Education - An 'Impossible Profession'?: Psychoanalytic Explorations of Learning and Classrooms

Education - An 'Impossible Profession'?: Psychoanalytic Explorations of Learning and Classrooms

Volumn , Issue , 2010, Pages 1-167

  Bibby, Tamara ^a  

^a UNIVERSITY OF LONDON   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84917343598     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203844458     Document Type: Book

References (127)

1. Acker, S. (1999). The realities of teachers' work: never a dull moment. London and New York: Cassell.
2. Alexander, R., with, Flutter, J., Northen, S., and Richards, C. (Eds). (2009). Children, their world, their education: final report and recommendations of the Cambridge Primary Review. Abingdon: Routledge.
3. Alexander, R., Rose, J., and Woodhead, C. (1992). Curriculum organisation and classroom practice: a discussion paper. London: Department of Education and Science (DES).
4. Alford, C. F. (1998). Melanie Klein and the nature of good and evil. In P. Marcus and A. Rosenberg (Eds), Psychoanalytic versions ofthe human condition: philosophies oflife and their impact onpractice (pp. 117-39). New York and London: New York University Press.
5. Appignanesi, L., and Forrester, J. (2005). Freud's women. San Francisco: Phoenix.
6. Atkinson, D. (2004). Theorising how student teachers form their identities in initial teacher education. British Educational Research Journal, 30(3), 379-94.
7. Ball, S. J. (1993). Education, Majorism and 'the curriculum of the dead'. Curriculum Studies, 1(2), 195-214.
8. Ball, S. J. (2003). The teacher's soul and the terrors ofperformativity. Journal ofEducation Policy, 18(2), 215-28.
9. Ball, S. J. (2008). The education debate. Bristol: Polity Press.
10. Bass, A. (1998). Sigmund Freud: the questions of a Weltanschauung and of defense. In P. Marcus and A. Rosenberg (Eds), Psychoanalytic versions ofthe human condition: philosophies of life and their impact onpractice (pp. 412-46). New York and London: New York University Press.
11. Benjamin, J. (1988). The bonds oflove: psychoanalysis, feminism, andtheproblem of domination. (Vol. 1990). Reading: Virago.
12. Benjamin, J. (1998). Shadow ofthe other: intersubjectivity andgender inpsychoanalysis. New York, London: Routledge.
13. Benjamin, J. (2004). Beyond doer and done to: an intersubjective view of thirdness. Psychoanalytic Quarterly, LXXIII, 5-46.
14. Bibby, T. (2002). Shame: an emotional response to doing mathematics as an adult and a teacher. British Educational Research Journal, 28(5), 705-22.
15. Bibby, T. (2008). The experience of learning in classrooms: moving beyond Vygotsky. In T. Brown (Ed.), The psychology of mathematics education: A psychoanalytic displacement. Rotterdam: Sense.
16. Bibby, T. (2009a). How do children understand themselves as learners? Towards a learner- centred understanding of pedagogy. Pedagogy, Culture and Society, 17(1), 41-56.
17. Bibby, T. (2009b). How do pedagogic practices impact on learner identities in mathematics? A psychoanalytically framed response. In L. Black, H. Mendick, and Y. Solomon (Eds), Mathematical relationships in education: identities and participation. (pp. 123-35). London: Routledge.
18. Bion, W. R. (1961). Experiences in groups and other papers (2004 ed.). Hove, East Sussex: Brunner-Routledge.
19. Bion, W. R. (1967). Second thoughts. (2006 ed.). London: Karnac.
20. Boldt, G. M., and Salvio, P. M. (Eds). (2006). Love's return:psychoanalytic essays on childhood, teaching, and learning. London: Routledge.
21. Bollas, C. (1999). The mystery of things. (2001 ed.). London: Routledge.
22. Bracher, M. (2002). Identity and desire in the classroom. In J. Jagodzinski (Ed.), Pedagogical desire: authority, seduction, transference and the question of ethics (pp. 93-121). Westport CT, London: Bergin and Garvey.
23. Britzman, D. P. (1998). Some observations on the work of learning: a discussion paper for the Centre for Learning and Teaching, York University. Journal of Curriculum Theorizing, 14(2), 53-59.
