1. Before, after, in and beyond teacher education 2. Interrupting the frame: reflective practice in the classroom and the consulting room 3. The significance of ‘participation’ as an educational ideal in education for sustainable development and health education in schools 4. Learning to fail and learning from failure – ideology at work in a mathematics classroom 5. An ideology critique of global citizenship education 6. Recognising desire: a psychosocial approach to understanding education policy implementation and effect 7. Psychical contexts of subjectivity and performative practices of remuneration: teaching assistants’ narratives of work 8. Talkin’ ‘bout a revolution: the social, political, and fantasmatic logics of education policy 9. The sublime objects of education policy: quality, equity and ideology 10. The explosion of real time and the structural conditions of temporality in a society of control: durations and urgencies of academic research
Claudia Lapping is a Reader in Psychosocial Studies and Education at the Institute of Education, University College London, UK. She is interested in the use of psychoanalysis in empirical research methodology, in unconscious processes in educational institutions, practices, and in the production and recontextualisation of legitimized knowledge. She is the author of Psychoanalysis in Social Research (2011) and the co-editor of Knowing and Not Knowing: Thinking Psychosocially about Learning and Resistance to Learning (with Tamara Bibby, 2016).