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if ($a.is_logged_in() && $viewedUser.is_current_user()) { $('body').addClass('profile-viewed-by-owner'); } $socialProfiles = []</script><div id="js-react-on-rails-context" style="display:none" data-rails-context="{"inMailer":false,"i18nLocale":"en","i18nDefaultLocale":"en","href":"https://yorku.academia.edu/LisaFarley","location":"/LisaFarley","scheme":"https","host":"yorku.academia.edu","port":null,"pathname":"/LisaFarley","search":null,"httpAcceptLanguage":null,"serverSide":false}"></div> <div class="js-react-on-rails-component" style="display:none" data-component-name="ProfileCheckPaperUpdate" data-props="{}" data-trace="false" data-dom-id="ProfileCheckPaperUpdate-react-component-f0287377-cd98-4198-9c30-6ce155e05b98"></div> <div id="ProfileCheckPaperUpdate-react-component-f0287377-cd98-4198-9c30-6ce155e05b98"></div> <div class="DesignSystem"><div class="onsite-ping" id="onsite-ping"></div></div><div class="profile-user-info DesignSystem"><div class="social-profile-container"><div class="left-panel-container"><div class="user-info-component-wrapper"><div class="user-summary-cta-container"><div class="user-summary-container"><div class="social-profile-avatar-container"><img class="profile-avatar u-positionAbsolute" alt="Lisa Farley" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/29423458/8424174/20057983/s200_lisa.farley.jpg" /></div><div class="title-container"><h1 class="ds2-5-heading-sans-serif-sm">Lisa Farley</h1><div class="affiliations-container fake-truncate js-profile-affiliations"><div><a class="u-tcGrayDarker" href="https://yorku.academia.edu/">York University</a>, <a class="u-tcGrayDarker" href="https://yorku.academia.edu/Departments/Education/Documents">Education</a>, <span class="u-tcGrayDarker">Faculty Member</span></div></div></div></div><div class="sidebar-cta-container"><button class="ds2-5-button hidden profile-cta-button grow js-profile-follow-button" data-broccoli-component="user-info.follow-button" data-click-track="profile-user-info-follow-button" data-follow-user-fname="Lisa" data-follow-user-id="29423458" data-follow-user-source="profile_button" data-has-google="false"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">add</span>Follow</button><button class="ds2-5-button hidden profile-cta-button grow js-profile-unfollow-button" data-broccoli-component="user-info.unfollow-button" data-click-track="profile-user-info-unfollow-button" data-unfollow-user-id="29423458"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">done</span>Following</button></div></div><div class="user-stats-container"><a><div class="stat-container js-profile-followers"><p class="label">Followers</p><p class="data">166</p></div></a><a><div class="stat-container js-profile-followees" data-broccoli-component="user-info.followees-count" data-click-track="profile-expand-user-info-following"><p class="label">Following</p><p class="data">71</p></div></a><a><div class="stat-container js-profile-coauthors" data-broccoli-component="user-info.coauthors-count" data-click-track="profile-expand-user-info-coauthors"><p class="label">Co-authors</p><p class="data">3</p></div></a><span><div class="stat-container"><p class="label"><span class="js-profile-total-view-text">Public Views</span></p><p class="data"><span class="js-profile-view-count"></span></p></div></span></div><div class="suggested-academics-container"><div class="suggested-academics--header"><h3 class="ds2-5-heading-sans-serif-xs">Related Authors</h3></div><ul class="suggested-user-card-list" data-nosnippet="true"><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a data-nosnippet="" href="https://ucsb.academia.edu/JudithGreen"><img class="profile-avatar u-positionAbsolute" alt="Judith L Green related author profile picture" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/10819/3653/21016275/s200_judith.green.jpg" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://ucsb.academia.edu/JudithGreen">Judith L Green</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">University of California, Santa Barbara</p></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a data-nosnippet="" href="https://ubc.academia.edu/EWayneRoss"><img class="profile-avatar u-positionAbsolute" alt="E. 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class="suggested-user-card__user-info__subheader ds2-5-body-xs">Tallinn University</p></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a data-nosnippet="" href="https://unsw.academia.edu/SimonMcIntyre"><img class="profile-avatar u-positionAbsolute" alt="Simon McIntyre related author profile picture" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/132802/35327/7686253/s200_simon.mcintyre.jpg" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://unsw.academia.edu/SimonMcIntyre">Simon McIntyre</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">The University of New South Wales</p></div></div></ul></div><style type="text/css">.suggested-academics--header h3{font-size:16px;font-weight:500;line-height:20px}</style><div class="ri-section"><div class="ri-section-header"><span>Interests</span><a class="ri-more-link js-profile-ri-list-card" data-click-track="profile-user-info-primary-research-interest" data-has-card-for-ri-list="29423458">View All (27)</a></div><div class="ri-tags-container"><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="29423458" href="https://www.academia.edu/Documents/in/Education"><div id="js-react-on-rails-context" style="display:none" data-rails-context="{"inMailer":false,"i18nLocale":"en","i18nDefaultLocale":"en","href":"https://yorku.academia.edu/LisaFarley","location":"/LisaFarley","scheme":"https","host":"yorku.academia.edu","port":null,"pathname":"/LisaFarley","search":null,"httpAcceptLanguage":null,"serverSide":false}"></div> <div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Education"]}" data-trace="false" data-dom-id="Pill-react-component-0eb5ec67-bdcc-4085-a2ef-095409a6f2a4"></div> <div id="Pill-react-component-0eb5ec67-bdcc-4085-a2ef-095409a6f2a4"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="29423458" href="https://www.academia.edu/Documents/in/History_Education"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["History Education"]}" data-trace="false" data-dom-id="Pill-react-component-5cb724ea-082d-4751-baf9-2adcad581649"></div> <div id="Pill-react-component-5cb724ea-082d-4751-baf9-2adcad581649"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="29423458" href="https://www.academia.edu/Documents/in/Psychoanalysis"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Psychoanalysis"]}" data-trace="false" data-dom-id="Pill-react-component-60091a46-29ea-487d-b6ed-11564850ed95"></div> <div id="Pill-react-component-60091a46-29ea-487d-b6ed-11564850ed95"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="29423458" href="https://www.academia.edu/Documents/in/Psychosocial_Studies"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Psychosocial Studies"]}" data-trace="false" data-dom-id="Pill-react-component-e491988a-fddb-4c22-8805-f32bc978dceb"></div> <div id="Pill-react-component-e491988a-fddb-4c22-8805-f32bc978dceb"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="29423458" href="https://www.academia.edu/Documents/in/History_of_Childhood_and_Youth"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["History of Childhood and Youth"]}" data-trace="false" data-dom-id="Pill-react-component-18e809fc-c585-4cdd-a15c-33a209005f34"></div> <div id="Pill-react-component-18e809fc-c585-4cdd-a15c-33a209005f34"></div> </a></div></div></div></div><div class="right-panel-container"><div class="user-content-wrapper"><div class="uploads-container" id="social-redesign-work-container"><div class="upload-header"><h2 class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="nav-container backbone-profile-documents-nav hidden-xs"><ul class="nav-tablist" role="tablist"><li class="nav-chip active" role="presentation"><a data-section-name="" data-toggle="tab" href="#all" role="tab">all</a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Books" data-toggle="tab" href="#books" role="tab" title="Books"><span>2</span> <span class="ds2-5-body-sm-bold">Books</span></a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Papers" data-toggle="tab" href="#papers" role="tab" title="Papers"><span>48</span> <span