Pedagogical events: re‐reading shared moments in educational history

Jones, Alison; Jenkins, Kuni Kaa

doi:10.1080/0725686042000264062

Cited by 3 publications

(1 citation statement)

References 5 publications

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“…I explain that as an ethno-racial minority child who grew up in a predominantly White neighborhood in the US, I disliked teachers, friends, and others seeking cultural information about me. I describe that such feelings are much like the feelings expressed by Maori teachers in Australia discussed in a study by Jones (2001) and Jones and Jenkins (2004) who always felt obligated to provide cultural information to the Pakeha teachers and who were very delighted when the classroom was separated from the Pakeha teachers. I state that being asked questions about my culture that my friends were not asked invariably reinforced the fact that I was different and created the feeling of anxiety-the feeling that was re-invoked by the participating teachers who were adamant about seeking information about cultural others in the study.…”

Section: Transference and Counter-transferencementioning

confidence: 86%

Transference, Counter-transference, and Reflexivity in Intercultural Education

Shim

2014

Educational Philosophy and Theory

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The article addresses the contributions psychoanalytic theory, particularly its concepts of transference and counter-transference, can make to our understanding of reflexivity in intercultural education (IE). After the introduction, the article is organized into three parts. The first part is a psychoanalytic discussion that focuses on the concepts of transference and counter-transference. The second part elaborates on the concepts of transference and counter-transference by presenting examples through existing studies in the fields of multicultural and IE and psychoanalysis to illuminate what it would mean to psychoanalytically understand aspects of intercultural relations and reflexivity. In the third section, while contending that this article does not exclude other forms of reflexivity or delimit the danger of uncritically accepting the potentials for reflexivity, it offers the implications drawn from the discussions in the first and second sections by concluding that psychoanalysis is an area of inquiry that forces us to question how unconscious forces affect our interaction with students, the curriculum, and the meaning we give to teaching and learning experiences. The article concludes that reflexivity in IE can benefit from considering the effects of transference and counter-transference.

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Section: Transference and Counter-transferencementioning

confidence: 86%