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21 SES 04 A
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21. Education and Psychoanalysis
Paper Safe, Same, Shame ; Variations on the Counter-transferential Pride of Lesbian Teachers and Psychologists Paris 8, UMR LEGS, France Presenting Author:In institutional contexts, the emphasis on diversity is increasingly seen as a way of encompassing issues of gender and sexuality, and of encouraging politics of visibility and representation that celebrate the multiplicity of identities, and the joy of both embodying them and living with them (Ahmed, 2012). This tendency, if it produces preventive effects on LGBTQI-phobic violence and is part of a certain interpretation of "pride", is sometimes denounced by the workers concerned, as well as by activists, as an imperative, an order that would demand a pantomime of happiness and gratitude (ibid.) : "oh, what a joy to be seen and included !", is what people involved are sometimes supposed to express. Methodology, Methods, Research Instruments or Sources Used This paper is based on exploratory interviews, conducted with lesbian psychologists (refering to a psychoanalytical approach in their practices) and academic teachers, using a non-directive clinical approach. Their generational position and the institutional context of their practice is also taken into account. The contextualization of this reflexion also required a semiotic and qualitative analysis of social network posts (mainly from Twitter), and references to queer theory on pedagogy and therapy. Conclusions, Expected Outcomes or Findings By moving away from an attempt to interpret identity issues and their contemporary terms, this paper aims instead to interrogate what is at stake in negotiation and performativity in a professional context (Hilbold, 2019), in this friction between the necessity for political support and transference complexity and dangers (Freud, 1915). What emerges from these interviews is a tension between responding to a demand for safe spaces, and the necessarily risky dimension of the analytic and pedagogical relationships. The theme of shame and the possible crushing of the expression of an internalized hatred are also present. References Ahmed (2012). On being included. Duke University Press. Bourlez (2018). Queer psychanalyse. Hermann Freud (1915). Observations sur l'amour de transfert. In : La technique psychanalytique. PUF. Halperin & Traub, ed. (2010). Gay Shame. Chicago University Press. Hilbold (2019). Comment contenir les crispations « identitaires » au sein de l’équipe d’un multi-accueil parisien ? Monographie d’une structure d’accueil de la petite enfance. Carrefours de l'éducation, 48, 107-120. Horvitz, ed. (2011). Queer Girls In Class: Lesbian Teachers And Students Tell Their Classroom Stories. Counterpoints. 21. Education and Psychoanalysis
Paper Contemporary Education: Diversity and Singularity of the Psychoanalytic Reading. Université Paris 8 Vincennes-Saint-Denis, France Presenting Author:The diversity of theoretical references is constitutive of the field of education and training sciences. In this discipline, a sociological conception of education has long prevailed, targeting an individual who is conscious and determined by his habitus, by dispositions characteristic of his social and cultural origin. Inequalities from birth are said to be reproduced by educational institutions, in particular by the school. Didactics, for its part, has developed a fairly abstract vision of the learner as an epistemic subject, centred on his cognitive functioning. It was not until relatively recently that the subject was granted agentivity, a capacity to act, to be a social actor from a very young age. Or to see him attributed, under the influence of psychology, emotions, self-esteem, even an affective life. Methodology, Methods, Research Instruments or Sources Used Based on two studies, we wish to show the diversity of possible interpretations of educational situations involving subjects, professionals and adolescents, but also the resistance and defence mechanisms we experience with regard to this diversity, what we can or cannot hear, observe and interpret as researchers. The first research focuses on the experiences of adolescent girls in public spaces and their elaboration in collectives. The second research, as part of a broader study on school drop-out, brought to light a related problem: that of so-called disruptive pupils, who are the subject of 'incident reports' written by their teachers and collected by the school administration for the purpose of sanction (Hilbold & Gavarini, 2022). By combining