class="ds2-5-body-sm-bold">Papers</span></a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Editorial-Work" data-toggle="tab" href="#editorialwork" role="tab" title="Editorial Work"><span>3</span> <span class="ds2-5-body-sm-bold">Editorial Work</span></a></li></ul></div><div class="divider ds-divider-16" style="margin: 0px;"></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Books" id="Books"><h3 class="profile--tab_heading_container">Books by Lisa Farley</h3></div><div class="js-work-strip profile--work_container" data-work-id="44024709"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/44024709/The_Teachers_Call_to_Act_Beyond_Childhood_Innocence_Picturing_Reparation_in_Shi_shi_etko_and_Shin_chis_Canoe"><img alt="Research paper thumbnail of The Teacher's Call to Act Beyond Childhood Innocence: Picturing Reparation in Shi-shi-etko and Shin-chi's Canoe" class="work-thumbnail" src="https://attachments.academia-assets.com/104691399/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/44024709/The_Teachers_Call_to_Act_Beyond_Childhood_Innocence_Picturing_Reparation_in_Shi_shi_etko_and_Shin_chis_Canoe">The Teacher's Call to Act Beyond Childhood Innocence: Picturing Reparation in Shi-shi-etko and Shin-chi's Canoe</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/TashaHenry">Tasha Henry</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://yorku.academia.edu/LisaFarley">Lisa Farley</a></span></div><div class="wp-workCard_item"><span>Oral History, Education and Justice: Possibilities and Limitations for Redress and Reconciliation </span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this chapter, we theorize the ethical work of stories as foundational to the teacher’s call to...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this chapter, we theorize the ethical work of stories as foundational to the teacher’s call to act in a time of reconciliation. We define such pedagogical action as a continual – and endless – call to learn from what is difficult to know about history beyond the protection of childhood innocence and the celebrated promise of teachable moments. Drawing from Canada’s Truth and Reconciliation Commission’s Calls to Action, we offer an account of our learning from Nicola I. Campbell and Kim LaFave's picture books, Shi-shi-etko and Shin-chi’s Canoe. By focusing on the juxtaposition of image and text, we emphasize the ways these books unsettle the fantasy of childhood innocence purposely denied to Indigenous children and how they represent acts of cultural survivance amid legacies of colonial violence. In this time of reconciliation, our chapter cautions against the proclivity of education to reassert a position of mastery, and instead asks what stories can teach us about the teacher’s lack as a position from which to begin the work of reconciliation.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5f317eff12f0f9d606b4f7effc023173" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":104691399,"asset_id":44024709,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/104691399/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44024709"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44024709"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44024709; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44024709]").text(description); $(".js-view-count[data-work-id=44024709]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44024709; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='44024709']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5f317eff12f0f9d606b4f7effc023173" } } $('.js-work-strip[data-work-id=44024709]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":44024709,"title":"The Teacher's Call to Act Beyond Childhood Innocence: Picturing Reparation in Shi-shi-etko and Shin-chi's Canoe","translated_title":"","metadata":{"doi":"10.4324/9781315179278","abstract":"In this chapter, we theorize the ethical work of stories as foundational to the teacher’s call to act in a time of reconciliation. 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Drawing from fiction, clinical studies, and courtroom and classroom contexts, Lisa Farley explores a series of five conceptual figures—the replacement child, the neurodiverse child, the counterfeit child, the child heir of historical trauma, and the gender divergent child—with a keen eye to discussions of social justice and human dignity. The book reveals the emotional situations, social tensions, and political issues that shape the meaning of childhood, and focuses on what happens when a child departs from normative scripts of development. Through thought-provoking analysis, Farley develops themes that include childhood loss, the myth of innocence, the problem of diagnosis, the subject of racial hatred, the meaning of a good fight, and gender embodiment. She draws extensively on psychoanalytic concepts to show how the fantasy of the child advancing through lockstep stages fails to account for the child as symbolic of the conflicts of entering into the social world. Childhood beyond Pathology suggests we reconsider developmental understandings of childhood by honoring the elusive qualities of inner life.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37329774"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37329774"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37329774; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37329774]").text(description); $(".js-view-count[data-work-id=37329774]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37329774; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37329774']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=37329774]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37329774,"title":"Childhood Beyond Pathology: A Psychoanalytic Study of Development and Diagnosis","translated_title":"","metadata":{"abstract":"Childhood beyond Pathology offers an account of the ways that psychoanalytic concepts can inform ongoing challenges of representing development, belonging, and relationality, with a focus on debates over how children should be treated, what they might know, and who they should become. 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Childhood beyond Pathology suggests we reconsider developmental understandings of childhood by honoring the elusive qualities of inner life.","internal_url":"https://www.academia.edu/37329774/Childhood_Beyond_Pathology_A_Psychoanalytic_Study_of_Development_and_Diagnosis","translated_internal_url":"","created_at":"2018-09-02T06:44:54.555-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":29423458,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[],"downloadable_attachments":[],"slug":"Childhood_Beyond_Pathology_A_Psychoanalytic_Study_of_Development_and_Diagnosis","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Childhood beyond Pathology offers an account of the ways that psychoanalytic concepts can inform ongoing challenges of representing development, belonging, and relationality, with a focus on debates over how children should be treated, what they might know, and who they should become. 