Before, after, in and beyond teacher education

References

• Bibby, T. (2010). Education – An impossible profession? Psychoanalytic explorations of learning and classrooms. New York, NY: Routledge.
   Google Scholar
• Britzman, D. P. (1998). Lost subjects, contested objects: Toward a psychoanalytic inquiry of learning. Albany, NY: SUNY Press.
   Google Scholar
• Britzman, D. P. (2000). If the story cannot end: Deferred action, ambivalence, and difficult knowledge. In R. I. Simon, S. Rosenberg, & C. Eppert (Eds.), Between hope and despair: The pedagogical encounter of historical remembrance (pp. 27–58). Lanham, MD: Rowman & Littlefield.
   Google Scholar
• Britzman, D. P. (2003a). Practice makes practice: A critical study of learning to teach. Albany: SUNY Press.
   Google Scholar
• Britzman, D. P. (2003b). After-education: Anna Freud, Melanie Klein, and psychoanalytic histories of learning. New York, NY: SUNY Press.
   Google Scholar
• Britzman, D. P. (2006). Novel education: Psychoanalytic studies of learning and not learning. New York, NY: Peter Lang.
   Google Scholar
• Britzman, D. P. (2009). The very thought of education: Psychoanalysis and the impossible professions. Albany, NY: SUNY Press.
   Google Scholar
• Clandenin, D. J. (1986). Classroom practice: Teacher images in action. London: Falmer Press.
   Google Scholar
• den Heyer, K., & Conrad, D.(2011). Using Alain Badiou’s ethic of truths to support and ‘eventful’ social justice teacher education program. Journal of Curriculum Theorizing, 27, 7–19.
   Google Scholar
• Farley, L. (2009). Radical hope: Or, the problem of uncertainty in history education. Curriculum Inquiry, 39, 537–554.
   Web of Science ®Google Scholar
• Felman, S. (1987). Jacques Lacan and the adventures of insight: Psychoanalysis in contemporary culture. Cambridge, MA: Harvard University Press.
   Google Scholar
• Freud, S. (1896). Letter 52 (to W. Fleiss). In Sigmund Freud: The origins of psychoanalysis. New York, NY: Basic Books.
   Google Scholar
• Garrett, H. J. (2010). Difficult knowledge and social studies (teacher) education. Ann Arbor: Proquest, LLC.
   Google Scholar
• Garrett, H. J. (2011). The routing and rerouting of difficult knowledge: Social studies teachers encounter when the levees broke. Theory and Research in Social Education, 39, 320–347.
   Google Scholar
• Garrett, H. J., & Segall, A. (2013). (Re)considerations of ignorance and resistance in teacher education. Journal of Teacher Education, 64, 294–304.
   Web of Science ®Google Scholar
• Korthagen, F. A. J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20, 77–97. doi:10.1016/j.tate.2003.10.002
   Web of Science ®Google Scholar
• Lacan, J. (1998). On feminine sexuality: The limits of love and knowledge 1972–1973. In B. Fink (trans.), J. A. Miller(Ed.), Encore: The seminar of Jacques Lacan, book XX. New York, NY: WW Norton.
   Google Scholar
• Lacan, J. (2006). Ecrits: The first complete edition in English. New York, NY: Norton.
   Google Scholar
• Laplanche, J., & Pontalis J. B. (1973). The language of psychoanalysis. London: Karnac.
   Google Scholar
• Lortie, D. (1975). Schoolteacher: A sociological study. Chicago, IL: University of Chicago Press.
   Google Scholar
• Matthews, S. (2007). Some notes on hate in teaching. Psyhoanalysis, Culture & Society, 12, 185–192. doi:10.1057/palgrave.pcs.2100125
   Google Scholar
• Pinar, W. (2004). What is curriculum theory? Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Pitt, A. J. (1998). Qualifying resistance: Some comments on methodological dilemmas. International Journal of Qualitative Studies in Education, 11, 535–553. doi:10.1080/095183998236449
   Google Scholar
• Pitt, A. J., & Britzman, D. P. (2003). Speculations on qualities of difficult knowledge in teaching and learning: An experiment in psychoanalytic research. International Journal of Qualitative Studies in Education, 16, 755–776.
   Google Scholar
• Ruti, M. (2011). Winnicott with Lacan: Living creatively in a postmodern world. American Imago, 67, 353–374.
   Web of Science ®Google Scholar
• Tarc, A. M. (2011). Disturbing reading: J.M. Coetzee’s ‘The problem of evil’. Changing English, 18, 57–66.
   Google Scholar
• Taubman, P. M. (2006). I love them to death. In P. Salvio & G. M. Boldt (Eds.), Love’s return: Psychoanalytic essays on childhood, learning, and teaching (pp. 19–32). New York, NY: Routledge.
   Google Scholar
• Wilson, S. M., Rozelle, J. J., & Mikeska, J. N. (2011). Cacophony or embarrassment of riches: Building a system of support for quality teaching. Journal of Teacher Education, 62, 383–394.
   Web of Science ®Google Scholar
• Zizek, S. (1989). The sublime object of ideology. New York, NY: Verso.
   Google Scholar
• Zizek, S. (2007). In defense of lost causes. New York, NY: Verso.
   Google Scholar