Journal article | Zeitschriftenartikel
Commentary on Alcorn & Massé: troubling pedagogy
Responding to papers by Michelle Massé and Marshall Alcorn, I begin with an argument for the need to recognize ignorance as performative rather than merely as illustrative of student resistance in some pathological sense. I then explore the Lacanian notion that teachers develop imaginary suppositions about the lack in their students, and that these suppositions support rescue fantasies among teachers that are related to bolstering their own unconscious need for narcissistic gratification and love. I conclude by showing how these ideas resonate with my own autobiographical history as a teacher, as well as with key ideas in the two papers under discussion, and I commend both authors for opening up a valuable discussion of teaching as an “impossible profession”.
- Alternative title
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Comentário sobre Alcorn & Massé: pedagogia problemática
- Extent
-
Seite(n): 252-257
- Language
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Englisch
- Notes
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Status: Veröffentlichungsversion; begutachtet
- Bibliographic citation
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ETD - Educação Temática Digital, 13(1)
- Subject
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Bildung und Erziehung
Psychologie
Allgemeines, spezielle Theorien und Schulen, Methoden, Entwicklung und Geschichte der Erziehungswissenschaft
angewandte Psychologie
pädagogische Theorie
pädagogisches Konzept
Unterbewusstsein
Psychoanalyse
Lacan, J.
pädagogische Förderung
- Event
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Geistige Schöpfung
- (who)
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O'Loughlin, Michael
- Event
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Veröffentlichung
- (when)
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2011
- URN
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urn:nbn:de:0168-ssoar-286261
- Rights
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GESIS - Leibniz-Institut für Sozialwissenschaften. Bibliothek Köln
- Last update
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21.06.2024, 4:27 PM CEST
Data provider
This object is provided by:
GESIS - Leibniz-Institut für Sozialwissenschaften. Bibliothek Köln. If you have any questions about the object, please contact the data provider.
GESIS - Leibniz-Institut für Sozialwissenschaften. Bibliothek Köln. If you have any questions about the object, please contact the data provider.
Object type
- Zeitschriftenartikel
Associated
- O'Loughlin, Michael
Time of origin
- 2011
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