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Childhood beyond Pathology suggests we reconsider developmental understandings of childhood by honoring the elusive qualities of inner life.","owner":{"id":29423458,"first_name":"Lisa","middle_initials":null,"last_name":"Farley","page_name":"LisaFarley","domain_name":"yorku","created_at":"2015-04-11T07:35:32.200-07:00","display_name":"Lisa Farley","url":"https://yorku.academia.edu/LisaFarley"},"attachments":[],"research_interests":[{"id":188,"name":"Cultural Studies","url":"https://www.academia.edu/Documents/in/Cultural_Studies"},{"id":244,"name":"Psychoanalysis","url":"https://www.academia.edu/Documents/in/Psychoanalysis"},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education"},{"id":2746,"name":"Children's Literature","url":"https://www.academia.edu/Documents/in/Childrens_Literature"},{"id":3114,"name":"Queer Theory","url":"https://www.academia.edu/Documents/in/Queer_Theory"},{"id":4255,"name":"Children's and Young Adult Literature","url":"https://www.academia.edu/Documents/in/Childrens_and_Young_Adult_Literature"},{"id":4583,"name":"Child Development","url":"https://www.academia.edu/Documents/in/Child_Development"},{"id":5049,"name":"Critical Psychology","url":"https://www.academia.edu/Documents/in/Critical_Psychology"},{"id":12093,"name":"Theories of Gender and Transgender","url":"https://www.academia.edu/Documents/in/Theories_of_Gender_and_Transgender"},{"id":27088,"name":"Psychosocial Research","url":"https://www.academia.edu/Documents/in/Psychosocial_Research"},{"id":32543,"name":"Neurodiversity","url":"https://www.academia.edu/Documents/in/Neurodiversity"},{"id":33047,"name":"Child Psychoanalysis","url":"https://www.academia.edu/Documents/in/Child_Psychoanalysis"},{"id":50434,"name":"Psychosocial Studies","url":"https://www.academia.edu/Documents/in/Psychosocial_Studies"},{"id":62341,"name":"Childhood studies","url":"https://www.academia.edu/Documents/in/Childhood_studies"},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child"}],"urls":[{"id":8577247,"url":"http://www.sunypress.edu/p-6601-childhood-beyond-pathology.aspx"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-37329774-figures'); } }); </script> <div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Lisa Farley</h3></div><div class="js-work-strip profile--work_container" data-work-id="111069503"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/111069503/Psychoanalytic_Readings_of_Childhood_and_Adolescent_Subjectivities_Discourse_Fantasy_and_Memory"><img alt="Research paper thumbnail of Psychoanalytic Readings of Childhood and Adolescent Subjectivities: Discourse, Fantasy, and Memory" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Psychoanalytic Readings of Childhood and Adolescent Subjectivities: Discourse, Fantasy, and Memory</div><div class="wp-workCard_item"><span>2018 Conference of the Canadian Society for the Study of Education</span><span>, Feb 17, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The papers of this panel apply psychoanalytic concepts to examine how representations of childhoo...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The papers of this panel apply psychoanalytic concepts to examine how representations of childhood and adolescence may provide insights into the ways that subjectivities are shaped by discourse, fantasy, and memory. A coming-of-age film about an intersex adolescent is analyzed to critique discourses of</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111069503"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111069503"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111069503; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111069503]").text(description); $(".js-view-count[data-work-id=111069503]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111069503; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111069503']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=111069503]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111069503,"title":"Psychoanalytic Readings of Childhood and Adolescent Subjectivities: Discourse, Fantasy, and Memory","translated_title":"","metadata":{"abstract":"The papers of this panel apply psychoanalytic concepts to examine how representations of childhood and adolescence may provide insights into the ways that subjectivities are shaped by discourse, fantasy, and memory. 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} }); </script> <div class="js-work-strip profile--work_container" data-work-id="111069502"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/111069502/Relationships_at_the_Core_A_Story_of_Jonathan_Silin"><img alt="Research paper thumbnail of Relationships at the Core: A Story of Jonathan Silin" class="work-thumbnail" src="https://attachments.academia-assets.com/108689626/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/111069502/Relationships_at_the_Core_A_Story_of_Jonathan_Silin">Relationships at the Core: A Story of Jonathan Silin</a></div><div class="wp-workCard_item"><span>Occasional Paper Series</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="496ca0f2578c90d591405eb12ece1e6e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108689626,"asset_id":111069502,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108689626/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111069502"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111069502"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111069502; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-111069502-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="111069501"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/111069501/Welcoming_Narratives_in_Education_A_Tribute_to_the_Life_Work_of_Jonathan_Silin"><img alt="Research paper thumbnail of Welcoming Narratives in Education: A Tribute to the Life Work of Jonathan Silin" class="work-thumbnail" src="https://attachments.academia-assets.com/108689628/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/111069501/Welcoming_Narratives_in_Education_A_Tribute_to_the_Life_Work_of_Jonathan_Silin">Welcoming Narratives in Education: A Tribute to the Life Work of Jonathan Silin</a></div><div class="wp-workCard_item"><span>Occasional Paper Series</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Invited authors were told that their pieces did not have to directly reference Jonathan's work; s...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Invited authors were told that their pieces did not have to directly reference Jonathan's work; some did and some did not. Regardless, what followed from the invitation to contribute was nothing less than a profound testament to the spirit of Jonathan's work, leading to inspired acts of support and generosity shown by our contributors to one another, all occurring during the extreme stresses of the COVID-19 pandemic. As will be clear, the senior scholars were deeply moved by the rich and vulnerable offerings of their partners and they responded in kind. Indeed, in one particularly moving act of reciprocity, when the cruel duplicity of Trump-era immigration policies made it impossible for one of our contributors, Ana Carolina Díaz Beltrán, to complete her contribution, her senior partner, Michelle Salazar Pérez, wrapped Ana in loving care, inviting Cinthya Saavedra and Paty Abril-Gonzalez to join in a shared effort to produce a piece that allowed Ana's continuing participation. It was an act that moved us and the Occasional Paper Series board to tears of gratitude and admiration.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="25d1dab90390567f1310e0e7ddf453f9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108689628,"asset_id":111069501,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108689628/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111069501"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111069501"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111069501; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111069501]").text(description); $(".js-view-count[data-work-id=111069501]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111069501; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111069501']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "25d1dab90390567f1310e0e7ddf453f9" } } $('.js-work-strip[data-work-id=111069501]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111069501,"title":"Welcoming Narratives in Education: A Tribute to the Life Work of Jonathan Silin","translated_title":"","metadata":{"publisher":"Bank Street College of Education","grobid_abstract":"Invited authors were told that their pieces did not have to directly reference Jonathan's work; some did and some did not. 