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ERIC Number: ED420635
Record Type: Non-Journal
Publication Date: 1997
Pages: 203
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-8077-3668-6
ISSN: N/A
Teaching Positions: Difference, Pedagogy, and the Power of Address.
Ellsworth, Elizabeth
This collection of essays takes the question of pedagogy into a variety of places, including film studies, psychoanalytic literature criticism, dialog, and readings of educational documentary films and web sites. Part 1, "Teaching as a Scene of Address," includes chapters 1-6. The chapters introduce the concept of mode of address and where it comes from in media studies, use mode of address to rethink pedagogy, and discuss the notion that teaching is impossible if an exact fit between message and understanding, conscious and unconscious, curriculum and interpretation is impossible. They also use mode of address to destabilize the assumptions underlying communicative dialog, explore the possibilities and promise of a student-teacher relation that is different from communicative dialog (analytic dialog), and offer a concrete example of a pedagogy based on analytic dialog. Part 2, "Teaching through Paradoxical Modes of Address," includes chapters 7-11. These chapters demonstrate that the paradoxes of teaching do not have to leave teachers in political paralysis, moral and ethical relativism, or personal despair. The chapters present five paradoxes: teaching as the taking of action without a positive reference; the paradox of power and authority in teaching; teaching as a performance suspended in the space between self and other; teaching as performance suspended in time (interactive pedagogy in new media); and pedagogy as a performance suspended in thought (the power of a magical realist address in academic writing). (SM)
Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027.
Publication Type: Books
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A