112
Views
18
CrossRef citations to date
0
Altmetric
Original Articles

Through the Looking Glass: Reflective Teaching Through a Lacanian Lens

Pages 55-76 | Published online: 12 Jan 2015

References

  • Bracher, M. 1993. Lacan, discourse, and social change: A psychoanalytic cultural criticism. Ithaca: Cornell University Press.
  • Calderhead, J. 1993. Dilemmas in developing reflective teaching. Teacher Education Quarterly 20(1): 93–100.
  • Chaitin, G. D. 1996. Rhetoric and culture in Lacan. Cambridge: Cambridge University Press.
  • Champagne, R. 1997. Queering the unconscious. Paper presented at the 1997 APCS Conference: Psychoanalysis and Social Change, George Washington University. 7–10 November, 1996.
  • Cole, A. L. 1997. Impediments to reflective practice: Toward a new agenda for research on teaching. Teachers and Teaching: Theory and Practice 3(1): 7–26.
  • Cruickshank, D. R. 1985. Uses and benefits of reflective teaching. Phi Delta Kappan 66(10): 704–706.
  • Cruickshank, D. R. 1987. Reflective teaching: The preparation of students of teaching. Reston, Virginia: Association of Teacher Educators.
  • Davis, R.C., ed. 1987. College English 49(6–7).
  • Dewey, J. 1933. How we think: A restatement of the relation of reflective thinking to the educative process. Chicago: Henry Regnery Co.
  • Dor, J. 1997. Introduction to the reading of Lacan: The unconscious structured like a language. London: Jason Aronson Inc.
  • Evans, D. 1996. An introductory dictionary of Lacanian psychoanalysis. New York: Routledge.
  • Felman, S. 1987. Jacques Lacan and the adventure of insight: Psychoanalysis in contemporary culture. Cambridge: Harvard University Press.
  • Fink, B. 1995. The Lacanian subject: Between language and jouissance. Princeton: Princeton University Press.
  • Fink, B. 1997. A clinical introduction to Lacanian psychoanalysis: Theory and technique. Cambridge: Harvard University Press.
  • Finke, L. 1993. Knowledge as bait: Feminism, voice, and the pedagogical unconscious. College English 55(1): 7–27.
  • Freire, P. 1970. Pedagogy of the oppressed. New York: Continuum.
  • Grimmett, P. P. 1988. The nature of reflection and Schön’s conception in perspective. In Reflection in teacher education, ed. P. P. Grimmett and G. L. Erickson, 5–15. New York: Teachers College Press.
  • Grimmett, P. P., G. L. Erickson, A. M. MacKinnon, and T. J. Riecken. 1990. Reflective practice in teacher education. In Encouraging reflective practice in education: An analysis of issues and programs, ed. R. T. Clift, W. R. Houston, and M. C. Pugach, 20–38. New York: Teachers College Press.
  • Grosz, E. 1990. Jacques Lacan: A feminist introduction. New York: Routledge.
  • Hatton, N., and D. Smith. 1995. Reflection in teacher education: Toward definition and implementation. Teaching & Teacher Education 11(1): 33–49.
  • hooks, b. 1994. Teaching to transgress: Education as the practice of freedom. New York: Routledge.
  • Jay, G. S. 1990. America the scrivener: Deconstruction and the subject of literary history. Ithaca: Cornell University Press.
  • Julien, P. 1994. Jacques Lacan’s return to Freud: The real, the symbolic, and the imaginary. Trans. D. B. Simiu. New York: New York University Press.
  • Knowles, J. G. 1993. Life-history accounts as mirrors: A practical avenue for the conceptualization of reflection in teacher education. In Conceptualizing reflection in teacher development, ed. J. Calderhead and P. Gates, 70–92. London: The Falmer Press.
  • LaBoskey, V. K. 1993. A conceptual framework for reflection in preservice teacher education. In Conceptualizing reflection in teacher development, J. Calderhead and P. Gates, 23–38. London: The Falmer Press.
  • Lacan, J. 1948. Aggressivity in psychoanalysis. In Ecrits: A selection, 8–29. See Lacan 1977.
  • Lacan, J. 1949. The mirror stage as formative of the function of the I as revealed in psychoanalytic experience. In Ecrits: A selection, 1–7. See Lacan 1977.
  • Lacan, J. 1950. A theoretical introduction to the functions of psychoanalysis in criminology. Trans. M. Bracher, R. Grigg, and R. Samuels. Journal for the Psychoanalysis of Culture and Society 1(2): 13–25.
  • Lacan, J. 1953a. Some reflections on the ego. International Journal of Psychoanalysis 34: 11–17.
  • Lacan, J. 1953b. The function and field of speech and language in psychoanalysis. In Ecrits: A selection, 30–113. See Lacan 1977.
