Psycho-politicising educational subjectivity: A posthumanist consideration of Rancière and Lacan

References

• Abrams, M. H., & Harpham, G. G. (2015). A glossary of literary terms. Stamford, CT: Cengage Learning.
   Google Scholar
• Allais, S. (2012). ‘Economics imperialism’, education policy and educational theory. Journal of Education Policy, 27(2), 253–274.10.1080/02680939.2011.602428
   Web of Science ®Google Scholar
• Ball, S. J. (2015). Education, governance and the tyranny of numbers. Journal of Education Policy, 30(3), 299–301.10.1080/02680939.2015.1013271
   Web of Science ®Google Scholar
• Ball, S. J., & Olmedo, A. (2013). Care of the self, resistance and subjectivity under neoliberal governmentalities. Critical Studies in Education, 54(1), 85–96.10.1080/17508487.2013.740678
   Web of Science ®Google Scholar
• Berlant, L. (2011). Cruel optimism. Durham: Duke University Press.10.1215/9780822394716
   Google Scholar
• Biesta, G. (2011). Philosophy, exposure, and children: How to resist the instrumentalisation of philosophy in education. Journal of Philosophy of Education, 45(2), 305–319.10.1111/j.1467-9752.2011.00792.x
   Web of Science ®Google Scholar
• Bingham, C., & Biesta, G. (2010). Jacques Rancière: Education, truth, emancipation. London: Continuum.
   Google Scholar
• Chiew, F. (2016). A posthuman pedagogy with Rancière and Bateson. Critical Studies in Education, 1–16. doi:10.1080/17508487.2016.1194301
   Web of Science ®Google Scholar
• Cho, D. (2007). Wo es war: Psychoanalysis, marxism, and subjectivity. Educational Philosophy and Theory, 39(7), 703–719.10.1111/j.1469-5812.2007.00317.x
   Google Scholar
• Clarke, M. (2009). The ethico‐politics of teacher identity. Educational Philosophy and Theory, 41(2), 185–200.10.1111/j.1469-5812.2008.00420.x
   Web of Science ®Google Scholar
• Clarke, M. (2012a). Talkin’‘bout a revolution: The social, political, and fantasmatic logics of education policy. Journal of Education Policy, 27(2), 173–191.10.1080/02680939.2011.623244
   Web of Science ®Google Scholar
• Clarke, M. (2012b). The (absent) politics of neo-liberal education policy. Critical Studies in Education, 53(3), 297–310.10.1080/17508487.2012.703139
   Web of Science ®Google Scholar
• Clarke, M. (2014). The sublime objects of education policy: Quality, equity and ideology. Discourse: Studies in the cultural politics of education, 35(4), 584–598.
   Web of Science ®Google Scholar
• Davies, B., & Bansel, P. (2007). Neoliberalism and education. International Journal of Qualitative Studies in Education, 20(3), 247–259.10.1080/09518390701281751
   Google Scholar
• Davis, O. (2010). Jacques Rancière. Cambridge: Polity.
   Google Scholar
• De Klerk, E. H. (2009). Subject to reading: Literacy and belief in the work of Jacques Lacan and Paulo Freire. Newcastle upon Tyne: Cambridge Scholars Publishing.
   Google Scholar
• Feher-Gurewich, J. (1996). Who’s afraid of Jacques Lacan? In J. Feher-Gurewich & M. Tort (Eds.), The subject and the self: Lacan and American psychoanalysis (pp. 1–30). Northvale: Jason Aronson Inc.
   Google Scholar
• Fink, B. (1995). The Lacanian subject: Between language and jouissance. Princeton, NJ: Princeton University Press.
   Google Scholar
• Keucheyan, R. (2014). The left hemisphere: Mapping critical theory today. London: Verso.
   Google Scholar
• Lacan, J. (1988). The seminar. Book II. The ego in Freud’s theory and in the technique of psychoanalysis, (J.A. Miller Ed., S. Tomaselli, Trans.). Cambridge: Cambridge University Press. (Original work published 1954–5).
   Google Scholar
• Lacan, J. (2006). Écrits: The first complete edition in English (B. Fink, Trans.). New York, NY: WW Norton & Company. (Original work published 1966).
