A Lacanian perspective
Regulative discourses and practices in education are a central concern and the authors demonstrate how Lacanian theory empowers our understanding of how such discourses are instrumental in forming teacher and researcher identities. The book also shows how regulatory practices and discourses are relevant to research methodologies that arise in the field of action research in education.
Acknowledgements The authors would like to thank some journals that have kindly granted permission to reproduce extracts from earlier work: the British Journal of Sociology of Education, Educational Philosophy and Theory, the British Educational Research Journal, For the Learning of Mathematics, Discourse: studies in the cultural politics of education and Educational Action Research. Chapter Eight comprises material from a book by Tony Brown and Olwen McNamara, entitled New teacher identity and regulative government: the discursive formation of primary mathematics teacher education. We would like to thank Springer of Dordrecht and New York who granted permission to use this material. Thanks also to Pauline Brooke for secretarial support. Dennis and Tony would like to make a special mention of Bill Brookes who supervised their doctorates some twenty years ago and was responsible for triggering so many of the themes explored in these pages. This book is dedicated to him.
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.