  • Lacan, J. 1953–54. The seminar of Jacques Lacan, book I: Freud’s papers on technique. Trans. J. Forrester. New York: W.W. Norton and Company.
  • Lacan, J. 1957. The agency of the letter in the unconscious or reason since Freud. In Ecrits: A selection, 146–78. See Lacan 1977.
  • Lacan, J. 1959–60. The seminar of Jacques Lacan, book VII: The ethics of psychoanalysis. Trans. D. Porter. New York: W.W. Norton and Company.
  • Lacan, J. 1964a. The four fundamental concepts of psychoanalysis. Trans. A. Sheridan. New York: W.W. Norton and Company.
  • Lacan, J. 1964b. Position of the unconscious. In Reading seminar XI: Lacan’s four fundamental concepts of psychoanalysis. Trans. B. Fink; ed. R. Feldstein, B. Fink, and M. Jaanus, 259–282. Albany: State University of New York Press.
  • Lacan, J. 1972–73. Le séminaire. Livre XX. Encore. Ed. J.-A. Miller. Paris: Seuil, 1975.
  • Lacan, J. 1973. Television. In Television/a challenge to the psychoanalytic establishment. Trans. D. Hollier, R. Krauss, and A. Michelson; ed. J. Copjec, 3–46. New York: W.W. Norton and Company.
  • Lacan, J. 1977. Ecrits: A selection. Trans. A. Sheridan. New York: W.W. Norton and Company.
  • Laplanche, J., and Pontalis, J.-B. 1973. The language of psycho-analysis. Trans. D. Nicholson-Smith. New York: W.W. Norton and Company.
  • Louden, W. 1991. Understanding teaching: Continuity and change in teachers’ knowledge. New York: Teachers College Press.
  • Luke, C., and J. Gore, eds. 1992. Feminisms and critical pedagogy. New York: Routledge.
  • McGee, P. 1987. Truth and resistance: Teaching as a form of analysis. College English 49(6): 667–78.
  • McIntyre, D. 1993. Theory, theorizing and reflection in initial teacher education. In Conceptualizing reflection in teacher development, J. Calderhead and P. Gates, 39–52. London: The Falmer Press.
  • Moulton, J. 1983. A paradigm of philosophy: The adversary method. In Discovering reality: Feminist perspectives on epistemology, metaphysics, methodology and philosophy of science, ed. S. Harding and M. B. Hintikka, 149–164. Dordrecht: Reidel.
  • Olson, J. 1997. Editorial. Teachers and Teaching: Theory and Practice 3(1): 5–6.
  • Orner, M. 1992. Interrupting the calls for student voice in “liberatory” education: A feminist poststructuralist perspective. In Feminisms and critical pedagogy, 74–89. See Luke and Gore 1992.
  • Penley, C. 1986. Teaching in your sleep: Feminism and psychoanalysis. In Theory in the classroom, ed. C. Nelson, 129–148. Urbana: University of Illinois Press.
  • Richardson, V. 1990. The evolution of reflective teaching and teacher education. In Encouraging reflective practice in education: An analysis of issues and programs, ed. R. T. Clift, W. R. Houston and M. C. Pugach, 3–19. New York: Teachers College Press.
  • Schneiderman, S. 1983. Jacques Lacan: The death of an intellectual hero. Cambridge: Harvard University Press.
  • Schön, D. A. 1983. The reflective practitioner: How professionals think in action. New York: Basic Books, Inc.
  • Schön, D. A. 1987. Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass.
  • Shulman, L. S. 1988. The dangers of dichotomous thinking in education. In Reflection in teacher education, ed. P. P. Grimmett and G. L. Erickson, 31–38. New York: Teachers College Press.
  • Soler, C. 1996. The symbolic order (II). In Reading seminars I and II: Lacan’s return to Freud, ed. R. Feldstein, B. Fink and M. Jaanus, 47–55. Albany: State University of New York Press.
  • Tom, A. R. 1985. Inquiring into inquiry-oriented teacher education. Journal of Teacher Education 36(5): 35–44.
  • Tremmel, R. 1993. Zen and the art of reflective practice in teacher education. Harvard Educational Review 63(4): 434–458.
  • Usher, R. and R. Edwards. 1994. Postmodernism and education. New York: Routledge.
  • Van Manen, M. 1977. Linking ways of knowing with ways of being practical. Curriculum Inquiry 6(3): 205–228.
  • Zeichner, K. M. 1981–82. Reflecting teaching and field-based experience in teacher education. Interchange 12(4): 1–22.
  • Zeichner, K. M. 1983. Alternative paradigms of teacher education. Journal of Teacher Education 34(3): 3–9.
  • Zeichner, K. M. and D. P. Liston. 1987. Teaching student teachers to reflect. Harvard Educational Review 57(1): 23–48.
  • Zizek, S. 1989. The sublime object of ideology. New York: Verso.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.