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Knowing and Not Knowing


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Table of Contents

Introduction - Journal as methodological archive: introduction to a cataloguing system for insecure knowledge Claudia Lapping and Tamara Bibby

1. Interrupting the frame: reflective practice in the classroom and the consulting room Julie Walsh 2. Bringing up gender: academic abjection? Emily F. Henderson 3. Writing in a foreign language as a science of writing or grammatology Arturo Escandon 4. The enjoyment of space: the university campus in students' narratives and photography Angie Voela 5. Learning to fail and learning from failure - ideology at work in a mathematics classroom Hauke Straehler-Pohl and Alexandre Pais 6. Reconstructing memory through the archives: public pedagogy, citizenship and Letizia Battaglia's photographic record of mafia violence Paula M. Salvio 7. Psychoanalytic notes on the status of depression in curriculum affected by histories of loss Lisa Farley 8. Explorations in knowing: thinking psychosocially about legitimacy Anne Chappell, Paul Ernest, Geeta Ludhra and Heather Mendick 9. Going spiral? Phenomena of 'half-knowledge' in the experiential large group as temporary learning community John Adlam

About the Author

Claudia Lapping is a Senior Lecturer in the Department of Culture, Communication and Media at the Institute of Education, University College London, UK. Her main research interests are the sociology of knowledge, reflexivity, and the use of psychoanalysis within empirical social research. She is author of Psychoanalysis in Social Research: Shifting theories and reframing concepts (Routledge, 2011); and of recent journal articles in Psychoanalysis, Culture and Society and Qualitative Inquiry. Tamara Bibby is a Senior Lecturer in the Department of Early Years and Primary Education at the Institute of Education, University College London, UK. She has a background in primary education and is particularly interested in psychosocial dimensions of student and teacher experiences of learning. She is currently completing an ESRC funded seminar project: 'Bridging the Structure/Agency Divide: Interdisciplinary Approaches to Disadvantage and Education'. She is author of Education - An 'Impossible Profession'?: Psychoanalytic Explorations of Learning and Classrooms (Routledge, 2010); and of a recent journal article in Psychoanalysis, Culture and Society.

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