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Abstract
In this paper, the author discusses pedagogy and strategy within the current climate set by the “War on Terror”. Deploying Lacanian psychoanalysis in a critique of standardized knowledge, the author develops a theory of “abject pedagogy” that seeks to subvert the current “regimes of truth” while providing educators with a viable pedagogy during this “state of emergency”.
Acknowledgements
My special thanks to Fredric Jameson for his comments on an early version of this paper. I would also like to thank Douglas Kellner for his support and the anonymous reviewers whose comments helped to improve the paper.
Notes
* University of California, Los Angeles, 361 W. California Ave. #8, Glendale, CA 91203, US. Email: [email protected]