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Author: Sharon Todd
Publisher: Routledge
ISBN: 1135247714
Category : Education
Languages : en
Pages : 292
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Book Description
What role can desire play in pedagogical interaction? In Learning Desire , contributors from the fields of education, cultural studies, psychoanalysis and literary theory explore the many ways desire intersects with knowledge, recognition, fantasy, and embodiment, and what this can mean for transformative pedagogical practice. While acknowledging the productive and destructive force desire can have on the learning experience, the authors offer engaging, innovative modes of thinking about teaching and thinking about desire as an education tool. This volume, rooted in theory, is one also geared towards practice; in taking a fresh look at the limits and possibilities of a transformative pedagogy, it will also give teachers and students new languages for articulating their experiences in the classroom and beyond.
Author: Sharon Todd
Publisher: Routledge
ISBN: 1135247714
Category : Education
Languages : en
Pages : 292
Get Book Here
Book Description
What role can desire play in pedagogical interaction? In Learning Desire , contributors from the fields of education, cultural studies, psychoanalysis and literary theory explore the many ways desire intersects with knowledge, recognition, fantasy, and embodiment, and what this can mean for transformative pedagogical practice. While acknowledging the productive and destructive force desire can have on the learning experience, the authors offer engaging, innovative modes of thinking about teaching and thinking about desire as an education tool. This volume, rooted in theory, is one also geared towards practice; in taking a fresh look at the limits and possibilities of a transformative pedagogy, it will also give teachers and students new languages for articulating their experiences in the classroom and beyond.
Author: Jan jagodzinski
Publisher: Praeger
ISBN:
Category : Education
Languages : en
Pages : 280
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Book Description
What is the right pedagogical distance for learning to take place? What should be the teacher's role concerning a student's desire? Ethically speaking, how are we to understand the dialectic between desire and the drive? Are we obligated to help students mourn the knowledge that they must let go? Can ignorance (which sounds pejorative) be pedagogically useful as that which is unsaid and repressed? When the pedagogical distance collapses and seduction takes place, can such behavior be excused? These are just some of the questions that are raised throughout this collection by the authors. Lacanian psychoanalysis presents a challenge to our usual understanding of the subject as formulated by ego psychology, as well as the discursive subject of postmodernism. Can Lacan's tripartite psychic registers of the Real, Imaginary, and the Symbolic present the subject in unending intrapsychic conflict? Can pedagogy address this struggle? How do we, as educators, take the notion of the unconscious seriously into account? The authors of this collection engage themselves in such questioning, in some cases examining their own practices and in other cases developing possible strategies with a view of understanding the psychic life of teaching.
Author: Andrew B. Kipnis
Publisher: University of Chicago Press
ISBN: 0226437558
Category : Education
Languages : en
Pages : 218
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Book Description
This title explores the cultural, political, and economic origins of Chinese desire for a college education as well as its vast consequences, which include household and national economic priorities, birthrates, ethnic relations, and patterns of governance.
Author: Heidi Safia Mirza
Publisher: Routledge
ISBN: 1134060513
Category : Education
Languages : en
Pages : 222
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Book Description
'This book is a great genealogy of black women's unrecognised contributions within both education and the wide social context. I think it constitutes an important piece of work that is totally missing from the existing literature' - Diane Reay, Professor of Education, Cambridge University Race, Gender and Educational Desire reveals the emotional and social consequences of gendered difference and racial division as experienced by black and ethnicised women teachers and students in schools and universities. It explores the intersectionality of race and gender in education, taking the topic in new, challenging directions and asking How does race and gender structure the experiences of black and ethnicised women in our places of learning and teaching? Why, in the context of endemic race and gender inequality, is there a persistent expression of educational desire among black and ethnicised women? Why is black and ethnicised female empowerment important in understanding the dynamics of wider social change? Social commentators, academics, policy makers and political activists have debated the causes of endemic gender and race inequalities in education for several decades. This important and timely book demonstrates the alternative power of a black feminist framework in illuminating the interconnections between race and gender and processes of educational inequality. Heidi Safia Mirza, a leading scholar in the field, takes us on a personal and political journey through the debates on black British feminism, genetics and the new racism, citizenship and black female cultures of resistance. Mirza addresses some of the most controversial issues that shape the black and ethnic female experience in school and higher education, such as multiculturalism, Islamophobia, diversity, race equality and equal opportunities Race, Gender and Educational Desire makes a plea for hope and optimism, arguing that black women's educational desire for themselves and their children embodies a feminised prospectus for a successful multicultural future. This book will be of particular interest to students, academics and researchers in the field of education, sociology of education, multicultural education and social policy. Heidi Safia Mirza is Professor of Equalities Studies in Education at the Institute of Education, University of London, and Director of the Centre for Rights, Equalities and Social Justice (CRESJ). She is also author of Young, Female and Black (Routledge).