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So begins Phillipe Grimbert's little novel, Memory (2004, p. 3). Previously published under the title Secret, the story suggests something elusive, and unspoken, about history and its passage through the generations. On one level, little Phillipe's "brother" is an imaginary friend who embodies all the qualities that Phillipe lacks, and that he fears his father would prefer: "Stronger and better looking. An older brother, invisible and glorious" (p. 3). Then Phillipe makes a discovery in the attic that reveals the terrible secret of the family's history. When the attic trunk yields a stuffed toy dog, we learn that Phillipe actually did have a brother, Simon, though they could never have met. Simon was, together with his mother, Hannah, murdered the day after the pair was delivered from the Pithiviers transit camp to Auschwitz. The plot of this history becomes more complex when we learn that after the death of his wife and child, Phillipe's father, Maxime, remarried, and that his second wife-Phillipe's mother-is also, (and here is the thick of it), Hannah's beautiful sister-in-law. The excavation of this hidden history-the weight of grief, forbidden love, and wrenching guilt-adds a second layer of meaning to Phillipe's imaginary brother. Phillipe now understands that his invention is no longer just good company (though he is also this), but also a symptom of, or a way of coping with, the affective aftermath of the family's haunting past: "I had put off the moment of knowing for as long as I could, scratching myself on the barbed wire of a prison of silence. To avoid it, I invented myself a brother, unable to recognize the boy imprinted forever in my father's taciturn gaze" (p. 64). When Phillipe turns fifteen, he finds his opportunity to "meet" Simon-not, of course, in actual fact, but in the form of a remembered history. This meeting occurs in part through a series of events, including watching a Holocaust documentary at school, and also through conversations with a family friend, Louise, who helps Phillipe piece together the stray bits of his past into a narrative, a life history. And, of course, Phillipe undertakes the narration of this history once again, in adulthood, in writing his novel. At both times, history is made when Phillipe can see himself as an author of, rather than authored by, his past. Phillipe's narrative raises three big</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2da4e29c7229196ad7efbb338ce09236" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108689627,"asset_id":111069500,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108689627/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111069500"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111069500"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111069500; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111069500]").text(description); $(".js-view-count[data-work-id=111069500]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111069500; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111069500']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2da4e29c7229196ad7efbb338ce09236" } } $('.js-work-strip[data-work-id=111069500]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111069500,"title":"Invisible Ink\" -- A Psychoanalytic Study of School Memory","translated_title":"","metadata":{"publisher":"Bank Street College of Education","grobid_abstract":"occasional paper series farley 17 \"INVISIBLE INK\"-A PSYCHOANALYTIC STUDY OF SCHOOL MEMORY lisa farley \"Although an only child, for many years I had a brother.\" So begins Phillipe Grimbert's little novel, Memory (2004, p. 3). Previously published under the title Secret, the story suggests something elusive, and unspoken, about history and its passage through the generations. On one level, little Phillipe's \"brother\" is an imaginary friend who embodies all the qualities that Phillipe lacks, and that he fears his father would prefer: \"Stronger and better looking. An older brother, invisible and glorious\" (p. 3). Then Phillipe makes a discovery in the attic that reveals the terrible secret of the family's history. When the attic trunk yields a stuffed toy dog, we learn that Phillipe actually did have a brother, Simon, though they could never have met. Simon was, together with his mother, Hannah, murdered the day after the pair was delivered from the Pithiviers transit camp to Auschwitz. 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Society</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this article, we explore how childhood artefacts and memories might help us think retrospectiv...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this article, we explore how childhood artefacts and memories might help us think retrospectively about children’s agency and its relationship to schooling and teaching. Across four university sites in Canada and the United States, we asked undergraduate students in teacher education and childhood studies programs to choose an artefact or object that encapsulates contemporary conceptions of childhood and to discuss them in a focus group setting at each site. Building on three participants’ descriptions of how they remembered and reflected upon school-oriented objects – a progress report, a notebook, and a pencil sharpener – we explore how participants used their artefacts in ways that allow us to theorize children’s agencies as assemblages, where agency is relational and contingent on multiple social and cultural factors. Drawing on our participants’ interpretations, we consider how a reconceptualized concept of agency may expand our understanding of the possibilities of children...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="edb1da1d6afb286b11c3f46396c77e28" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108689594,"asset_id":111069498,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108689594/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111069498"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111069498"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111069498; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111069498]").text(description); $(".js-view-count[data-work-id=111069498]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111069498; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111069498']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "edb1da1d6afb286b11c3f46396c77e28" } } $('.js-work-strip[data-work-id=111069498]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111069498,"title":"Agency as assemblage: Using childhood artefacts and memories to examine children’s relations with schooling","translated_title":"","metadata":{"abstract":"In this article, we explore how childhood artefacts and memories might help us think retrospectively about children’s agency and its relationship to schooling and teaching. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-111069497-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="111069496"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/111069496/Never_Ending_Adolescence"><img alt="Research paper thumbnail of Never-Ending Adolescence" class="work-thumbnail" src="https://attachments.academia-assets.com/108689592/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/111069496/Never_Ending_Adolescence">Never-Ending Adolescence</a></div><div class="wp-workCard_item"><span>Handbook of Theory and Research in Cultural Studies and Education</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this chapter, we speculate about a psychic quality of resistance manifesting in a fantasy form...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this chapter, we speculate about a psychic quality of resistance manifesting in a fantasy formation that we are calling "never-ending adolescence." Also known as the Peter Pan syndrome, we argue that never-ending adolescence is made from a fantasy of not growing up that takes shape in a longing to dwell forever in "what we imagine as a time before" (Britzman, The very thought of education: psychoanalysis and the impossible professions. State University of New York Press, Albany, 2009, p. 43). We propose that the technologically driven quality of today's adolescence amplifies this archaic fantasy structure, setting into motion the creation of nostalgic objects that have come to be known as "throwback" phenomena signifying fantasied portals into an idealized time of the childhood past. Such phenomena, we suggest, freeze time into "immobile sections" that secure a certainty of experience and resist what Julia Kristeva (Hatred and forgiveness. Columbia University Press, New York, 2013) calls the "mobility of</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3d01194f753f73fe4fe71eb8cf9404bc" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108689592,"asset_id":111069496,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108689592/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111069496"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111069496"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111069496; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111069496]").text(description); $(".js-view-count[data-work-id=111069496]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111069496; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111069496']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3d01194f753f73fe4fe71eb8cf9404bc" } } $('.js-work-strip[data-work-id=111069496]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111069496,"title":"Never-Ending Adolescence","translated_title":"","metadata":{"publisher":"Springer International Publishing","ai_title_tag":"Psychology of Never-Ending Adolescence","grobid_abstract":"In this chapter, we speculate about a psychic quality of resistance manifesting in a fantasy formation that we are calling \"never-ending adolescence.