Education An Impossible Profession Psychoanalytic Explorations of Learning and Classrooms Foundations and Futures of Education 1st Edition by Tamara Bibby 1136920226 9781136920226
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ISBN 10: 1136920226
ISBN 13: 9781136920226
Author: Tamara Bibby
In classrooms and lectures we learn not only about academic topics but also about ourselves, our peers and how people and ideas interact. Education – An Impossible Profession extends the ways in which we might think about these processes by offering a refreshing reconsideration of key educational experiences including those of: being judged and assessed, both formally and informally adapting to different groups for different purposes struggling to think under pressure learning to recognise and adapt to the expectations of others. This book brings psychoanalysis to new audiences, graphically illustrating its importance to understandings of teaching, learning and classrooms. Drawing on the author’s original research, it considers the classroom context, including policy demands and professional pressures, and the complexity of peer and pedagogic relationships and interactions asking how these might be being experienced and what implications such experiences might have for learners and teachers. The discussions will be of interest not only to teachers, leading-learners and teacher-educators, but also to individuals interested in education policy, professional practice and theories of education.
Education An Impossible Profession Psychoanalytic Explorations of Learning and Classrooms Foundations and Futures of Education 1st Table of contents:
1 An introduction
Where this book comes from
What it is and what it is not
Key ideas
The dynamic unconscious
The defended subject
We are psychosocial beings
Some difficulties with these ideas and responses to those difficulties
The research base of the book
The structure of the book
2 The primary task of the school?
The primary task of the school in relation to learners and their carers
The creation, control and transmission of knowledge
The development of the child
The overlay of knowledge on the developing child
The internal objects in teachers’ inner representational worlds
The social defences of the school
Compliance
Systematicity
Fragmentation
Moving forwards
3 Mirror, mirror on the wall
The mirror in psychoanalysis
Mirror, mirror on the (classroom) wall, who am I?
‘Good’ mirroring
More problematic mirroring
Negative mirroring and humiliation
An absent mirror
Being overlooked
Conclusion
4 Accountability
Donald Winnicott, a facilitating environment, play and creativity
A facilitating environment and a ‘true’ self-structure
A failed facilitating environment and a ‘caretaker’ self-structure
Conclusion
5 Tall poppies and shrinking violets
Groups to learn in
What is a group?
What holds a group together?
Defining the group
Establishing ‘the untouchables’
Policing the boundaries
Ambivalence and groups
To belong or to shine?
The desire to belong, the terror of dependency
Opting out: wanting not to be part of a group
Taking care not to stand apart: keeping your head down
Getting subsumed, becoming invisible
Feeling excluded
Conclusion
6 Group processes
Wilfred Bion and the basic assumption groups
Dependent groups
Pairing groups
Fight/flight groups
A warning against systematicity and transference
Cheating in the dependent maths group?
Being a leader
Conclusion
7 When does the lesson start?
What does it mean to think and to know?
Kleinian object relations
Little Dick starting to think
Bion’s theory of thought and thinking
The growth of thought and (the failure of) symbolisation
Putting this into an educational context
‘But I don’t get it Miss!’
Good knowledge and bad knowledge
Creating space to think
Play and playfulness
Collaboration and displacement
Conclusion
8 But I think best with my friends
Containment and holding
Jessica Benjamin and the intersubjective third
A third, intersubjective space between us
A position of complementarity: you or me, doer or done to
Pedagogic relationships
Is this what democracy looks like?
What kinds of talk are possible here?
On being a difficult character: Rezwana’s experience
If it could only be like this: Rani’s lament
Conclusion
9 Being ‘good-enough’ and taking the risk to ‘fail better’
The price of perfection
Idealisation
Hate
Aggression
Being ‘good-enough’: disillusion, weaning, guilt and reparation
Accepting loss: mourning and the work of reparation
Conclusion
Notes
References
Index
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Tamara Bibby,Impossible Profession,Psychoanalytic Explorations