Dear Dr. D’Amour: Relational Psychoanalysis at the Heart of Teaching and Learning
DOI:
https://doi.org/10.25071/1916-4467.40461Keywords:
relational psychoanalysis, inclusive education, mathematics education, curriculum, relational, pedagogy, disassociation, done-to, doer, being-with, thirdnessAbstract
Dr. Lissa D’Amour brings together relational psychoanalysis and developmental theory to offer practitioners of education an opportunity to unify theories of learning into a cohesive “dialectic model of learning and of learning’s refusal” (D’Amour, 2020, p. 142), a unification sorely needed in mathematics education as educators in Alberta feud over ‘back-to-basics’. Dr. D’Amour’s (2020) book, entitled Relational Psychoanalysis at the Heart of Teaching and Learning: How and Why It Matters, attempts to kick-start conversations about the relationships present in classrooms and offers respite from, and an alternative perspective of, the educational behemoth I have become a part of, one that increasingly ignores us humans, the relationships we have and our affective attunement with all that is around us.
References
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Preciado-Babb, A. P., Metz, M., Davis, B., & Sabbaghan, S. (Eds.). (2020). Transcending contemporary obsessions: The development of a model for teacher professional development. In S. Llinares & O. Chapman (Eds.), International handbook of mathematics teacher education: Volume 2. Tools and processes in mathematics teacher education. (2nd ed.). Sense/Brill.
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