\" Also known as the Peter Pan syndrome, we argue that never-ending adolescence is made from a fantasy of not growing up that takes shape in a longing to dwell forever in \"what we imagine as a time before\" (Britzman, The very thought of education: psychoanalysis and the impossible professions. 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A coming-of-age film about an intersex adolescent is analyzed to critique discourses of</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111069495"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111069495"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111069495; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111069495]").text(description); $(".js-view-count[data-work-id=111069495]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111069495; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111069495']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=111069495]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111069495,"title":"Psychoanalytic Readings of Childhood and Adolescent Subjectivities: Discourse, Fantasy, and Memory","translated_title":"","metadata":{"abstract":"The papers of this panel apply psychoanalytic concepts to examine how representations of childhood and adolescence may provide insights into the ways that subjectivities are shaped by discourse, fantasy, and memory. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-111069493-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="111069492"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/111069492/The_Teacher_s_Call_to_Act_beyond_Childhood_Innocence"><img alt="Research paper thumbnail of The Teacher’s Call to Act beyond Childhood Innocence" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">The Teacher’s Call to Act beyond Childhood Innocence</div><div class="wp-workCard_item"><span>Oral History, Education, and Justice</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This book addresses oral history as a form of education for redress and reconciliation. It provid...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This book addresses oral history as a form of education for redress and reconciliation. It provides scholarship that troubles both the possibilities and limitations of oral history in relation to the pedagogical and curricular redress of historical harms. Contributing authors compel the reader to question what oral history calls them to do, as citizens, activists, teachers, or historians, in moving towards just relations. Highlighting the link between justice and public education through oral history, chapters explore how oral histories question pedagogical and curricular harms, and how they shed light on what is excluded or made invisible in public education. The authors speak to oral history as a hopeful and important pedagogy for addressing difficult knowledge, exploring significant questions such as: How do community-based oral history projects affect historical memory of the public? What do we learn from oral history in government systems of justice versus in the political struggles of non-governmental organizations? What is the burden of collective remembering and how does oral history implicate people in the past? How are oral histories about difficult knowledge represented in curriculum, from digital storytelling and literature to environmental and treaty education? This book presents oral history as a form of education that can facilitate redress and reconciliation in the face of challenges, and bring about an awareness of historical knowledge to support action that addresses legacies of harm. Furthering the field on oral history and education, this work will appeal to academics, researchers, and postgraduate students in the fields of social justice education, oral history, Indigenous education, curriculum studies, history of education, and social studies education.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111069492"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111069492"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111069492; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111069492]").text(description); $(".js-view-count[data-work-id=111069492]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111069492; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111069492']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=111069492]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111069492,"title":"The Teacher’s Call to Act beyond Childhood Innocence","translated_title":"","metadata":{"abstract":"This book addresses oral history as a form of education for redress and reconciliation. 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It provides scholarship that troubles both the possibilities and limitations of oral history in relation to the pedagogical and curricular redress of historical harms. Contributing authors compel the reader to question what oral history calls them to do, as citizens, activists, teachers, or historians, in moving towards just relations. Highlighting the link between justice and public education through oral history, chapters explore how oral histories question pedagogical and curricular harms, and how they shed light on what is excluded or made invisible in public education. The authors speak to oral history as a hopeful and important pedagogy for addressing difficult knowledge, exploring significant questions such as: How do community-based oral history projects affect historical memory of the public? What do we learn from oral history in government systems of justice versus in the political struggles of non-governmental organizations? What is the burden of collective remembering and how does oral history implicate people in the past? How are oral histories about difficult knowledge represented in curriculum, from digital storytelling and literature to environmental and treaty education? This book presents oral history as a form of education that can facilitate redress and reconciliation in the face of challenges, and bring about an awareness of historical knowledge to support action that addresses legacies of harm. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-111069491-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="111069490"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/111069490/Childhood_innocence_and_experience_Memory_discourse_and_practice"><img alt="Research paper thumbnail of Childhood innocence and experience: Memory, discourse and practice" class="work-thumbnail" src="https://attachments.academia-assets.com/108689625/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/111069490/Childhood_innocence_and_experience_Memory_discourse_and_practice">Childhood innocence and experience: Memory, discourse and practice</a></div><div class="wp-workCard_item"><span>Children &amp; Society</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Childhood innocence is a powerful social construct that, in North American and European contexts,...