Knowing and Not Knowing

Thinking psychosocially about learning and resistance to learning

Nonfiction, Reference & Language, Education & Teaching
Cover of the book Knowing and Not Knowing by , Taylor and Francis
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
Author: ISBN: 9781317235613
Publisher: Taylor and Francis Publication: February 2, 2018
Imprint: Routledge Language: English
Author:
ISBN: 9781317235613
Publisher: Taylor and Francis
Publication: February 2, 2018
Imprint: Routledge
Language: English

The social world is saturated with powerful formations of knowledge that colonise individual and institutional identities. Some knowledge emerges as legitimised and authoritative; other knowledge is resisted or repressed. Psychosocial approaches highlight the unstable basis of knowledge, learning and research; of knowing and not knowing. How do we come to formulate knowledge in the ways that we do? Are there other possible ways of knowing that are too difficult or unsettling for us to begin to explore? Do we need the authority of legitimised institutions and regularized methods to build secure knowledge? What might it mean to build insecure edifices of knowledge? How might we trouble notions of knowledge in processes of teaching, learning and research?

This collection addresses these questions, drawing on a range of psychoanalytic and social theory, from Bion, Freud and Lacan, to Derrida, Kristeva and Zizek. Showcasing work from North America, Europe and Japan, contributors explore writing as a practice that can stabilise or unsettle subjectivities; the unconscious relations between school practices, subjectivities, educational spaces and ideologies; implications of the productive energies and the deadening inwardness associated with mourning and melancholia for formal and informal learning; and the authority we invest in apparently rigid or ephemeral institutional spaces. Strongly empirical as well as theoretical in approach, this collection will be of interest to students and academics seeking ways to resist normative orders of legitimacy and coherence in education and research. This book was originally published as a special issue of Pedagogy, Culture & Society.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

The social world is saturated with powerful formations of knowledge that colonise individual and institutional identities. Some knowledge emerges as legitimised and authoritative; other knowledge is resisted or repressed. Psychosocial approaches highlight the unstable basis of knowledge, learning and research; of knowing and not knowing. How do we come to formulate knowledge in the ways that we do? Are there other possible ways of knowing that are too difficult or unsettling for us to begin to explore? Do we need the authority of legitimised institutions and regularized methods to build secure knowledge? What might it mean to build insecure edifices of knowledge? How might we trouble notions of knowledge in processes of teaching, learning and research?

This collection addresses these questions, drawing on a range of psychoanalytic and social theory, from Bion, Freud and Lacan, to Derrida, Kristeva and Zizek. Showcasing work from North America, Europe and Japan, contributors explore writing as a practice that can stabilise or unsettle subjectivities; the unconscious relations between school practices, subjectivities, educational spaces and ideologies; implications of the productive energies and the deadening inwardness associated with mourning and melancholia for formal and informal learning; and the authority we invest in apparently rigid or ephemeral institutional spaces. Strongly empirical as well as theoretical in approach, this collection will be of interest to students and academics seeking ways to resist normative orders of legitimacy and coherence in education and research. This book was originally published as a special issue of Pedagogy, Culture & Society.

More books from Taylor and Francis

Cover of the book Citizenship, Identity and Social Movements in the New Hong Kong by
Cover of the book Friendship Matters by
Cover of the book Design Against Crime by
Cover of the book Political Economy and Grand Strategy by
Cover of the book Petain by
Cover of the book Children at Risk by
Cover of the book Ritual and Rhythm in Electoral Systems by
Cover of the book Narrative Fiction by
Cover of the book Life Space and Economic Space by
Cover of the book Managing and Interpreting D-Day's Sites of Memory by
Cover of the book The School Psychologist in Nontraditional Settings by
Cover of the book Effective LEAs and School Improvement by
Cover of the book The Organization of Islamic Cooperation by
Cover of the book Shakespeare's Webs by
Cover of the book Hypothetical Learning Trajectories by
We use our own "cookies" and third party cookies to improve services and to see statistical information. By using this website, you agree to our Privacy Policy