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Education - an 'impossible profession'? Psychoanalytic explorations of learning and classrooms

This is a 167 page book of approximately 70,000 words. The book draws on an ESRC-funded research project (2005-07) to simultaneously explore data and the productivities of using psychoanalytic theory to make sense of children’s classroom experiences. Drawing largely on Freudian and British Object Relations theories, it explores issues including the impacts of assessment, being and learning in groups, and different ways of theorising thinking, learning and knowing. The book develops a psychoanalytically informed argument about the complexity, fundamental affectivity and relationality of learning. It has been listed as a core reading on post-graduate courses in the UK and Canada.