qualitative empirical research methods (observations, interviews) with devices for elaborating the researcher's position (field diary, correspondence, time for elaborative exchanges in collective research, taking into account the 'aftermath' of the research, etc.), we understand research in its "bricolage" dimension (Lévi-Strauss), emphasising the listening to singularity made possible by the apprehension of the relationships in research (Gavarini, 2007): we assume moments of total incomprehension (Hilbold, 2022), however uncomfortable they may be, which seem to us to be the best sign of authentic research. The phenomena of identification that arose, for example, during interviews with secondary school girls, bringing up affects from the researchers' past adolescence, initially hindered the apprehension of otherness and singularity, but this apparent obstacle was also a necessary step in the analysis of the relationship between the researchers and the students. Despite the discomfort that this can produce in us, the clinical approach pushes us to seize the impromptu, the enigmatic that arise in research. Thus, we conducted two interviews with a teacher in a so-called 'difficult' secondary school. She entrusted us with a thick confidential file on a class of which she had been the referent teacher. A transferential link was woven between her and us, symbolically obliging us not to throw away this waste that she had initially intended for the dustbin. The “incident reports” it contained, however diverse they may be, pinpoint pupils in their diversity, in their deviations from a norm that is always implicit, disrupting the school order. We think that diversity does not belong to the sole relationship of the teachers to their pupils and also operates in our complex relationship to this order and in our identifications with the pupils and with some of the teachers. Conclusions, Expected Outcomes or Findings The psychoanalytical reading of contemporary educational issues, as long as it frees itself from any normative temptation and from a psychopathologisation of behaviour and practices, and does not set itself up as expert knowledge, remains subversive. Psychoanalysis can be renewed on the condition that it allows itself to be affected, modified and diversified by contemporary educational challenges. These challenges are reflected even in the clinic, and are manifested, for example, in the relationship we have with "educators", professionals, parents, but also children and adolescents. The central issue is to deal with the risk of this particular clinic of the subject in an educational and institutional situation, to confront its negativity and to deal with the uncertainty inherent in the diversity of practices and subjectivities. A question arises: how to build reflexive research devices that allow us to apprehend the social-historical situation of which we are also a part, from an ever-renewed angle. We will therefore show how our research is enriched by diversity, on the condition that we make explicit the aspects that we seek to highlight. We understand diversity on three levels: whether we bring the notion of diversity closer to the dimension of heterogeneity, or even to the concept of "Collective" (J. Oury), in the work of elaborating the research data. It should be specified that this work does not aim at coherence or consensus but, on the contrary, at welcoming otherness or “othering” (becoming other); or that we apply this notion of diversity to the theoretical apparatus we mobilise, from psychoanalysis to gender studies, via critical sociology and philosophy; or, finally, that we bring to light the diversity in the meanings attributed to the singular speeches and acts collected in the research fields. References Blanchard-Laville, C. (2019). Le pari de la clinique d’orientation psychanalytique en sciences de l’éducation. Dans B. Mabilon-Bonfils et C. Delory-Momberger (dir.), À quoi servent les sciences de l’éducation ? (p. 95-105). Paris : ESF. Gavarini, L. (2007). Le contre-transfert comme rapport de places : revisiter la question de l’implicationdu chercheur. Actualité de la Recherche en Education et en Formation, Strasbourg. Consulté à l’adresse http://www.congresintaref.org/actes_pdf/AREF2007_Laurence_GAVARINI_462.pdf Gavarini, L. & Hilbold, M. (à paraître). Psychanalyse et éducation, une rencontre toujours incertaine? Le Carnet Psy. Gavarini, L. (2023, à paraître). L’éducation est-elle en crise ou est-elle crise?Une relecture d’Arendt. Le Télémaque. Hilbold, M. & Gavarini, L. (2022). Ordre et désordres scolaires, les enseignants à l’heure des “incidents” dans la classe. In Gavarini, L., Ottavi, D., Pirone, I. (2022). Le normal et le pathologique à l’école aujourd’hui. Saint-Denis : Presses universitaires de Vincennes. Hilbold, M. (2022). Hearing without understanding: listening to the singular in educational psychoanalytically based research. Special Call: Education and Psychoanalysis. European Conference on Educational Research (ECER), European Educational Research Association (EERA), Yerevan. Oury, J. (2005). Le Collectif: Le Séminaire de Sainte-Anne. Champ social. https://doi.org/10.3917/chaso.ouryj.2005.01 21. Education and Psychoanalysis