24. Britzman, D. P. (2003). After-Education: Anna Freud, Melanie Klein, and psychoanalytic histories of learning. Albany: SUNY.
25. Britzman, D. P. (2009). The very thought of education: psychoanalysis and the impossible professions. Albany: SUNY.
26. Britzman, D. P., and Pitt, A. J. (1996). Pedagogy and transference: casting the past of learn-ing into the presence of teaching. Theory Into Practice, 35(2), 117-23.
27. Burman, E. (1994). Deconstructingdevelopmentalpsychology. London: Routledge.
28. Burman, E. (1997). Developmental psychology and its discontents. In D. Fox and I. Prilleltensky (Eds), Critical psychology: an introduction (pp. 134-49). London: Sage.
29. Bush, G. (2001). Bush says it is time for action. Retrieved 24 July 2009, from http://archives.cnn.com/2001/US/11/06/ret.bush.coalition/index.html
30. Butler, J. (1997). The psychic life of power. Stanford: Stanford University Press.
31. Butler, J. (2004). Undoinggender. London: Routledge.
32. Butler, R. (1988) Enhancing and undermining intrinsic motivation: the effect of task-involving and ego-involving evaluation of interest and performance. British Journal of EducationalPsychology 58, 1-14
33. Chodorow, N. (1999). The reproduction of mothering. Berkeley: University of California Press.
34. Coaker, V. (2009). Cambridge primary review: why the government rejects it. Retrieved 9 December 2009, from http://www.guardian.co.uk/education/mortarboard/2009/oct/16/cambridge-primary-review-vernon-coaker/
35. Collins dictionary of the English language. (2nd ed.). (1986). London: Collins.
36. de Sautoy, M. (2009). The Secret You [BBC TV]. In D. Walker (Producer), Horizon: BBC.
37. DfES. (2004). Every Child Matters: change for children in schools [Electronic Version], Retrieved December 2009, from http://www.everychildmatters.gov.uk/files/07CD1E89BFFA749324DC47F707DD5B7F.pdf
38. Doane, J., and Hodges, D. (1993). From Klein to Kristeva: psychoanalytic feminism and the search for the good enough mother (Criticalperspectives on women and gender). Michigan: University of Michigan Press.
39. Donaldson, M. (1978). Children's minds. (1990 ed.). London: Fontana.
40. Ecclestone, K., and Hayes, D. (2009). The dangerous rise of therapeutic education. London: Routledge.
41. Elliott, A. (2002). Psychoanalytic theory: an introduction. London: Palgrave.
42. Elliott, A., and Frosh, S. (Eds). (1995). Psychoanalysis in contexts: paths between theory and modern culture. London: Routledge.
43. Evans, D. (1996). An introductory dictionary ofLacanian psychoanalysis. London: Routledge.
44. Fonagy, P., and Target, M. (2003). Psychoanalytic theories: perspectives from developmental psychopathology. London: Whurr Publishers.
45. Forrester, G. (2005). All in a day's work: primary teachers 'performing' and 'caring'. Gender and Education, 17(3), 271-87.
46. Foulkes, E. (1990). S. H. Foulkes: a brief memoir. In E. Foulkes (Ed.), Selectedpapersof S.H. Foulkes: psychoanalysis and group analysis (pp. 3-20). London: Karnac Books.
47. Foulkes, S. H. (1946). On group analysis. Reprinted in E. Foulkes (Ed.), (1990) Selected papers of S.H. Foulkes: psychoanalysis and group analysis (pp. 127-36). London: Karnac Books.
48. Foulkes, S. H. (1966). Some basic concepts in group psychotherapy. In E. Foulkes (Ed.), Selected papers of S.H. Foulkes: psychoanalysis and group analysis. (1990 ed., pp. 151-58). London: Karnac Books.
49. Freud, S. (1899). Screen memories. In J. Strachey (Ed.), The standard edition of the complete psychological works of Sigmund Freud. (Vol. III (1893-99), pp. 301-22). London: Vintage.
50. Freud, S. (1921). Group psychology and the analysis of the ego. In J. Strachey (Ed.), The standard edition of the complete psychological works of Sigmund Freud (Vol. XVIII (1920-22), pp. 65-143). London: Vintage.
