The current cacophony of philosophical discourses on ethics and education includes poststructural, postcolonial, and psychoanalytic frameworks. Within these multiple frameworks are critical insights regarding how someone might theorize and practice ethical relations in pedagogical encounters. Such frameworks assume that educational environs are heterotopic spaces of competing demands among and between variously situated and embodied subjects. A central concern for philosophers of education remains the challenge to imagine spaces of/for learning given the constraints of subjectivity, schooling, and the material world. In this essay, the author attempts to discursively engender a performative "ethics of dissensus." The author examines three constructs that zigzag across multiple discourses to scaffold what she terms a problematic of post-psychoanalytic ethics in education: otherness, desire, and relationality. While there are many theorists and educators whose ideas resonate with this problematic, the author has chosen to highlight the work of Sharon Todd, Deborah Britzman, and Ewa Plonowska Ziarek to interrogate these terms and their usefulness for theorizing ethical relations in pedagogical situations. In reading their work, she traces how otherness, desire, and relationality function in representations of pedagogy and politics---or what Todd calls learning from the Other. Practices of discursive and embodied vulnerability (what she characterize as mindfulness) might allow one to work through ipseity (Emmanuel Levinas's term for how the ego sees the self) toward the possibility of openness to difference and the ethical obligation to otherness itself.