In classrooms and lectures we learn not only about academic topics but also about ourselves, our peers and how people and ideas interact. Education - An Impossible Profession extends the ways in which we might think about these processes by offering a refreshing reconsideration of key educational experiences including those of:
being judged and assessed, both formally and informally
adapting to different groups for different purposes
struggling to think under pressure
learning to recognise and adapt to the...
In classrooms and lectures we learn not only about academic topics but also about ourselves, our peers and how people and ideas interact. Educa...
The Creative Self engages with the work of the psychoanalyst D. W. Winnicott to develop alternative ways of thinking about key issues at the heart of pedagogy; specifically pedagogic relationships, creativity, defiance and compliance. These issues underpin the desires and defences of professionals located in educational institutions, such as the desire to know what is best, to know how to reach all learners, normalised expectations of behaviours and outcomes, and sometimes challenging engagements with students and the curriculum.
Each chapter provides both a theoretical focus and...
The Creative Self engages with the work of the psychoanalyst D. W. Winnicott to develop alternative ways of thinking about key issues at the heart ...
The social world is saturated with powerful formations of knowledge that colonise individual and institutional identities. Some knowledge emerges as legitimised and authoritative; other knowledge is resisted or repressed. Psychosocial approaches highlight the unstable basis of knowledge, learning and research; of knowing and not knowing. How do we come to formulate knowledge in the ways that we do? Are there other possible ways of knowing that are too difficult or unsettling for us to begin to explore? Do we need the authority of legitimised institutions and regularized methods to build...
The social world is saturated with powerful formations of knowledge that colonise individual and institutional identities. Some knowledge emerges a...
This book explores a range of challenges teachers face in dealing with situations of disadvantage, and explores different ways of thinking about these situations. Starting with a variety of incidents written by teachers in schools in disadvantaged settings, the book provides a range of ways of thinking about these - some more psychological, others more sociological - and chapters develop conversations between teachers and academics. These 'conversations' will help teachers reflect more deeply on the contexts in which they work, on what disadvantage means, and how disadvantage manifests in...
This book explores a range of challenges teachers face in dealing with situations of disadvantage, and explores different ways of thinking about these...
