The Lacanian Teacher - Stock, Nick;Peim, Nick
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What does it mean to be a Lacanian teacher? This book responds through three avenues: what Lacan had to say about teaching, how Lacan taught his seminars, and what his theoretical ideas might have to say about teaching in general. The authors propose a rethinking of the teacher, the relationship between teacher and their fantasmatic educational landscape, a deconstruction of pedagogy, and a consideration of the teacher's enjoyment. An original understanding of the ontological dimension of education is proposed, along with an account of the implications this has for the thinking and being of a…mehr

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Produktbeschreibung
What does it mean to be a Lacanian teacher? This book responds through three avenues: what Lacan had to say about teaching, how Lacan taught his seminars, and what his theoretical ideas might have to say about teaching in general. The authors propose a rethinking of the teacher, the relationship between teacher and their fantasmatic educational landscape, a deconstruction of pedagogy, and a consideration of the teacher's enjoyment. An original understanding of the ontological dimension of education is proposed, along with an account of the implications this has for the thinking and being of a teacher.

This book represents a valuable addition to the emerging body of Lacanian critical work in education and offers fresh insights for practitioners and scholars in the fields of education and psychoanalysis.
Autorenporträt
Dr Nick Stock is a British Academy Postdoctoral Researcher at the University of Birmingham, UK. He was an English teacher for thirteen years before starting his current research, which explores the unconscious desires of teachers. His work uses psychoanalytic theory, poststructuralist philosophy, literature, radical politics and theories of educational alternatives.  Dr Nick Peim lectured Education, ITT and research philosophy at the University of Birmingham, UK. He has taught and written about cultural and curriculum politics, about education as governance, research theory and philosophy. Recent publications include Rethinking the Politics of Education (2022) and A Critique of Pure Education (2024).