51. Freud, S. (1923). The ego and the id. In J. Strachey (Ed.), The standard edition of the complete psy-chological works of Sigmund Freud (Vol. XIX (1923-25), pp. 3-66). London: Vintage.
52. Freud, S. (1926). Inhibitions, symptoms and anxiety. In J. Strachey (Ed.), The standard edition ofthe complete psychological works of Sigmund Freud (Vol. XX (1925-26), pp. 77-175). London: Vintage.
53. Freud, S. (1930). Civilization and its discontents. In J. Strachey (Ed.), The standard edition of the complete psychological works of Sigmund Freud (2001 ed., Vol. XXI (1927-31), pp. 59-145). London: Vintage.
54. Freud, S. (1933). Lecture XXXIV: Explanations, applications and orientations. In J. Strachey (Ed.), The standard edition of the complete psychological works of Sigmund Freud (Vol. XXII (1932-36), pp. 136-57). London: Vintage
55. Freud, S. (1937). Analysis terminable and interminable. In J. Strachey (Ed.), The standard edition of the complete psychological works of Sigmund Freud (Vol. XXIII (1937-39), pp. 211-53). London: Vintage.
56. Frosh, S. (1999). The politics of psychoanalysis: an introduction to Freudian and post-Freudian theory (second edition). London: Macmillan.
57. Frosh, S. (2002). Key concepts in psychoanalysis. London: The British Library.
58. Frosh, S., and Baraitser, L. (2008). Psychoanalysis and psychosocial studies. Psychoanalysis, Culture & Society, 13(4), 346-65.
59. Frosh, S., Phoenix, A., and Pattman, R. (2002). Young masculinities: understanding boys in con-temporary society. Basingstoke: Palgrave.
60. Furedi, F. (2004). Therapy culture: cultivating vulnerability in an uncertain age. London: Routledge.
61. Garcia, R. (Writer and Producer) (2008). In treatment. USA: HBO.
62. Gargiulo, G. J. (1998). D. W. Winnicott's psychoanalytic playground. In P. Marcus and A. Rosenberg (Eds), Psychoanalytic versions ofthe human condition: philosophies ofife and their impact on practice (pp. 140-60). New York: New York University Press.
63. Grosz, E. (1990). Jacques Lacan: a feminist introduction. (1998 ed.). London: Routledge.
64. Hey, V. (1997). The company she keeps: an ethnography of girls' friendships. Buckingham: Open University.
65. Hinshelwood, R. D. (1991). A dictionary of Kleinain thought. (2nd ed.). London: Free Association Books.
66. Hinshelwood, R. D. (1994). Clinical Klein. London: Free Association Books.
67. Hughes, M. (1986). Children and number: difficulties in learning mathematics. London: Blackwell.
68. James, A., and James, A. L. (2004). Constructing childhood. Basingstoke: Palgrave Macmillan.
69. Jaques, D. (1984). Learning in groups (1991 ed.). London: Kogan Page.
70. Jenks, C. (2005). Childhood and transgression. In J. Qvortrup (Ed.), Studies in modem child-hood: society, agency, culture (pp. 115-27). Basingstoke: Palgrave Macmillan.
71. Klein, M. (1930). The importance of symbol formation in the development of the ego. In J. Mitchell (Ed.), The selected Melanie Klein (1991 ed., pp. 95-111). Harmondsworth: Penguin.
72. Klein, M. (1946). Notes on some schizoid mechanisms. In J. Mitchell (Ed.), The selected Melanie Klein (1991 ed., pp. 176-200). Harmondsworth: Penguin.
73. Lacan, J. (2001). The mirror stage as formative of the function of the I as revealed in the psychoanalytic experience (A. Sheridan, Trans.). In Ecrits: a selection (pp. 1-8). London: Routledge.
74. Laerke, A. (1998). By means of re-membering: notes on a fieldwork with English children. Anthropology Today, 14(1), 3-7.
75. Layard, R. (2006). Happiness: lessons from a new science. London: Penguin.
76. Layard, R. (2007). Happiness and the teaching of values [Electronic Version]. CentrePiece, 2007. Retrieved April 2010, from http://cep.lse.ac.uk/new/staff/person.asp?id=970.