Paper Spaces of Reflection as Social Entities. Psychoanalytic Overtures to the Biography-oriented Discourse 1Humboldt-University Berlin, Germany; 2University of Koblenz-Landau, Germany Presenting Author:If one takes a look at the german discourse on professionalization in teaching, it is noticeable that the concepts of reflection and reflexivity are gaining more and more importance (Kratz 2022, Dlugosch & Kratz 2022). This is especially true for its biography-oriented strand, which is currently experiencing an enormous upswing. Methodology, Methods, Research Instruments or Sources Used On the one hand, we concretize our theoretical considerations in the article on the basis of selected episodic-narrative interviews conducted with trainee teachers (N100) who documentarily remember episodes of their educational biography. Using the material as an example, we trace how spaces of reflection in social-communicative, intersubjective space can emerge, be held, or be destroyed. The data material originates from the Lotte Köhler-funded study "Biographical narration as a professional educational space" (Kratz 2022). On the other hand, we use current term papers written by university students, in which they deal with a case report from their professional experience, taking into account the emotional involvement, and including the peer group as a field of resonance. Conclusions, Expected Outcomes or Findings The interest of our contribution aims first and foremost at a psychoanalytically based determination of the relevance of (auto-)biographical narration in psychosocial studies. Secondly, it aims at the presentation of a broad connectivity of elaborated psychoanalytic knowledge to a current discourse in educational science. The working hypothesis guiding both target perspectives is that one can deal psychoanalytically with the deficit of theory in the discourse of professionalization, in particular through symbolization theory. Moreover, our contribution reminds us that the question of a biographical-reflexive teacher education has been explicitly conducted within psychoanalytic pedagogy for 50 years already and seems like a forgotten narrative in the mainstream of the current professionalization discourse. References Brookfield, Stephen (2009): The concept of critical reflection: promises and contradictions. In: European Journal of Social Work 12 (3), S. 293–304. DOI: 10.1080/13691450902945215. Dlugosch, A.; Kratz, M. (2022). Ein reflexiver Habitus als Fluchtpunkt der universitären Lehrerbildung? Transformationspotenziale im Dienst pädagogischer Professionalisierungsprozesse. In: Kratz, M.; Jester, M; (2022). Bildung in der Transformation. In: Pädagogische Rundschau. Volume 76, Number 5. S. 501-513. Peter- Lang-Verlag. Open-Access Hauser, B.; Wyss, C. (2021). Mythos Reflexion. In: Journal für LehrerInnenbildung. Nr. 1. Bad Heilbrunn: Klinhardt. Helsper, W. (2011): Lehrerprofessionalität. In: E. Terhart et al. (Hrsg.): Handbuch der Forschung zum Lehrerberuf (S. 149–170). Münster: Waxmann. Helsper, Werner (2018): Lehrerhabitus. Lehrer zwischen Herkunft, Milieu und Profession. In: Paseka, Angelika/Keller-Schneider, Manuela/Combe, Arno (Hrsg.): Ungewissheit als Herausforderung für pädagogisches Handeln. Wiesbaden: Springer, 105-140 Kratz, M. (2022). Sprachsymbolisierung als transformativer Bildungsprozess. Alfred Lorenzers Angebot an den erziehungswissenschaftlichen Professionalisierungsdiskurs. In: (Hrsg.) Dörr, M.; Würker, A.; Schmid Noerr, G.: Zwang und Utopie – das Potenzial des Unbewussten. Zum 100. Geburtstag von Alfred Lorenzer. 172-184. Weinheim. Beltz Lorenzer, Alfred (1973): Sprachzerstörung und Rekonstruktion. Frankfurt a. M.: Suhrkamp. Völter, B. (2018). Biographie und Profession. In: Lutz, H./Schiebel, M./Tuider, E. (Hrsg.): Handbuch Biographieforschung. Wiesbaden: Springer, 473–484. Wilfred Bion (1992). Elemente der Psychoanalyse. Suhrkamp Verlag. Frankfurt. Winnicott, D.W. (1965/2006). Reifungsprozesse und fördernde Umwelt. Studien zur Theorie der emotionalen Entwicklung (2., unveränderte Aufl.). Gießen: Psychosozial-Verlag. |