1,721,001 research outputs found
Britzman, Deborah P., Structures of Feeling in Curriculum and Teaching, Theory into Practice, 31(Summer, 1992), 252-258.
No full textDescribes agency and identity in teaching from a critical perspective
Britzman, Deborah P., The Terrible Problem of Knowing Thyself: Toward a Poststructural Account of Teacher Indentity, JCT: An Interdisciplinary Journal of Curriculum Studies, 9(Spring, 1992), 23-46.
No full textProvides a qualitative portrait of one student teacher\u27s concept of self-identity
Britzman, Deborah P., Who Has the Floor? Curriculum, Teaching, and the English Student Teacher\u27s Struggle for Voice, Curriculum Inquiry, 19(Summer, 1989), 145-162.*
No full textShows how a student teacher experiences curriculum practices
Britzman, Deborah P., The Question of Belief, pp. 243-254 in her Practice Makes Perfect: A Critical Study of Learning to Teach, Revised edition. Albany, NY: SUNY Press, 2003.
No full textDiscusses issues in doing critical ethnography with special reference to the study reported in this book
Britzman, Deborah P., The Structure of Experience and the Experience of Structure in Teacher Education, pp. 45-73 in her Practice Makes Perfect: A Critical Study of Learning to Teach, Revised edition. Albany, NY: SUNY Press, 2003.
No full textAnalyzes the theories and practices that structure experience in learning to teach (fragmented experience, compartmentalization of knowledge, pedagogy and content, knowledge and interest, theory and practice, socialization to subjectivity)
Never Lost, Never Found: A Psychoanalytic Study of Representations of the Child in Literature
Get PDFThis study is an inquiry into the emotional significance of representations of the child and begins from the assumption that the relationship between our perception of the child and the adult we have become, is filled with anxiety. The initial questions ask how a study of representations of the child offers something beyond our own experiences and observations of real children. This work draws upon psychoanalytic theories of constructions, childhood, and the problem of loss, along with Arendts concept of natality in order to initiate exploration within the complicated world of adult/child relations. Literature, the primary content for this investigation, welcomes us into an imaginary constellation of experiences where the problems of natality, loss and the construct of the child are uniquely explored. The emotional scenes of childhood and loss examined in the novels Annie John, Never Let Me Go and Frankenstein reflect the adults disoriented relationship with the past and the interminable problem of the relations between adult and child. Four central themes emerge from the conversation with the selected literary texts: 1) newness, fragility & the body; 2) dimensions of time; 3) the emotional relationship between the adult and the child; 4) knowing/not-knowing. These themes are used as starting points for analysis, recognizing the child as representative of something but also in need of representation. This project aims to reveal the forgotten emotional life existing between adult and child and assist in reconceptualizing a relationship to childhood that considers a re-imagined notion of natality along with the capacity of phantasy and our imaginative thinking
An Interdisciplinary Study of the Rule of Trauma and Early Host-Foreign Language Immersions in Significant Language Learning and Translingual Identity Formations
Get PDFThrough the reading of various self-narratives that focus on adults looking back at their memories of host/foreign language learning during the periods of childhood and adolescence, this interdisciplinary dissertation studies language as a collective and individual transformational phenomenon. Drawing from my own experiences as a foreign language learner and second language educator, and from discussions of psychoanalytic views on migration and language learning, my thesis looks at language beginnings as influencing the initial and ongoing development of the speaking subject.
I research the manner in which translingual narratives, as literary discursive constructs, testify to writers’ attempts at symbolizing their realities within the continuum of constructed, deconstructed and reconstructed identities. By examining writers’ primary processes through descriptions of dreams, narrated breaks in language, slips of pen and excesses in discourse, my work studies the ego’s attachment to language and focuses on the manner in which host-foreign language immersions, as socio-emotional occurrences may interact with and respond to individuals’ known and seemingly forgotten experiences.
Aside from paying close attention to the affective and social authority that resides within all internalized languages, my work zeros in on the concept of early forced versus chosen socio-cultural and linguistic relocations. I look at how host/foreign immersions and significant language learning equate to emotional trauma, and into the manner in which such trauma often becomes synthesized as a benign occurrence, enabling individuals to transform and redefine their lives within the natural dynamics of aggression that exist within subjects’ third space
Memory Restoration: Working through Histories in the North American Chinese Diaspora
No full textFrom the perspective of psychoanalytic theory, this dissertation attempts to clarify the way and possibility of working through difficult histories in the Chinese diaspora in North America. Considering the discrete nature, fragmentation, mobility, and prevalence of individual and familial units within the diaspora, psychoanalysis provides an advantageous framework for investigating and addressing historical experiences and their aftermath. I examine the contributions of three prominent psychoanalytic theorists, Sigmund Freud, Melanie Klein, and Donald Winnicott, in order to explore the ways in which their respective theories provide insights into the questions of: what one is working through, what one is working through to, and where one may locate the experiences of working through. Specifically, based on Winnicott’s concepts of ‘use of object’ and ‘transitional space,’ I argue that the use of cultural production, such as fiction, should be considered an integral part of the process of working through histories for the Chinese diaspora. I present three case studies that illustrate the utilization of cultural products from the Chinese diaspora as a means to comprehend their ongoing struggle between the processes of remembrance and forgetting. In my analysis, I consider not only the textual material itself, but also the factors pertaining to the authorship and reception of the text. These factors include situations of diaspora, traumatic experiences, the act of bearing witness, modes of learning, and the diligent endeavours of working through
An Aesthetic Education: Conceptualizing Education through Contemporary Artists and their Work
Get PDFThis dissertation inquires into a theory of learning through an examination of the intersection of art and education. With the work of educational theorists who explore how art may call our attention to the conflicts and contradictions that reside in education, the dissertation asks how we might understand an education that requires intervention. Drawing upon Adorno’s philosophical theories of negativity and aesthetics and psychoanalytic theories, I suggest that an analysis of the relationship between art and education can be furthered through the study of contemporary artists and their works. The focus is on the visual and written works of Kara Walker, Christian Boltanski, and Roee Rosen. Three tensions are explored: 1) that education resides in the realm of both social discourse and psychical life; 2) that education is composed from its limitations and possibilities; and, 3) disruption in a theory of learning is both a necessity and a new problem. The dissertation argues that the relationship between art and education constitutes a theory of learning that is also a delicate balance between the disruption of conflicted conditions and the re-construction of new ideas. Further, it is a theory where learning cannot be anticipated, but instead only reported on in retrospect. Learning therefore involves the paradox that a possibility for new understandings comes at the risk of a failure to understand
On the Education of a Psychiatrist: Notes from the Field
Get PDFThe overarching borrowed question that frames the work of this PhD asks, "What does an education in psychiatry do to a psychiatrist?" Early in my practice of child and adolescent psychiatry, the "know how" in the custodianship of care neither readily nor easily translated into "show how," resulting in a pedagogical conundrum that belatedly registered as uncomfortable emotional symptoms about my education. This nidus of professional confusion and uncertainty creates the context for my inquiry into the complexities and dilemmas of contemporary matters of medical education, specifically as it pertains to my identity as a psychiatrist. To probe these queries, three non-traditional, blended methodologies are relied upon. John Forrester's "thinking in cases" is utilized in reading memoirs and critical histories in psychiatry, such that the thesis can be read as a case of many educational cases. I stay close to the reading of Oliver Sacks' memoir whose work in neurology also grapples with questions of the mind; an idea which becomes a leitmotif in my own autoethnographic reflections for re-constructing my education in psychiatry and its potential beginnings as a trainee and educator in both Canada and Uganda. Weaving in and out of historical observations made by Foucault about psychiatry and linking them to Sacks' recall of numerous medical institutional encounters, I tackle the problem of matricide in an educational arena weary of newness and how this deadly curriculum can be generative in its intent. Through attempts at engaging a decolonizing discourse about my experiences as a clinician educator in Uganda, the concept of an educational void and how it was both ruthlessly encountered as a situational dilemma but underwent a thought transformation to understand it as a survival tactic, is described. Psychoanalytic orientations are heavily leaned upon in my interpretations, highlighting the emotional logic inherent in the transference sites constituting the human work of medical practice and education. Broad themes emerge focusing on history, place, gender, and positioning of the body as educational markers speaking to a different kind of experiential pedagogy predicated on somatic revelations to make the mind intelligible in its relevance to the temporality of education. I arrive at the fault lines of education, difficult knowledge, and the uncertainties, including the frailty of my own self as a resource for the mind, that form educational myths needed to tackle obstacles to learning. Through this process, a personal and professional awakening occurs
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