Knowing and Not Knowing
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While some forms of knowledge emerge as legitimised and authoritative; other forms are resisted or repressed. This collection draws on a range of psychoanalytic and social theory, in order to explore writing as a practice that can stabilise or unsettle subjectivities; the unconscious relations between school practices, subjectivities, educational spaces and ideologies; implications of the productive energies and the deadening inwardness associated with mourning and melancholia for formal and informal learning; and the authority we invest in apparently rigid or ephemeral institutional spaces.…mehr

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Produktbeschreibung
While some forms of knowledge emerge as legitimised and authoritative; other forms are resisted or repressed. This collection draws on a range of psychoanalytic and social theory, in order to explore writing as a practice that can stabilise or unsettle subjectivities; the unconscious relations between school practices, subjectivities, educational spaces and ideologies; implications of the productive energies and the deadening inwardness associated with mourning and melancholia for formal and informal learning; and the authority we invest in apparently rigid or ephemeral institutional spaces. This book was originally published as a special issue of Pedagogy, Culture & Society.
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Autorenporträt
Claudia Lapping is a Senior Lecturer in the Department of Culture, Communication and Media at the Institute of Education, University College London, UK. Her main research interests are the sociology of knowledge, reflexivity, and the use of psychoanalysis within empirical social research. She is author of Psychoanalysis in Social Research: Shifting theories and reframing concepts (Routledge, 2011); and of recent journal articles in Psychoanalysis, Culture and Society and Qualitative Inquiry. Tamara Bibby is a Senior Lecturer in the Department of Early Years and Primary Education at the Institute of Education, University College London, UK. She has a background in primary education and is particularly interested in psychosocial dimensions of student and teacher experiences of learning. She is currently completing an ESRC funded seminar project: `Bridging the Structure/Agency Divide: Interdisciplinary Approaches to Disadvantage and Education¿. She is author of Education - An 'Impossible Profession'?: Psychoanalytic Explorations of Learning and Classrooms (Routledge, 2010); and of a recent journal article in Psychoanalysis, Culture and Society.