Desiring desire in rethinking pedagogy

Learning Desire: Perspectives on Pedagogy, Culture, and the Unsaid

Volumn , Issue , 2013, Pages 1-13

  Todd, Sharon ^a  

^a YORK UNIVERSITY   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85085441672     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203948965-7     Document Type: Editorial

References (26)

1. Jane Gallop, “The Immoral Teachers,” Yale French Studies 63 (1982), 118.
2. Paulo Freire, Pedagogy of the Oppressed (New York: Continuum, 1989), chap. 2, passim.
3. Paulo Freire, Pedagogy of the Oppressed (New York: Continuum, 1989), chap. 2, passim. 64, 62.
4. Stephen J. Ball, ed., Foucault and Education (London: Routledge, 1990.
5. Deborah Britzman, “The Terrible Problem of Knowing Thyself: Toward a Poststructural Account of Teacher Identity,” JCT9, no. 3 (1992).
6. Cleo H. Cherryholmes, Power and Criticism: Poststructural Investigations in Education (New York: Teachers College Press, 1988).
7. Henry Giroux, “The Turn Toward Theory,” in Disturbing Pleasures (New York: Routledge, 1994).
8. Maria-Regina Kecht, ed., Pedagogy Is Politics: Literary Theory and Critical Teaching (Urbana: University of Illinois Press, 1992).
9. Patti Lather, Getting Smart: Feminist Research and Pedagogy withlin the Postmodern (New York: Routledge, 1991).
10. Rebecca Martusewicz, “Mapping the Terrain of the Post-Modern Subject: Post-Structuralism and the Educated Woman,” in Understanding Curriculum as Phenomenological and Deconstructed Text, ed. William F. Pinar and William M. Reynolds (New York: Teachers College Press, 1992), 131-58
11. Paradigmatic here is the collection of essays, Postmodernism, Feminism and Cultural Politics, ed. Henry Giroux (Albany: SUNY, 1991).
12. Roger Simon, Henry Giroux, and contributors, Popular Culture, Schooling and Everyday Life (South Hadley, Mass.: Bergin and Garvey, 1989).
13. Giroux, Fugitive Cultures: Race, Violence, and Youth (New York: Routledge, 1996).
14. Deborah Britzman, “What Is This Thing Called Love,” TABOO 1 (spring 1995), 65-93.
15. Claudia Mitchell and Sandra Weber, Funny You Don’t Look Like a Teacher: Interrogating Images of Identity in Popular Culture (Philadelphia: Falmer Press, 1995).
16. Roger Simon, “Constructing a Global Memory,” unpublished paper 1996.
17. Jane Gallop ed. Pedagogy: The Question of Impersonation (Bloomington: Indiana University Press, 1995).
18. Deborah Britzman and Alice Pitt, “Pedagogy in Transferential Time,” Theory into Practice 35, no. 2 (spring 1996).
19. Chris Amirault, “Good Teacher, Good Student: Identifications of a Student Teacher,” in Pedagogy, ed. Gallop, 64-78.
20. Alison Jones, “Desire, Sexual Harassment, and Pedagogy in the University,” Theory into Practice 35, no. 2 (spring 1996), 102-6.
21. Bell Hooks, “Passionate Pedagogy: Erotic Student-Faculty Relationships,” Z Magazine (March 1996), 45-51.
22. Bell Hooks, “Eros, Eroticism and the Pedagogical Process,” in Teaching to Transgress (New York: Roudedge, 1994), 191-200.
23. Naomi Scheman, “On Waking up One Morning and Discovering We Pue Them,” in Pedagogy, ed. Gallop, 106-16.
24. Cornelius Castoriadis, The Imaginary Institution of Society, trans. Kathleen Blarney (Cambridge: MIT Press, 1987), 297.
25. Slavoj Zizek, The Sublime Object of Ideology (London: Verso, 1989), 106.
26. Robert J. C. Young’s book by that name: Colonial Desire: Hybridity in Theory, Culture and Race (London: Roudedge, 1995).