The "Human Problem" in educational research: Notes from the psychoanalytic archive
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 45, Heft 5, S. 437-454
ISSN: 1467-873X
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In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 45, Heft 5, S. 437-454
ISSN: 1467-873X
In: Jeunesse: young people, texts, cultures, Band 6, Heft 2, S. 15-34
ISSN: 1920-261X
This paper investigates the motif of repetition in relationship to the pervasive emblem of the child as future. Drawing from Sigmund Freud's discussion of the uncanny and from D. W. Winnicott's theory of playing, the paper proposes that newness rests not on the literal fact of the child but in the play of signification—the life of the signifier—opened up in the haunting encounter with old scenes. When childhood is understood as an uncanny effect, we may encounter the adult's repressed and quaking insides, an encounter from which typically we flee in the idealization of the child as future. This paper takes as its object of analysis a recent series by Canadian photographer Jonathan Hobin called In the Playroom, which features children as "doubles" who re-enact scenes of historical violence and power plays of the adult world. Hobin's doubles have uncanny effects that hold the potential for renewed meaning in a world that turns on the compulsion to repeat.
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 39, Heft 4, S. 537-554
ISSN: 1467-873X
In: Studies in gender and sexuality: psychoanalysis, cultural studies, treatment, research, Band 21, Heft 3, S. 155-172
ISSN: 1940-9206
In: Reflective practice, Band 18, Heft 4, S. 448-462
ISSN: 1470-1103
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 46, Heft 3, S. 221-229
ISSN: 1467-873X
In: Children & society, Band 35, Heft 5, S. 648-662
ISSN: 1099-0860
AbstractThis article examines how childhood innocence is taken up in (92) memories of undergraduate students across four sites in the US and Canada. Drawing from Foucault's theory of discourse, we examine how three themes—innocence as not knowing, innocence as being provided for, and loss of innocence as exposure to adversity—construct childhood as the absence of conflict, which perpetuates the myth of an innocence/experience binary and encourages a deficit perspective of childhood. These findings contribute to teacher education and childhood studies by highlighting the importance of interrogating adult memories in order to disrupt normative assumptions about children.
"Reach into this trickbox of memory and rummage around: you may find a tiny spaceship, or perhaps a signpost, a parade, a raised fist, an entire museum.
The essays in Trickbox of Memory: Essays on Power and Disorderly Pasts draw on literary criticism, post-qualitative inquiry, new materialism, and political activism to dismember and reanimate the field of memory studies. In the trickbox, concepts rub up against each other, pieces chip off, things leak, glitter gets everywhere. Things are damaged, their edges are ragged. Some show the potential for repair in the future. The chapters in this volume respond to the observation that in today's moment of political danger, "expected" pasts can easily be instrumentalized in the service of fascism.
Trickbox of Memory interrupts the "expected" to throw history into disarray by focusing on the subtlety of how power relations are enacted and contested in reference to the past, assembling a transnational constellation of scholars and practitioners who offer new tricks for working critically with disorderly pasts."