   Google Scholar
• Lambert, C. (2012). Redistributing the sensory: The critical pedagogy of Jacques Rancière. Critical Studies in Education, 53(2), 211–227.10.1080/17508487.2012.672328
   Web of Science ®Google Scholar
• Lewis, T.E. (2011). Rethinking the learning society: Giorgio Agamben on studying, stupidity, and impotence. Studies in Philosophy and Education, 30(6), 585–599.10.1007/s11217-011-9255-6
   Web of Science ®Google Scholar
• Lim, L. (2014). Ideology, rationality and reproduction in education: A critical discourse analysis. Discourse: Studies in the Cultural Politics of Education, 35(1), 61–76.
   Web of Science ®Google Scholar
• McGowan, T. (2013). Enjoying what we don’t have: The political project of psychoanalysis. Lincoln, NE: University of Nebraska Press.10.2307/j.ctt1ddr7nv
   Google Scholar
• Nobus, D. (2003). Lacan’s science of the subject: Between linguistics and topology. In J. M. Rabate (Ed.), The Cambridge companion to Lacan (pp. 50–68). Cambridge: Cambridge University Press.10.1017/CCOL0521807441
   Google Scholar
• Olssen, M., & Peters, M. A. (2005). Neoliberalism, higher education and the knowledge economy: From the free market to knowledge capitalism. Journal of Education Policy, 20(3), 313–345.10.1080/02680930500108718
   Web of Science ®Google Scholar
• Pedersen, H. (2010). It ‘the posthuman’ educable? On the convergence of educational philosophy, animal studies, and posthumanist theory. Discourse: Studies in the Cultural Politics of Education, 31(2), 237–250.
   Web of Science ®Google Scholar
• Pedersen, H., & Pini, B. (2016). Educational epistemologies and methods in a more-than-human world. Educational Philosophy and Theory, Advance online publication. doi:10.1080/00131857.2016.1199925
   Web of Science ®Google Scholar
• Rancière, J. (1991). The ignorant schoolmaster: Five lessons in intellectual emancipation. Stanford, CA: Stanford University Press.
   Google Scholar
• Rancière, J. (2010). On ignorant schoolmasters. In C. Bingham & G. Biesta (Eds.), Jacques Rancière: Education, truth, emancipation (pp. 1–24). London: Continuum.
   Google Scholar
• Rancière, J. (2013). The politics of aesthetics: The distribution of the sensible. London: Bloomsbury.
   Google Scholar
• Rice, J. A., & Vastola, M. (2011). Who needs critical agency?: Educational research and the rhetorical economy of globalization. Educational Philosophy and Theory, 43(2), 148–161.10.1111/j.1469-5812.2009.00544.x
   Web of Science ®Google Scholar
• Roudinesco, E. (2003). The mirror stage: An obliterated archive. In J. M. Rabate (Ed.), The Cambridge companion to Lacan (pp. 25–34). Cambridge: Cambridge University Press.10.1017/CCOL0521807441
   Google Scholar
• Ruti, M. (2006). Reinventing the soul: Posthumanist theory and psychic life. New York, NY: Other Press.
   Google Scholar
• Ruti, M. (2015). Between Levinas and Lacan: Self, other, ethics. London: Bloomsbury Publishing.
   Google Scholar
• Stavrakakis, Y. (1999). Lacan and the political. London: Routledge.
   Google Scholar
• Verhaeghe, P. (1998). Causation and destitution of a pre-ontological non-entity: On the Lacanian subject. In D. Nobus (Ed.), Key concepts of Lacanian psychoanalysis (pp. 164–189). New York, NY: State University of New York Press.
   Google Scholar
• Verhaeghe, P. (1999). Causation and destitution of a pre-ontological nonentity: On the Lacanian subject. In D. Nobus (Ed.), Key concepts of Lacanian Psychoanalysis (pp. 164–189). New York, NY: Other Press.
   Google Scholar
• Vighi, F. (2015). Ontology of crisis and Lacan’s discourse of the capitalist. Psychoanalysis, Culture & Society, 20(1), 1–19.10.1057/pcs.2015.13
   Web of Science ®Google Scholar
• Zembylas, M. (2017). The contribution of the ontological turn in education: Some methodological and political implications. Educational Philosophy and Theory, 1–14. doi:10.1080/00131857.2017.1309636
   Web of Science ®Google Scholar
• Žižek, S. (2012). Less than nothing: Hegel and the shadow of dialectical materialism. London: Verso.
   Google Scholar