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ERIC Number: EJ937934
Record Type: Journal
Publication Date: 2008
Pages: 12
Abstractor: As Provided
Reference Count: 53
ISBN: N/A
ISSN: ISSN-1468-1366
Teaching Bodies/Learning Desire: Rethinking the Role of Desire in the Pedagogic Process
Watkins, Megan
Pedagogy, Culture and Society, v16 n2 p113-124 2008
Desire is a crucial aspect of the pedagogic process. For too long, however, there has been a dichotomous relationship between understandings of teacher and student desire. The former is often configured as a pedagogic anachronism, problematised and needing to be contained. Conversely, the latter is essentialised as a force that should not be restrained by the processes of institutionalised education. Neither of these ideas is useful for thinking through complex issues around pedagogy. Overall, desire in education requires greater theoretical exploration. Within mainstream education it is rarely raised as an issue. Poststructuralist theorising, on the other hand, particularly in its use of psychoanalysis, tends to simply sexualise desire, which obscures more productive interpretations of its role in learning. There needs to be a reconceptualisation of the role of desire in the pedagogic process that moves beyond these formulations. The intention of this article is to rethink the nature and function of pedagogic desire. Drawing on a range of sources it considers current conceptions of both teacher and student desire and theorisations of desire and the body in education. Finally, it proposes an alternate model drawing upon Bourdieu's notion of habitus and the philosophical insights of Spinoza's monist logic. (Contains 3 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia