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Exploring the implications of a novel theory of educational desire on the prevailing modes of educational research and theory, this book contextualises the realm of education studies through the challenging philosophies and theories of Lacan, thereby providing a genuinely alternative approach to the study of education. Structured into three main parts, the book provides a discussion of Lacanian ideas within educational research by setting out a description and analysis of how a theory of desire may work in educational settings and practice. Using vignettes and examples to drive the discussion, chapters explore the pivotal aspects of desire, which could be imaginary, symbolic, or real, elucidated by a mapping of discourses and exploring the reluctance of educational studies to engage with themes related to desire and psychoanalysis. Ultimately, the book argues for the need to disrupt the theoretical and practical logics and models that limit teacher practice, such as accountability, visible learning, competencies, pedagogical knowledge, and professional development, and how these can be better understood from a Lacanian perspective. This book will be of use to scholars, researchers, and academics in the fields of the philosophy of education, the theory of education, and teachers and teacher education more broadly. Those specifically interested in Lacanian psychoanalysis and a Lacanian view on how the concept of desire may influence educational research and practice will also find the book of use. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non-Commercial (CC-BY-NC) 4.0 license.
Exploring the implications of a novel theory of educational desire on the prevailing modes of educational research and theory, this book contextualises the realm of education studies through the challenging philosophies and theories of Lacan, thereby providing a genuinely alternative approach to the study of education. Structured into three main parts, the book provides a discussion of Lacanian ideas within educational research by setting out a description and analysis of how a theory of desire may work in educational settings and practice. Using vignettes and examples to drive the discussion, chapters explore the pivotal aspects of desire, which could be imaginary, symbolic, or real, elucidated by a mapping of discourses and exploring the reluctance of educational studies to engage with themes related to desire and psychoanalysis. Ultimately, the book argues for the need to disrupt the theoretical and practical logics and models that limit teacher practice, such as accountability, visible learning, competencies, pedagogical knowledge, and professional development, and how these can be better understood from a Lacanian perspective. This book will be of use to scholars, researchers, and academics in the fields of the philosophy of education, the theory of education, and teachers and teacher education more broadly. Those specifically interested in Lacanian psychoanalysis and a Lacanian view on how the concept of desire may influence educational research and practice will also find the book of use. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non-Commercial (CC-BY-NC) 4.0 license.
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