Radical Hope: Or, the Problem of Uncertainty in History Education

References

• Arendt, H. (2003). Responsibility and judgment. New York: Schocken.
   Google Scholar
• Boldt, G., & Salvio, P. (Eds.). (2006). Love’s return: Psychoanalytic essays on childhood, teaching and learning. New York: Routledge.
   Google Scholar
• Britzman, D. P. (1998). Lost subjects, contested objects: Toward a psychoanalytic inquiry into learning. Albany: State University of New York Press.
   Google Scholar
• Britzman, D. P. (2000). Teacher education in the confusion of our times. Journal of Teacher Education, 51(3), 200–205.
   Web of Science ®Google Scholar
• Britzman, D. P. (2003). After-education: Anna Freud, Melanie Klein and psychoanalytic histories of learning. Albany: State University of New York Press.
   Google Scholar
• Britzman, D. P. (2006). Novel education: Psychoanalytic studies of learning and not learning. New York: Peter Lang.
   Google Scholar
• Caruth, C. (1996). Unclaimed experience, trauma, narrative, and history. Baltimore: Johns Hopkins University Press.
   Google Scholar
• Derrida, J. (1978). Violence and metaphysics: An essay on the thought of Emmanuel Levinas. In Writing and Difference (A. Bass, Trans.) (pp. 79–153). Chicago: University of Chicago Press.
   Google Scholar
• Ellsworth, E. (1997). Teaching positions: Difference, pedagogy and the power of address. New York: Teachers College Press.
   Google Scholar
• Felman, D., & Laub, D. (Eds.). (1992). Testimony: Crises of witnessing in literature, psychoanalysis, and history. New York: Taylor & Francis.
   Google Scholar
• LaCapra, D. (2004) History in transit: Experience, identity, critical theory. Ithaca, NY: Cornell University Press.
   Google Scholar
• Lear, J. (2006). Radical hope: Ethics in the face of cultural devastation. Cambridge, MA: Harvard University Press.
   Google Scholar
• Lévinas, E. (1998). Otherwise than being: Or, beyond essence (A. Lingis, Trans.). Pittsburgh, PA: Duquesne University Press. (Original work published 1981)
   Google Scholar
• Lévinas, E. (1998). Useless suffering. In Entre nous: Thinking-of-the-other (M. B. Smith & B. Harshav, Trans.) (pp. 91–101). New York: Columbia University Press. (Original work published 1982)
   Google Scholar
• Morris, M. (2001). Curriculum and the holocaust: Competing sites of memory and representation. Mahwah, NJ: Erlbaum.
   Google Scholar
• Osborne, K. (2006). Why we need to teach and study history. In R. Sandwell (Ed.), To the past: History education, public memory and citizenship in Canada (pp. 103–131). Toronto, ON: University of Toronto Press.
   Google Scholar
• Phillips, A. (1988). Winnicott. Cambridge, MA: Harvard University Press.
   Google Scholar
• Pinar, W. (2004). What is curriculum theory? Mahwah, NJ: Erlbaum.
   Google Scholar
• Pinar, W., & Kincheloe J. (Eds.). (1991). Curriculum as social psychoanalysis: The importance of place. Albany: State University of New York Press.
   Google Scholar
• Pitt, A. J. (2003). The play of the personal: Psychoanalytic narratives of feminist education. New York: Peter Lang.
   Google Scholar
• Pitt, A., & Britzman, D. (2003). Speculations on qualities of difficult knowledge in teaching and learning: An experiment in psychoanalytic research. International Journal of Qualitative Studies in Education, 16(6), 755–776.
   Google Scholar
• Robertson, J. (2000). Sleeplessness in the Great Green Room: Getting Way under the Covers with Goodnight Moon. Children’s Literature Association Quarterly, 25(4), 203–213.
   Google Scholar
• Seixas, P. (2006). What is historical consciousness? In R. Sandwell (Ed.), To the past: History education, public memory and citizenship in Canada (pp. 11–22). Toronto, ON: University of Toronto Press.
   Google Scholar
• Silin, J. G. (1995). Sex, death & the education of children: Our passion for ignorance in the age of AIDS. New York: Teachers College Press.
   Google Scholar
• Simon, R. I., Rosenberg, S., & Eppert, C. (Eds.). (2000). Between hope and despair: Pedagogy and the remembrance of historical trauma. Lanham, MD: Rowman & Littlefield.
   Google Scholar
• Stanley, T. (1999). A letter to my children: Historical memory and the silences of childhood. In J. P. Robertson (Ed.), Teaching for a tolerant world: Grades K–6 (pp. 34–44). Urbana, IL: National Council of Teachers.
   Google Scholar
• Stanley, T. (2006). Whose public? Whose memory? Racisms, grand narratives, and Canadian history. In R. W. Sandwell (Ed.), To the past: History education, public memory and citizenship in Canada (pp. 32–49). Toronto, ON: University of Toronto Press.
   Google Scholar
• Steedman, C. (1995). Strange dislocations: Childhood and the idea of human interiority 1780–1930. Cambridge, MA: Harvard University Press.
   Google Scholar
• Walcott, R. (2000). Pedagogy and trauma: The middle passage, slavery, and the problem of creolization. In R. Simon, S. Rosenberg, & C. Eppert (Eds.), Between hope and despair: Pedagogy and the remembrance of historical trauma (pp. 135–151). Lanham, MD: Rowman & Littlefield.
   Google Scholar
• Willinsky, J. (1998). Learning to divide the world: Education at empire’s end. Minneapolis: University of Minnesota Press.
   Google Scholar
• Winnicott, D. W. (1971). Transitional objects and transitional phenomena. In Playing and Reality (pp. 1–25). New York: Routledge. (Original work published 1953)
   Google Scholar
• Winnicott, D. W. (2002). Saying no. In Winnicott on the Child (pp. 108–121). London: The Winnicott Trust. (Original work published 1960)
   Google Scholar