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Childhood innocence is a powerful social construct that, in North American and European contexts, has for centuries shaped ideas about what childhood 'should' be. The notion that children are born with an unspoiled purity that must be protected to ensure their own welfare and the moral wellbeing of society continues to have a profound presence in public discourse about children and childhood. Born of Enlightenment ideals that promoted the need to protect the innate sanctity of childhood, the child-saving movement of the late 19th century sought to rescue childhood innocence from the ills of industrialisation, fundamentally shaping institutional structures including public schools, hospitals, and social services that have since governed the lives of children (Clapton,</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-111069490-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-111069490-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13424547/table-1-of-the-happy-memories-that-positioned-the-child-as"><img alt="Of the happy memories that positioned the child as the central actor, as noted, the majority (27) re- lated happiness to an experience of not knowing something, suggesting a blissful ignorance about the adult world. These narratives featured descriptive words such as ‘happy’, ‘magical’, ‘innocent’, ‘free’, ‘simple’ and ‘sweet’. For example, one participant reported, ‘I was happy and felt free to do as I wanted; innocent and able to do anything I wanted’. Another participant described themselves ‘as a happy go lucky child who was bubbly’. Many of these narratives (20) took place outdoors and " class="figure-slide-image" src="https://figures.academia-assets.com/108689625/table_001.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-111069490-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0d7488b36b653b93f6af411baea8351a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108689625,"asset_id":111069490,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108689625/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111069490"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111069490"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111069490; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111069490]").text(description); $(".js-view-count[data-work-id=111069490]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111069490; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111069490']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0d7488b36b653b93f6af411baea8351a" } } $('.js-work-strip[data-work-id=111069490]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111069490,"title":"Childhood innocence and experience: Memory, discourse and practice","translated_title":"","metadata":{"publisher":"Wiley","ai_title_tag":"The Impact of Childhood Innocence on Social Constructs","grobid_abstract":"Childhood innocence is a powerful social construct that, in North American and European contexts, has for centuries shaped ideas about what childhood 'should' be. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-111069489-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="111069488"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/111069488/_The_Reluctant_Pilgrim_Questioning_Belief_After_Historical_Loss"><img alt="Research paper thumbnail of “The Reluctant Pilgrim:” Questioning Belief After Historical Loss" class="work-thumbnail" src="https://attachments.academia-assets.com/108689621/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/111069488/_The_Reluctant_Pilgrim_Questioning_Belief_After_Historical_Loss">“The Reluctant Pilgrim:” Questioning Belief After Historical Loss</a></div><div class="wp-workCard_item"><span>Journal of the Canadian Association For Curriculum Studies</span><span>, Nov 5, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">is on this hill that the Lejac Residential School once stood, though today, most physical traces ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">is on this hill that the Lejac Residential School once stood, though today, most physical traces have been destroyed. While the structure of the school itself is no longer, the collective memory of the school-and the students who attended-persists in the form of an annual pilgrimage to the site. Every July, close to one thousand travelers make their way there. They are seeking after traces of a former student, Rose of the Carrier First Nation, who many believe to be an Aboriginal Saint. Like her peers, Rose entered the residential school and was expected to convert to Catholicism, even though we also know that youth found many creative strategies to resist passive compliance. Unlike her peers, however, Rose chose to remain at the school after her graduation, where she tutored younger generations who entered. In 1949, at the age of thirty-three, she became increasingly weakened by brought to you by CORE View metadata, citation and similar papers at core.ac.uk provided by Journal of the Canadian Association for Curriculum Studies (JCACS)</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="12d54ab6f1f10d35b0cf0b765d892501" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108689621,"asset_id":111069488,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108689621/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111069488"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111069488"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111069488; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111069488]").text(description); $(".js-view-count[data-work-id=111069488]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111069488; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111069488']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "12d54ab6f1f10d35b0cf0b765d892501" } } $('.js-work-strip[data-work-id=111069488]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111069488,"title":"“The Reluctant Pilgrim:” Questioning Belief After Historical Loss","translated_title":"","metadata":{"grobid_abstract":"is on this hill that the Lejac Residential School once stood, though today, most physical traces have been destroyed. 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In 1949, at the age of thirty-three, she became increasingly weakened by brought to you by CORE View metadata, citation and similar papers at core.ac.uk provided by Journal of the Canadian Association for Curriculum Studies (JCACS)","owner":{"id":29423458,"first_name":"Lisa","middle_initials":null,"last_name":"Farley","page_name":"LisaFarley","domain_name":"yorku","created_at":"2015-04-11T07:35:32.200-07:00","display_name":"Lisa Farley","url":"https://yorku.academia.edu/LisaFarley"},"attachments":[{"id":108689621,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/108689621/thumbnails/1.jpg","file_name":"235648902.pdf","download_url":"https://www.academia.edu/attachments/108689621/download_file","bulk_download_file_name":"The_Reluctant_Pilgrim_Questioning_Belie.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/108689621/235648902-libre.pdf?1702261954=\u0026response-content-disposition=attachment%3B+filename%3DThe_Reluctant_Pilgrim_Questioning_Belie.pdf\u0026Expires=1743654848\u0026Signature=DsUQG9A7jIns4WVI0l1UTxMRFEIjqIFOOIoWXd~Rpxh6YzapuKAzlAsrxTpG0e4MX3pJsP31zmDfJ24UGOlpT6X6hTU5VMPvAmlsJ3lUCO5602C5DHzIHFvZEv9b0OsyXzgKh6Ti32EI4S8W2vRkVWWQUYixz6PVfke7faKCXTKEP06M2hBVRsjCP3HcDfp~x5i7LeRVvR59QmT5AR8JnGNL8mHbSr7xI2qjhR-NxNgt7fvuGJZVz9i9ZFAffodBiPI3oDRLa4Vgm6Yuyhw0S7-~Bx3z7fMN4rNTFHtzKSK6RlpsnlA3VpfC6EfRTRyHzWVkObdDOQxO9tc5K7EPxQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":128,"name":"History","url":"https://www.academia.edu/Documents/in/History"},{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":2412,"name":"Canadian History","url":"https://www.academia.edu/Documents/in/Canadian_History"},{"id":3784,"name":"Pilgrimage","url":"https://www.academia.edu/Documents/in/Pilgrimage"},{"id":8487,"name":"Sigmund Freud","url":"https://www.academia.edu/Documents/in/Sigmund_Freud"},{"id":10059,"name":"Curriculum Theory","url":"https://www.academia.edu/Documents/in/Curriculum_Theory"},{"id":13116,"name":"Aboriginal history in Canada","url":"https://www.academia.edu/Documents/in/Aboriginal_history_in_Canada"},{"id":14571,"name":"Julia