Description
What role can desire play in pedagogical interaction? In this book, contributors from the fields of education, cultural studies, psychoanalysis and literary theory explore the many ways desire intersects with knowledge, recognition, fantasy, and embodiment, and what this can mean for transformative pedagogical practice. While acknowledging the productive and destructive force desire can have on the learning experience, the authors offer modes of thinking about teaching and thinking about desire as an education tool. This volume, rooted in theory, is one also geared towards practice; in taking an alternative look at the limits and possibilities of a transformative pedagogy, it aims to give teachers and students new languages for articulating their experiences in the classroom and beyond.
