Experiments in Creative Remembering
Towards a Theory of Adolescent Anamnesis in Teacher Education
DOI:
https://doi.org/10.14288/tci.v16i2.192294Abstract
This paper explores the psychoanalytical meanings of remembering, invoking anamnesis - a reaching back into forgotten knowledge - as a lens through which to interpret novice secondary teachers’ (adolescent) memories and drawings. Key-words: experiment; drawing; teacher education.References
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Britzman, D. P. (2012) The adolescent teacher: A psychoanalytic note on regression in the professions. Journal of Infant, Child, and Adolescent Psychotherapy, 11, 272-283.
Kristeva, J. (1984) Revolution in poetic language (M. Waller, Trans.). New York: Columbia University Press.
Kristeva, J. (2014) New forms of revolt. Journal of French and Francophone Philosophy - Revue de la philosophie française et de langue française, 22(2), 1-19.
Margaroni, M. (2005) “The lost foundation”: Kristeva’s semiotic chora and its ambiguous legacy. Hypatia, 20(1), 78-98.
Pollock, G. (1998) Dialogue with Julia Kristeva. Parallax, 4(3), 5-16.
Sallis, J. (1999) Chorology: On beginning in Plato’s Timaeus. Bloomington: Indiana University Press.
Waddell, M. (2005). Understanding 12-14-year-olds. London, UK: Jessica Kingsley Publishers.
Waddell, M. (2018). On adolescence: Inside Stories. New York and London: Routledge.
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Published
2019-12-07
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