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Abstract
Juxtaposing the concepts of screen memory, counter-transference and the holding environment within psychoanalytic theory, this essay explores the author’s emotional experience, who begins the exploration by asking several questions. What happens to a teacher’s emotional world and her consciousness in the process of trying to shift students’ consciousness in multicultural education? What is the psychical consequence for teachers of colour who must listen to racist discourse as a precondition to convincing those to do otherwise? How does a teacher’s emotional world influence student learning and development of critical consciousness? In working through her emotional response aroused by the students’ questions in her multicultural education classes, the author discusses the importance of a conversation between psychoanalysis and critical multicultural pedagogies and why the conversation matters.
Acknowledgements
This paper was presented at 2012 Summer Graduate Institute on Psychoanalysis, Affect, and the Emotional Worlds of Teaching and Learning at York University in Toronto, Canada. I would also like to express my deepest appreciation to Professor Deborah Britzman.
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Notes on contributors
Jenna Min Shim
Jenna Min Shim is an assistant professor in the Department of Educational Studies, University of Wyoming, 204 McWhinnie Hall, Dept. 3374, 1000 E. University Ave., Laramie, WY 82071, USA; e-mail: [email protected]. Her primary research interests centre on curriculum theory and cross-cultural pedagogies with the specific goal of contributing to social change in favour of historically marginalized groups. Her work has been published in Curriculum Inquiry, Curriculum Studies, Teaching Education, Journal of Curriculum Theorizing and Intercultural Education.