Author: Yun Lee Too
Publisher: University of Michigan Press
ISBN: 047211087X
Category : History
Languages : en
Pages : 185
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Book Description
The Pedagogical Contract explores the relationship between teacher and student and argues for ways of reconceiving pedagogy. It discloses this relationship as one that since antiquity has been regarded as a scene of give-and-take, where the teacher exchanges knowledge for some sort of payment by the student and where pedagogy always runs the risk of becoming a broken contract. The book seeks to liberate teaching and learning from this historical scene and the anxieties that it engenders, arguing that there are alternative ways of conceiving the economy underlying pedagogical activities. Reading ancient material together with contemporary representations of teaching and learning, Yun Lee Too shows that apart from being conceived as a scene of self-interest in which a professional teacher, or sophist, is the charlatan who cheats his pupil, pedagogy might also purport to be a disinterested process of socialization or a scene in which lack and neediness are redeemed through the realization that they are required precisely to stimulate the desire to learn. The author also argues that pedagogy ideally ignores the imperative of the conventional marketplace for relevance, utility, and productivity, inasmuch as teaching and learning most enrich a community when they disregard the immediate material concerns of the community. The book will appeal to all those who understand scholarship as having an important social and/or political role to play; it will also be of interest to literary scholars, literary and cultural theorists, philosophers, historians, legal theorists, feminists, scholars of education, sociologists, and political theorists. Yun Lee Too is Assistant Professor of Classics, Columbia University. She is the author of Rethinking Sexual Harassment;The Rhetoric of Identity in Socrates: Text, Power, Pedagogy; and The Idea of Ancient Literary Criticism, forthcoming; and coeditor, with Niall Livingstone, of Pedagogy and Power: Rhetorics of Classical Learning.
Author: Heather A. Smith
Publisher: Oxford University Press
ISBN: 0197544894
Category : Education
Languages : en
Pages : 505
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Book Description
This volume on international studies pedagogy helps us think purposefully about the worlds we teach to our students and it shows us why engaging in reflective practice about how and what we teach matters. The Handbook also provides strategies to engage students in a variety of ways to reflect on and engage with the complexities of the world in which we live.
Author: Naeem Inayatullah
Publisher: Rowman & Littlefield
ISBN: 1538165120
Category : Political Science
Languages : en
Pages : 157
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Book Description
What is the role of politics in the classroom? How does the desire of the teacher shape the pedagogical process? Is teaching possible? Is learning possible? Pedagogy as Encounter engages with such larger issues. The majority of discussions, workshops, conference panels, articles, and books avoid meta-pedagogical issues by focusing on technique. Such “technique talk” examines schemes, methods, and procedures that do and do not work in the classroom. It answers the “how” question at the cost of ignoring these bigger queries. Pedagogy as Encounter consists of 120 vignettes arranged in eight chapters. Most of these are first person autobiographical stories that describe encounters with students and colleagues. They portray a teacher whose classroom disappointments lead him to radical experimentation. But there are also a few theoretical sections, as well as segments that are epigrammatic in nature. All of it is grounded in a Lacanian political psychology and in a critical global political economy. The theory, however, remains largely implicit and is confined to the footnotes. The body of the text is free of jargon and presented in a conversational voice.
Author: Peidong Yang
Publisher: Springer
ISBN: 1137591439
Category : Education
Languages : en
Pages : 147
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Book Description
This book examines the Singapore government’s controversial practice of recruiting students from China and granting them full scholarships on the condition of a service “bond”. It offers detailed ethnographic accounts of the Chinese “foreign talent” students’ educational and cross-cultural experiences in Singapore to illustrate the complex intersections between international mobility and educational desire. In doing so, the book presents contemporary Singapore society’s concerns over immigration and cross-cultural encounters from a unique perspective.
Author: Tara Goldstein
Publisher: Routledge
ISBN: 1135641986
Category : Education
Languages : en
Pages : 236
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Book Description
Teaching and Learning in a Multilingual School: Choices, Risks, and Dilemmas is for teachers and teacher educators working in communities that educate children who do not speak English as a first language. At the center of the book are findings from a four-year critical ethnographic case study of a Canadian high school with a large number of emigrant students from Hong Kong and rich descriptions of the multitude of ways teachers and students thought about, responded to, and negotiated the issues and dilemmas that arose. The solutions and insights they derived from their experiences of working across linguistic, cultural, and racial differences will be extremely valuable to educators in other locales that have become home to large numbers of immigrant families. The book is designed to help readers think about how the issues and dilemmas in the case study manifest themselves in their own communities and how to apply the insights they gain to their own teaching and learning contexts: * Each chapter includes four components: an excerpt from the ethnographic study; an analytic commentary on the ethnographic text drawn from a variety of theoretical perspectives and academic disciplines (including interactionist sociolinguistics, language minority education, English as a Second Language education, critical literacy, anti-racist education, and critical teacher education); a pedagogical discussion; and suggestions for further reflection and discussion. * The book features the use of ethnographic play writing to engage readers with the issues that arise in multicultural/multilingual schools. The author's play Hong Kong, Canada is included in its entirety and is used to stimulate further discussion of the issues raised in each of the chapters. * Although it is organized around two different kinds of schooling dilemmas--dilemmas of speech and silence, and dilemmas of discrimination--everyday dilemmas of curriculum and assessment are also discussed throughout the book. * A methodological discussion of the choices the author made while designing, conducting, and writing up the critical ethnographic case study makes the book useful in qualitative research methodology courses. * A set of strategies and activities is provided for helping students develop English oral presentation skills.
Author: Ursula A. Kelly
Publisher: Routledge
ISBN: 113523812X
Category : Education
Languages : en
Pages : 168
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Book Description
Ursula A. Kelly draws on radical theories of literacy, culture, identity and pedagogy to frame the culture of pedagogy as it relates to human desire. Examples from (auto)biography, classroom practices, and popular media provide the means by which the author highlights some of the pedagogical dilemmas facing literacy practices which often work to silence the cultural politics of identity and desire.
