Books.org participates in affiliate programs including Bookshop.org and the Amazon Services LLC Associates Program. We may earn a commission from qualifying purchases made through links on this page, at no additional cost to you.
Overview
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.
Synopsis
A collection of essays which illuminates the relationship between educational practice and psychoanalysis.
Booknews
Taking their cues from Freud, 14 transnational, transdisciplinary contributors bring into consciousness the cultural training subtext of education (e.g. curriculum as gender text) and some of pedagogy's more subjective elements (such as teachers' personality and headaches, and the romanticism of reading). Ten of the 13 chapters appeared in journals and books, 1981-1998. Annotation c. Book News, Inc., Portland, OR (booknew.com)