Jacques Lacan and Education : (Record no. 19441)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 05091cam a2200433Ii 4500 |
| 001 - CONTROL NUMBER | |
| control field | BRILL9789087904258 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | nllekb |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20260610104952.0 |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION | |
| fixed length control field | cr un uuuua |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 191130s2008 ne sb 001 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9789087904258 |
| Qualifying information | (electronic book) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| Canceled/invalid ISBN | 9789087904241 |
| Qualifying information | (print) |
| 024 7# - OTHER STANDARD IDENTIFIER | |
| Standard number or code | 10.1163/9789087904258 |
| Source of number or code | DOI |
| 035 ## - SYSTEM CONTROL NUMBER | |
| System control number | (OCoLC)316005812 |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | NL-LeKB |
| Transcribing agency | NL-LeKB |
| Description conventions | rda |
| 050 #4 - LIBRARY OF CONGRESS CALL NUMBER | |
| Classification number | LB1092 |
| 072 #7 - SUBJECT CATEGORY CODE | |
| Subject category code | JN |
| Source | bicssc |
| 072 #7 - SUBJECT CATEGORY CODE | |
| Subject category code | EDU |
| Subject category code subdivision | 000000 |
| Source | bisacsh |
| 082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 370.15 |
| Edition information | 23 |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Roseboro, Donyell L., |
| Relator term | author. |
| 245 10 - TITLE STATEMENT | |
| Title | Jacques Lacan and Education : |
| Remainder of title | a A Critical Introduction / |
| Statement of responsibility, etc. | Donyell L. Roseboro. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE | |
| Place of production, publication, distribution, manufacture | Leiden; |
| -- | Boston : |
| Name of producer, publisher, distributor, manufacturer | Brill | Sense, |
| Date of production, publication, distribution, manufacture, or copyright notice | 2008. |
| 300 ## - online resource | |
| Extent | 1 online resource |
| 336 ## - CONTENT TYPE | |
| Content type term | text |
| Content type code | txt |
| Source | rdacontent |
| 337 ## - MEDIA TYPE | |
| Media type term | computer |
| Media type code | c |
| Source | rdamedia |
| 338 ## - CARRIER TYPE | |
| Carrier type term | online resource |
| Source | rdacarrier |
| 490 1# - SERIES STATEMENT | |
| Series statement | Transgressions: Cultural Studies and Education ; |
| Volume/sequential designation | 25 |
| 490 1# - SERIES STATEMENT | |
| Series statement | Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001 |
| 505 00 - FORMATTED CONTENTS NOTE | |
| Formatted contents note | Preliminary Material -- Lacan as Psychoanlayst and Teacher -- Mirroring: Reflectivity, Identity, and Subjectivity -- Speaking the Self: Literal and Figurative Implications -- Lacan as Clinical Practioner -- Jouissance-Postmodern, Post-structural, and Post-formal Thinking: Is it Whatever Gets You Off? -- Lacan enacted: Truth and Reconciliation, Curriculum & Pedagogy -- References. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | This is an introductory level text with emphasis on Lacan’s theoretical relationship to education and which uses Lacan’s theories as a springboard for a different educational discourse, one that forces us to assess inward rather than outward. To move beyond the linear nature of schools, a context exacerbated by developmental psychologists like Piaget and Erikson who theorized that we can understand children’s development in stages, the author argues that Lacan’s theories allow us to holistically educate—to teach cognizant of the relationship between interior and exterior spaces, between the unspoken and the heard. The text serves four purposes: 1) to translate Lacan’s primary ideas into language appropriate for introductory level college students, 2) to examine identity in ways that are relevant across disciplines, 3) to re-frame Lacan’s work with post-structuralist and postmodern theories and, in so doing, create a distinctive analysis of the self predefined yet reinvented, and 4) to juxtapose Lacan’s work with post-formal thinking and theorize about his relevance to public education. This book is purposefully organized with specific emphasis on Lacan’s work as a teacher and the ways in which his theories complicate current accountability standards in the United States which insist that “good” teaching and learning is quantifiable. The author foregrounds Lacan’s concepts of identity and language and analyzes those in parallel to the discourses of democratic education. Lacan’s theories do provide some indelible possibilities for public education in the twenty-first century. Considering his relevance to post-structuralism, post-formalism, post colonialism, and postmodernism, a Lacanian perspective of public education would defy the current standardization of curriculum in the wake of No Child Left Behind (NCLB) mandates. Using Lacan, the author re-envisions public education as a process which encourages the distinctiveness of students, challenges normative assumptions about what a “good” student is, and demands that teachers facilitate student understanding of multiple truths but that teachers also engage in an honest reconstruction of history—one that acknowledges the brutality of conquest, the arrogance of imperialism, and the illusiveness/elusiveness of peace. Using the South African Truth and Reconciliation process as a framework, the author ends by constructing a model for public education which is grounded in “truth-telling” in public spaces, “witnessing” as a political practice, and educating as purposeful work. A Lacanian, post-formal curriculum, at its core, thus requires that we seek and identify truths, we work to become integrated beings by hearing the unconscious (that which we do not want to or cannot face), and that we educate for goodness and wholeness. This book is ultimately a call to re-envision the current public educational system in the U. S., a call to admit that it has inexcusably failed far too many children, and a call to construct entirely different possibilities. |
| 588 ## - SOURCE OF DESCRIPTION NOTE | |
| Source of description note | Description based on print version record. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Psychoanalysis and education. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Reflective teaching. |
| 776 08 - ADDITIONAL PHYSICAL FORM ENTRY | |
| Relationship information | Print version: |
| Title | Jacques Lacan and Education: A Critical Introduction, |
| Place, publisher, and date of publication | Leiden Boston : Brill | Sense, 2008 |
| Record control number | 9789087904241 |
| 830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE | |
| Uniform title | Transgressions: Cultural Studies and Education ; |
| Volume/sequential designation | 25. |
| 830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE | |
| Uniform title | Educational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001. |
| 856 4# - ELECTRONIC LOCATION AND ACCESS | |
| Public note | DOI: |
| Uniform Resource Identifier | <a href="http://dx.doi.org/10.1163/9789087904258">http://dx.doi.org/10.1163/9789087904258</a> |
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