the lens of psychoanalysis and vice versa. Each contribution asks, in effect, what does it mean to be a pedagogue and an educational theorist after Freud? The authors include clinical practitioners (Rivka Eifermann, M. Robert Gardner, Stephen Appel) as well as academics from philosophy (Trevor Pateman, John Wilson, Yael Shalem, David Bensusan), sociology (Deborah Britzman), curriculum studies (William Pinar, Madeleine Grumet), and social and literary theory (Valerie Walkerdine, Jane Gallop, James Donald). The authors do not share any particular theoretical perspective, only a determination to demonstrate some exciting outcomes of understanding that pedagogy is to a crucial extent unconscious, and that psychotherapy is, in Freud's words, an after-education.
Inhaltsverzeichnis
Introduction
Between "Lifting" and "Accepting": Observations on the Work of Angst in Learning by Deborah P. Britzman
Behind the Painted Smile by Valerie Walkerdine
Why Can't We Stop Believing? by Yael Shalem and David Bensusan
Psychoanalysis and Socratic Education by Trevor Pateman
The Exceptional Position of "A Child is Being Beaten" in the Learning and Teaching of Freud by Rivka Eifermann
Philosophy and Psychological Resistance: The Case of Educational Research by John Wilson
Romantic Research: Why We Love to Read by Madeleine Grumet
The True Teacher and the Furor to Teach by M. Robert Gardner
Understanding Curriculum as Text: Notes on Reproduction, Resistance, and Male-Male Relations by William F. Pinar
Knot a Love Story by Jane Gallop
The Teacher's Headache by Stephen Appel
The Circuits of Subjectivity in Education and Popular Culture by James Donald
Fort/Da: Life History, Memory, and Pedagogy by Heather Worth
Index
