South Coast Branch Seminar
Education policy can be characterised in terms of the balancing of the rational and the normative. Specifically, it positions itself as the domain of efficient, if instrumental, reason and beneficent morality. Within this view, personal and social progress result from engagement in learning leading to the steady accretion of knowledge. Psychoanalysis, however, offers a different perspective in which we are subjects of desire, rather than subjects of knowledge, and in which our engagement with reality is inevitably structured by fantasy and mediated by ideology. Such a view wreaks epistemological havoc with ‘business as usual’ in education, undoing any comforting connections between the subject, knowledge, redemption and progress. This session examines policy agendas from the English and Australian contexts, leavened by way of some forays into film, in order to think through the consequences of taking psychoanalytic notions, including desire, fantasy and the unconscious, seriously in relation to education policy and practice.
Please note later start time.