By Lydiah Nganga, John Kambutu (auth.), James D. Kirylo (eds.)
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Additional info for A Critical Pedagogy of Resistance: 34 Pedagogues We Need to Know
Aronowitz has been professor of sociology and urban education at the Graduate Center of City University of New York (CUNY) for nearly three decades. In addition to his teaching and research, Aronowitz is also director of the Center for the Study of Culture, Technology and Work at CUNY. Formerly, he taught at the University of California – Irvine and Staten Island Community College. Additionally, Aronowitz was instrumental in founding the academic journal Social Text, which examines social and cultural issues around the world.
2013 Sense Publishers. All rights reserved. G. BECKERS & A. HANNULA at York University in Toronto and the designation of psychoanalyst in addition to her small private clinical practice. CRITICAL THINKER, PSYCHOANALYSIS, AND EDUCATION Exploring the emotional life and extending her search into the unconscious, Britzman brings an original vision to critical pedagogy. She is interested in the significant themes related to power, social justice, knowledge, feminist and queer theories, generating a critical point of view that focuses on the affective components of learning and on educational ethics.
For Britzman, psychoanalysis is the approach needed to best understand the emotional meaning of education. This is realized in her written work where she—exploring psychoanalytic concepts as resistance, object relations and transference—gives a unique view to understand both dynamics of learning and phenomena that exists in a classroom (Britzman, 2006; 2007; 2011). One of these phenomena is the resistance of one’s personal development toward the quest for knowledge. This emerges from the need for security, whereby the act of learning is unfortunately linked to one’s painful emotional experiences of helplessness, dependence and frustration (Britzman, 1998; 2006; 2007).