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ERIC Number: EJ866245
Record Type: Journal
Publication Date: 2009-May
Pages: 11
Abstractor: As Provided
Reference Count: 17
ISSN: ISSN-0954-0253
It's about Time! Repetition, Fantasy, and the Contours of Learning from Feminist Pedagogy Classroom Breakdown
Newbery, Liz
Gender and Education, v21 n3 p247-257 May 2009
This paper explores feminist pedagogy classroom conflict through looking at how time, in a psychoanalytic sense, can rupture straightforward interpretations of manifest classroom dynamics. I use the concept of transference to consider how classroom conflict is complicated by the reliving and replaying of past conflicts in the pedagogical arena, a dynamic that is more unwieldy in feminist pedagogies that rely on personal experience and dialogue. Conflicted classroom experience can also reappear and be repeatedly relived in fantasy; I examine how fantasy can work as an ego defence at the same time that it can be a location for learning about the conflict that produced it. Finally, I draw on Freud's concept of deferred action to explore the haunting of difficult classroom experience. My central concerns lie in the difficulties of crafting learning from feminist pedagogy conflict and of arriving at a tolerable afterwards to such conflict. (Contains 6 notes.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A