77. Lucey, H. (2001). Social class, gender and schooling. In B. Francis and C. Skelton (Eds), Investigating gender: contemporary perspectives in education (pp. 177-87). Buckingham: Open University Press.
78. Lucey, H., and Reay, D. (2002). Carrying the beacon of excellence: social class differentiation and anxiety at a time of transition. Journal ofEducation Policy, 17(3), 321-36.
79. Lucey, H., Melody, J., and Walkerdine, V. (2003). Uneasy hybrids: psychosocial aspects of becoming educationally successful working-class young women. Gender and Education, 15(3), 285-99.
80. Ma, L. (1999). Knowing and teaching mathematics: teachers' understanding of fundamental mathematics in China and the United States. Mahwah, NJ: Lawrence Erlbaum Associates.
81. McLeish, J. (1992). Number: from ancient civilisations to the computer. London: Flamingo.
82. Mahony, P., and Hextall, I. (2003). Reconstructing teaching: standards, performance and accountabil-ity. London: RoutledgeFalmer.
83. Marcus, P., and Rosenberg, A. (Eds). (1998). Psychoanalytic versions of the human condition: philosophies of life and their impact on practice. New York and London: New York University Press.
84. Marx, G. (1959). Groucho and me: the autobiography of Groucho Marx. London: Victor Gollancz.
85. Mauthner, M. (1997). Methodological aspects of collecting data from children: lessons from three research projects. Children & Society, 11, 16-28.
86. Mayall, B. (2002). Towards a sociology for childhood: thinking from children's lives. Maidenhead: Open University Press.
87. Menzies Lyth, I. (1960). Social systems as a defense against anxiety. Reprinted in P. du Gay, J. Evans, and P. Redman (Eds), Identity: a reader (2000) (pp. 163-82). London: Sage in association with The Open University.
88. Mitchell, J. (1998). Introduction to Melanie Klein. In J. Phillips and L. Stonebridge (Eds), ReadingMeianie Klein (pp. 11-31). London: Routledge.
89. Moore, A. (2000). Teaching and learning, pedagogy, curriculum and culture. London: RoutledgeFalmer.
90. Moore, A. (2004). The good teacher: dominant discourses in teaching and teacher education. London: RoutledgeFalmer.
91. Moore, A. (2006). Recognising desire: a psychosocial approach to understanding education policy and effect. Oxford Review ofEducation, 32(4), 487-503.
92. Morris, S. (2009, 13 October). Child abuser Vanessa George admits her crimes were 'dis-gusting and vile'. The Guardian. Retrieved January 2010, from http://www.guardian.co.uk/uk/2009/oct/13/child-abuser-vanessa-george
93. Moss, P., and Penn, H. (1996). Transforming nursery education. London: Paul Chapman.
94. Nitsun, M. (1996). The anti-group: destructive forces in the group and their creative potential. (2003 ed.). Hove: Brunner-Routledge.
95. O'Hara, M. (2005, 30 November). Walking the happy talk. The Guardian. Retrieved January 2010, from http://www.guardian.co.uk/society/2005/nov/30/guardiansocietysup-plement.politics
96. O'Loughlin, M. (2006). On knowing and desiring children. In G.M. Boldt and P.M. Salvio (Eds), Love's return: psychoanalytic essays on childhood, teaching and learning (pp. 185-202). London: Routledge.
97. Pajak, E. (1998). Exploring the 'shadow' side of teaching. Journal of Curriculum Theorizing 14(2), 8-14.
98. Parsons, C. (2005). School exclusion: the will to punish. British Journal ofEducational Studies, 53(2), 187-211.
99. Phillips, J., and Stonebridge, L. (1998). Introduction. In J. Phillips and L. Stonebridge (Eds), Reading Melanie Klein (pp. 1-10). London: Routledge.
100. Pines, M. (1994). The group-as-a-whole. In D. Brown and L. Zinkin (Eds), Thepsyche and the social world: developments in group-analytic theory (2000 ed., pp. 47-59). London: Jessica Kinksley.
101. Pitt, A., and Britzman, D. (2003). Speculations on qualities of difficult knowledge in teach-ing and learning: an experiment in psychoanalytic research. Qualitative Studies in Education, 16(6), 755-76.