Kristeva","url":"https://www.academia.edu/Documents/in/Julia_Kristeva"},{"id":15692,"name":"History Education","url":"https://www.academia.edu/Documents/in/History_Education"},{"id":23747,"name":"Loss and Trauma","url":"https://www.academia.edu/Documents/in/Loss_and_Trauma"},{"id":57773,"name":"Place Based Pedagogy","url":"https://www.academia.edu/Documents/in/Place_Based_Pedagogy"},{"id":1011411,"name":"Pilgrim","url":"https://www.academia.edu/Documents/in/Pilgrim"}],"urls":[{"id":36824189,"url":"http://jcacs.journals.yorku.ca/index.php/jcacs/article/view/26099/28980"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-111069488-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="111069487"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/111069487/_An_Oedipus_for_Our_Time_On_the_Un_Discipline_of_Historical_Relations"><img alt="Research paper thumbnail of “An Oedipus for Our Time”: On the Un-Discipline of Historical Relations" class="work-thumbnail" src="https://attachments.academia-assets.com/108689620/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/111069487/_An_Oedipus_for_Our_Time_On_the_Un_Discipline_of_Historical_Relations">“An Oedipus for Our Time”: On the Un-Discipline of Historical Relations</a></div><div class="wp-workCard_item"><span>Journal of Curriculum Theorizing</span><span>, 2008</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">N A LAZY SUMMER DAY IN JULY, a newspaper headline caught many Canadians by surprise. Splashed acr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">N A LAZY SUMMER DAY IN JULY, a newspaper headline caught many Canadians by surprise. Splashed across the front pages of national and local newspapers were photographs of three teens urinating on the Ottawa War Memorial in the midst of Canada Day festivities. A war veteran, retired Major Michael Pilon, snapped the pictures. In the days following the incidents, the public temperature soared; outraged veterans, citizens, and Canada's Prime Minister expressed their strong disapproval of the flagrant disrespect the actions represent. 1 In addition to calls for increased protection of the Memorial, the press and public evoked education. Questions were raised about why students do not know more about the past and how improved historical literacy might prevent crises of this sort in the future. 2 Whereas discussions in history education tend to focus on the adequacy of historical pedagogy to address the problem of learning (or not learning), there is still the question of how to make sense of the psychical complexities that crop up in encounters with historical representations, and specifically, when youth come into conflict with markers that gesture toward a time before their own. Keeping in mind the importance of improving students' historical literacy, I wish to explore additional terms for understanding why dismissing the past, and toying with its destruction, may be a paradoxical form of engagement, especially where adolescents are concerned. Psychoanalytically, encounters with history's material traces cannot be read as separate from internal traces of psychical conflict that make up the archive of the human mind. Drawing on Sigmund Freud, I explore the first, and arguably most debated conflict of psychoanalytic theory-the Oedipus complex-to highlight both destructive and reparative impulses as central to inter-generational relationships and to the work of becoming a historical subject. The Oedipus complex is how Freud described the childhood wish to do away with one parent and to possess the (m)other all to oneself. These desires set into motion an opposing dynamic, or "incest taboo" that Freud (1905) defined as "a cultural requirement of society" that prohibits the enactment of what is forbidden (p. 202). The Oedipus complex is successfully resolved, Freud argued, when the child internalizes cultural prohibitions represented by the parents in the development of the super-ego, or conscience, and that are upheld by social</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e46836333d8a440e29a8b8c6771bf5f4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108689620,"asset_id":111069487,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108689620/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111069487"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111069487"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111069487; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111069487]").text(description); $(".js-view-count[data-work-id=111069487]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111069487; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111069487']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e46836333d8a440e29a8b8c6771bf5f4" } } $('.js-work-strip[data-work-id=111069487]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111069487,"title":"“An Oedipus for Our Time”: On the Un-Discipline of Historical Relations","translated_title":"","metadata":{"publisher":"journal.jctonline.org","grobid_abstract":"N A LAZY SUMMER DAY IN JULY, a newspaper headline caught many Canadians by surprise. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-111069486-figures'); } }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="8566798" id="books"><div class="js-work-strip profile--work_container" data-work-id="44024709"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/44024709/The_Teachers_Call_to_Act_Beyond_Childhood_Innocence_Picturing_Reparation_in_Shi_shi_etko_and_Shin_chis_Canoe"><img alt="Research paper thumbnail of The Teacher's Call to Act Beyond Childhood Innocence: Picturing Reparation in Shi-shi-etko and Shin-chi's Canoe" class="work-thumbnail" src="https://attachments.academia-assets.com/104691399/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/44024709/The_Teachers_Call_to_Act_Beyond_Childhood_Innocence_Picturing_Reparation_in_Shi_shi_etko_and_Shin_chis_Canoe">The Teacher's Call to Act Beyond Childhood Innocence: Picturing Reparation in Shi-shi-etko and Shin-chi's Canoe</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/TashaHenry">Tasha Henry</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://yorku.academia.edu/LisaFarley">Lisa Farley</a></span></div><div class="wp-workCard_item"><span>Oral History, Education and Justice: Possibilities and Limitations for Redress and Reconciliation </span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this chapter, we theorize the ethical work of stories as foundational to the teacher’s call to...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this chapter, we theorize the ethical work of stories as foundational to the teacher’s call to act in a time of reconciliation. We define such pedagogical action as a continual – and endless – call to learn from what is difficult to know about history beyond the protection of childhood innocence and the celebrated promise of teachable moments. Drawing from Canada’s Truth and Reconciliation Commission’s Calls to Action, we offer an account of our learning from Nicola I. Campbell and Kim LaFave's picture books, Shi-shi-etko and Shin-chi’s Canoe. By focusing on the juxtaposition of image and text, we emphasize the ways these books unsettle the fantasy of childhood innocence purposely denied to Indigenous children and how they represent acts of cultural survivance amid legacies of colonial violence. In this time of reconciliation, our chapter cautions against the proclivity of education to reassert a position of mastery, and instead asks what stories can teach us about the teacher’s lack as a position from which to begin the work of reconciliation.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5f317eff12f0f9d606b4f7effc023173" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":104691399,"asset_id":44024709,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/104691399/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44024709"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44024709"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44024709; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44024709]").text(description); $(".js-view-count[data-work-id=44024709]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44024709; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='44024709']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5f317eff12f0f9d606b4f7effc023173" } } $('.js-work-strip[data-work-id=44024709]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":44024709,"title":"The Teacher's Call to Act Beyond Childhood Innocence: Picturing Reparation in Shi-shi-etko and Shin-chi's Canoe","translated_title":"","metadata":{"doi":"10.4324/9781315179278","abstract":"In this chapter, we theorize the ethical work of stories as foundational to the teacher’s call to act in a time of reconciliation. 