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Original Articles

Between Psychoanalysis and Pedagogy: Scenes of Rapprochement and Alienation

Pages 95-117 | Published online: 07 Jan 2015

Keep up to date with the latest research on this topic with citation updates for this article.

Read on this site (24)

Aparna Mishra Tarc. (2023) Qualifying pedagogy: observations on a pedagogical encounter. Pedagogy, Culture & Society 31:1, pages 75-90.
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K. Cebula, G. Macleod, K. Stone & S.W.Y. Chan. (2022) Student experiences of learning about potentially emotionally sensitive topics: trigger warnings are not the whole story. Journal of Further and Higher Education 46:8, pages 1120-1134.
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Babak Dadvand, Helen Cahill & Michalinos Zembylas. (2022) Engaging with difficult knowledge in teaching in post-truth era: from theory to practice within diverse disciplinary areas. Pedagogy, Culture & Society 30:3, pages 285-293.
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Professor Michalinos Zembylas. (2022) Post-truth as difficult knowledge: fostering affective solidarity in anti-racist education. Pedagogy, Culture & Society 30:3, pages 295-310.
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Larissa McLean Davies & Lucy Buzacott. (2022) Rethinking literature, knowledge and justice: selecting ‘difficult’ stories for study in school english. Pedagogy, Culture & Society 30:3, pages 367-381.
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Muna Saleh. (2021) “We need a new story to guide us”: Towards a curriculum of Rahma. Curriculum Inquiry 51:2, pages 210-228.
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Melina Porto & Michalinos Zembylas. (2020) Pedagogies of discomfort in foreign language education: cultivating empathy and solidarity using art and literature. Language and Intercultural Communication 20:4, pages 356-374.
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Cathryn Van Kessel, Kent Den Heyer & Jeff Schimel. (2020) Terror management theory and the educational situation. Journal of Curriculum Studies 52:3, pages 428-442.
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Michalinos Zembylas & Zvi Bekerman. (2019) Engaging with teachers’ difficult knowledge, seeking moral repair: the entanglement of moral and peace education. Journal of Peace Education 16:2, pages 155-174.
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Tanetha Jamay Grosland. (2019) Through laughter and through tears: emotional narratives to antiracist pedagogy. Race Ethnicity and Education 22:3, pages 301-318.
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Kevin J. Holohan. (2017) Identification, language, and subjectivity: Reading Freire through/against Lacan. Curriculum Inquiry 47:5, pages 446-464.
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Michalinos Zembylas. (2017) Teacher resistance to engage with ‘alternative’ perspectives of difficult histories: the limits and prospects of affective disruption. Discourse: Studies in the Cultural Politics of Education 38:5, pages 659-675.
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Carmel Hinchion & Kathy Hall. (2016) The uncertainty and fragility of learning to teach: a Britzmanian lens on a student teacher story. Cambridge Journal of Education 46:4, pages 417-433.
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Joseph Mintz. (2016) Bion and Schön: Psychoanalytic Perspectives on Reflection in Action. British Journal of Educational Studies 64:3, pages 277-293.
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Jenna Min Shim. (2015) Transference, Counter-transference, and Reflexivity in Intercultural Education. Educational Philosophy and Theory 47:7, pages 675-687.
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Articles from other publishers (21)

Seán Henry, Audrey Bryan & Aoife Neary. (2023) Up Schitt’s Creek ? Comedy as a Slantwise Pedagogical Encounter with Queerness . Teachers College Record: The Voice of Scholarship in Education.
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Sadie Deschenes & Cathryn van Kessel. (2023) Moral Distress and Nursing Education: Curricular and Pedagogical Strategies for a Complex Phenomenon. Health Care Analysis.
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Esther Fitzpatrick & Mike Fitzpatrick. (2023) Decolonising an Irish Surname by Working the Hyphen of Gene-Ealogy. Genealogy 7:3, pages 58.
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Michalinos Zembylas. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition) 315 322 .
Shailaja Menon. (2022) Editorial. Contemporary Education Dialogue 19:2, pages 195-203.
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Elizabeth E. Heilman. (2022) Anger Is All the Rage: A Theoretical Analysis of Anger Within Emotional Ecology to Foster Growth and Political Change. Teachers College Record: The Voice of Scholarship in Education 124:4, pages 205-234.
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Kimberly R. Edmondson. 2022. Impact of School Shootings on Classroom Culture, Curriculum, and Learning. Impact of School Shootings on Classroom Culture, Curriculum, and Learning 218 244 .
Cathryn van Kessel, Nicholas Jacobs, Francesca Catena & Kimberly Edmondson. (2021) Responding to Worldview Threats in the Classroom: An Exploratory Study of Preservice Teachers. Journal of Teacher Education 73:1, pages 97-109.
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Konstantinos Markakis. (2021) Representable forms of the professional experience in adapted teaching for pupils with mental disabilities in France: A single encounter analysis. Psychoanalysis, Culture & Society 26:1, pages 84-98.
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Michalinos Zembylas & Loizos Loukaidis. (2021) Affective practices, difficult histories and peace education: An analysis of teachers’ affective dilemmas in ethnically divided Cyprus. Teaching and Teacher Education 97, pages 103225.
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Lisa Farley & Hannah Dyer. 2020. The Palgrave Encyclopedia of Critical Perspectives on Mental Health. The Palgrave Encyclopedia of Critical Perspectives on Mental Health 1 20 .
Jennifer Lee O’Donnell. (2019) “I Let Not Just Their Knowledge But Their Worlds Inform What I Teach.” Difficult Knowledge in the Popular Education Classroom in Buenos Aires, Argentina. Anthropology & Education Quarterly 51:1, pages 66-89.
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Jenna Mim Shim. (2019) Teacher as a Foreigner in Critical Multicultural Teacher Education. Multicultural Learning and Teaching 14:2.
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Sharon I. Radd & Tanetha Jamay Grosland. (2018) Desirablizing Whiteness: A Discursive Practice in Social Justice Leadership That Entrenches White Supremacy. Urban Education 54:5, pages 656-676.
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Katherina A. Payne & Wayne Journell. (2019) “We have those kinds of conversations here …”: Addressing contentious politics with elementary students. Teaching and Teacher Education 79, pages 73-82.
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Cathryn van KesselCathryn van Kessel. 2019. An Education in 'Evil'. An Education in 'Evil' 1 17 .
Avril Aitken & Linda Radford. (2018) Learning to teach for reconciliation in Canada: Potential, resistance and stumbling forward. Teaching and Teacher Education 75, pages 40-48.
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Lisa Karen Taylor. (2018) Pedagogies of Remembrance and “Doing Critical Heritage” in the Teaching of History: Counter-memorializing Canada 150 with Future Teachers. Journal of Canadian Studies 52:1, pages 217-248.
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Audrey Bryan. (2016) The sociology classroom as a pedagogical site of discomfort: Difficult knowledge and the emotional dynamics of teaching and learning. Irish Journal of Sociology 24:1, pages 7-33.
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Su-ming Khoo, Lisa K. Taylor & Vanessa Andreotti. 2016. Assembling and Governing the Higher Education Institution. Assembling and Governing the Higher Education Institution 85 110 .
Kathleen M. QuinlanMichalinos Zembylas. 2016. How Higher Education Feels. How Higher Education Feels 107 126 .

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