102. Powell, L. C., and Barber, M. E. (2006). Savage inequalities indeed: irrationality and urban school reform. In G.M. Boldt and P.M. Salvio (Eds), Love's return:psychoanalytic essays on childhood, teaching and learning (pp. 33-60). London: Routledge.
103. Prout, A. (2005). The future of childhood: towards the interdisciplinary study of children. London: RoutledgeFalmer.
104. Pullman, P. (2003, 30 September). Lost the plot. The Guardian. Retrieved 11 October 2009, from http://www.guardian.co.uk/books/2003/sep/30/primaryeducation.schools/print
105. Qvortrup, J. (Ed.). (2005). Studies in modern childhood: society, agency, culture. Basingstoke: Palgrave Macmillan.
106. Reay, D. (2001a). 'Spice Girls', 'Nice Girls', 'Girlies' and 'Tomboys': gender discourses, girls' culture and femininities in the primary classroom. Gender and Education, 13(2), 153-66.
107. Reay, D. (2001b). Finding or losing yourself? Working-class relationships to education. Journal ofEducationalPolicy, 21(16), 333-46.
108. Reay, D. (2002). Shaun's story: troubling discourses of white working-class masculinities. Gender and Education, 14(3), 221-34.
109. Rowling, J. K. (1998). Harry Potter and the philosopher's stone. London: Bloomsbury.
110. Rudduck, J., and Fielding, M. (2006). Student voice and the perils of popularity. Educational Review, 58(2), 219-31.
111. Shain, F. (2003). The schooling and identity ofAsian girls. Stoke on Trent: Trentham.
112. Shaw, J. (1995). Education, gender and anxiety. London: Taylor and Francis.
113. Shepherd, J. (2009, 15 March). Self-esteem drive may backfire, warns expert. The Observer.
114. Sikes, P., and Piper, H. (2010). Researching sex and lies in the classroom: allegations of sexualmis- conduct in schools. London: Routledge.
115. Silin, J. G. (2006). Reading, writing and the wrath of my father. In G.M. Boldt and P.M. Salvio (Eds), Love's return: psychoanalytic essays on childhood, teaching and learning (pp. 227-41). London: Routledge.
116. Stonebridge, L. (1998). Anxiety in Klein: the missing witch's letter. In J. Phillips and L. Stonebridge (Eds), Reading Melanie Klein (pp. 190-202). London: Routledge.
117. Symington, J., and Symington, N. (1996). The clinical thinking of Wilfred Bion. (2004 ed.). London: Routledge.
118. Taubman, P. M. (2006). I love them to death. In G.M. Boldt and P.M. Salvio (Eds), Love's return: psychoanalytic essays on childhood, teaching and learning (pp. 19-32). London: Routledge.
119. Tizard, B., and Hughes, M. (1984). Young children learning. London: Fontana.
120. Todd, S. (Ed.). (1997). Learning desire: perspectives on pedagogy, culture and the unsaid. New York, London: Routledge.
121. Toynbee, P. (2009, 27 November). Bad politicians are slave to public opinion. Good ones try to change it. The Guardian.
122. Walkerdine, V. (1984). Developmental psychology and the child-centred pedagogy: the insertion of Piaget into early education. In J. Henriques, W. Holloway, C. Urwin, C. Venn, and V. Walkerdine (Eds), Changing the subject: psychology, social regulation and subjectivity (pp. 153-202). London: Methuen.
123. Walkerdine, V., Lucey, H., and Melody, J. (2001). Growing up girt psychosocial explorations ofgen- der and class. London: Palgrave.
124. Winnicott, D. W. (1947). Hate in the countertransference. In M.M. R. Khan (Ed.), Through paediatrics to psycho-analysis (Vol. 1975, pp. 194-203). London: Hogarth Press and The Institute of Psycho-analysis.
125. Winnicott, D. W. (1964). The child, the family and the outside world (1991 ed.). London: Penguin.
126. Winnicott, D. W. (1971). Playing and reality (2008, Routledge Classics ed.). London: Tavistock Publications.
127. The Youth Justice Board. (2006). A guide to anti-social behaviour orders (Ref275335). London: The Home Office.