Lost Subjects, Contested Objects: Toward a Psychoanalytic Inquiry of Learning

By Deborah P. Britzman. 2000

854 citations recorded by the source corpus.

Subfields: Clinical Psychology, General Psychology

View Paper: https://www.semanticscholar.org/paper/990ad8eb3307e4a4cd833ff52699281bd6e7a7d4

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Citations in the corpus

(Re)Considerations of Ignorance and Resistance in Teacher Education (2013, background): “Education scholars whose work draws upon psychoanalytic theory acknowledge the presence of the unconscious and its influence on the learning situation (Bibby, 2010; Britzman, 1998, 2006, 2009; K. D. Cho, 2009; Pitt, 1998; Taubman, 2009).”
Invisible and special: young women’s experiences as undergraduate mathematics students (2006, background): “(Britzman, 1998, p. 81) She goes on to ask ‘how can difference be different?”
Making the Emperor's New Clothes Visible in Anti-Racist Teacher Education: Enacting a Pedagogy of Discomfort with White Preservice Teachers (2016, background): “After the fallacy of the clothing is revealed, the emperor chooses to keepmoving along, rejecting the knowledge that he is naked, thus illustrating that ignorance is not a passive lack of knowledge, but an active detachment from that which we do not want to know (Britzman, 1998; Luhmann, 1998/2009).”
Beyond Discourse? Using Deleuze and Guattari's schizoanalysis to explore affective assemblages, heterosexually striated space, and lines of flight online and at school (2011, background): “…drawn on in educational research to explore the subjective and psychical meanings of educational processes, such as the unconscious, the irrational, internal resistance, defensiveness, and anxieties, as well as possibilities for reparative thinking in teaching and learning (Britzman, 1998).”
Expanding Conceptions of Experiential Learning: A Review of the Five Contemporary Perspectives on Cognition (2000, background): “The focus on ratio nal con cept for ma tion side steps the ambivalences and inter nal vicis si tudes bub bling in the uncon scious, which accord ing to Britzman (1998a), direct our inter pre ta tions and there fore our mean ing mak ing or expe ri ence in unpre dict able ways.”
Theorizing “Difficult Knowledge” in the Aftermath of the “Affective Turn”: Implications for Curriculum and Pedagogy in Handling Traumatic Representations (2014, methodology): “Farley, who builds from and admits Britzman’s influence on her own theorization of difficult knowledge, claims that she “would like to re-write Britzman’s argument to read: It is painful to entertain the possibility that however one might try to pin down meanings through pedagogy or curriculum, we c”
Speculations on qualities of difficult knowledge in teaching and learning: an experiment in psychoanalytic research (2003, background): “These questions and the oscillations between them characterize what Britzman (1998) has called “difficult knowledge,” a concept meant to signify both representations of social traumas in curriculum and the individual’s encounters with them in pedagogy.”
Affect, race, and white discomfort in schooling: decolonial strategies for ‘pedagogies of discomfort’ (2018, background): “Such an approach maintains a reductionist account of white resistance, because it frames white discomfort as merely a reluctance to grapple with the emotionally ‘difficult knowledge’ (Britzman 1998) of race, racism and whiteness.”
Social and emotional learning is hegemonic miseducation: students deserve humanization instead (2021, background): “In Deborah Britzman’s (1998) Lost subjects, contested objects: Toward a psychoanalytic inquiry of learning, she makes the argument that all learning involves an unlearning and the difficult knowledge learned as a result requires, ‘a courage to explore the multi-dimensions of our desires and confront”
“Posts” Perspectives on Anti-Oppressive Education in Social Studies, English, Mathematics, and Science Classrooms (2001, background): “Learning about oppression and unlearning (Britzman, 1998) what we had previously learned is normal and normative can be upsetting.”