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Drawing from fiction, clinical studies, and courtroom and classroom contexts, Lisa Farley explores a series of five conceptual figures—the replacement child, the neurodiverse child, the counterfeit child, the child heir of historical trauma, and the gender divergent child—with a keen eye to discussions of social justice and human dignity. The book reveals the emotional situations, social tensions, and political issues that shape the meaning of childhood, and focuses on what happens when a child departs from normative scripts of development. Through thought-provoking analysis, Farley develops themes that include childhood loss, the myth of innocence, the problem of diagnosis, the subject of racial hatred, the meaning of a good fight, and gender embodiment. She draws extensively on psychoanalytic concepts to show how the fantasy of the child advancing through lockstep stages fails to account for the child as symbolic of the conflicts of entering into the social world. Childhood beyond Pathology suggests we reconsider developmental understandings of childhood by honoring the elusive qualities of inner life.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37329774"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37329774"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37329774; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37329774]").text(description); $(".js-view-count[data-work-id=37329774]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37329774; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37329774']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=37329774]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37329774,"title":"Childhood Beyond Pathology: A Psychoanalytic Study of Development and Diagnosis","translated_title":"","metadata":{"abstract":"Childhood beyond Pathology offers an account of the ways that psychoanalytic concepts can inform ongoing challenges of representing development, belonging, and relationality, with a focus on debates over how children should be treated, what they might know, and who they should become. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-111069502-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="111069501"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/111069501/Welcoming_Narratives_in_Education_A_Tribute_to_the_Life_Work_of_Jonathan_Silin"><img alt="Research paper thumbnail of Welcoming Narratives in Education: A Tribute to the Life Work of Jonathan Silin" class="work-thumbnail" src="https://attachments.academia-assets.com/108689628/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/111069501/Welcoming_Narratives_in_Education_A_Tribute_to_the_Life_Work_of_Jonathan_Silin">Welcoming Narratives in Education: A Tribute to the Life Work of Jonathan Silin</a></div><div class="wp-workCard_item"><span>Occasional Paper Series</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Invited authors were told that their pieces did not have to directly reference Jonathan's work; s...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Invited authors were told that their pieces did not have to directly reference Jonathan's work; some did and some did not. Regardless, what followed from the invitation to contribute was nothing less than a profound testament to the spirit of Jonathan's work, leading to inspired acts of support and generosity shown by our contributors to one another, all occurring during the extreme stresses of the COVID-19 pandemic. As will be clear, the senior scholars were deeply moved by the rich and vulnerable offerings of their partners and they responded in kind. Indeed, in one particularly moving act of reciprocity, when the cruel duplicity of Trump-era immigration policies made it impossible for one of our contributors, Ana Carolina Díaz Beltrán, to complete her contribution, her senior partner, Michelle Salazar Pérez, wrapped Ana in loving care, inviting Cinthya Saavedra and Paty Abril-Gonzalez to join in a shared effort to produce a piece that allowed Ana's continuing participation. It was an act that moved us and the Occasional Paper Series board to tears of gratitude and admiration.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="25d1dab90390567f1310e0e7ddf453f9" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108689628,"asset_id":111069501,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108689628/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111069501"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111069501"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111069501; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111069501]").text(description); $(".js-view-count[data-work-id=111069501]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111069501; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111069501']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "25d1dab90390567f1310e0e7ddf453f9" } } $('.js-work-strip[data-work-id=111069501]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111069501,"title":"Welcoming Narratives in Education: A Tribute to the Life Work of Jonathan Silin","translated_title":"","metadata":{"publisher":"Bank Street College of Education","grobid_abstract":"Invited authors were told that their pieces did not have to directly reference Jonathan's work; some did and some did not. Regardless, what followed from the invitation to contribute was nothing less than a profound testament to the spirit of Jonathan's work, leading to inspired acts of support and generosity shown by our contributors to one another, all occurring during the extreme stresses of the COVID-19 pandemic. As will be clear, the senior scholars were deeply moved by the rich and vulnerable offerings of their partners and they responded in kind. Indeed, in one particularly moving act of reciprocity, when the cruel duplicity of Trump-era immigration policies made it impossible for one of our contributors, Ana Carolina Díaz Beltrán, to complete her contribution, her senior partner, Michelle Salazar Pérez, wrapped Ana in loving care, inviting Cinthya Saavedra and Paty Abril-Gonzalez to join in a shared effort to produce a piece that allowed Ana's continuing participation. 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So begins Phillipe Grimbert's little novel, Memory (2004, p. 3). Previously published under the title Secret, the story suggests something elusive, and unspoken, about history and its passage through the generations. On one level, little Phillipe's "brother" is an imaginary friend who embodies all the qualities that Phillipe lacks, and that he fears his father would prefer: "Stronger and better looking. An older brother, invisible and glorious" (p. 3). Then Phillipe makes a discovery in the attic that reveals the terrible secret of the family's history. When the attic trunk yields a stuffed toy dog, we learn that Phillipe actually did have a brother, Simon, though they could never have met. Simon was, together with his mother, Hannah, murdered the day after the pair was delivered from the Pithiviers transit camp to Auschwitz. The plot of this history becomes more complex when we learn that after the death of his wife and child, Phillipe's father, Maxime, remarried, and that his second wife-Phillipe's mother-is also, (and here is the thick of it), Hannah's beautiful sister-in-law. The excavation of this hidden history-the weight of grief, forbidden love, and wrenching guilt-adds a second layer of meaning to Phillipe's imaginary brother. Phillipe now understands that his invention is no longer just good company (though he is also this), but also a symptom of, or a way of coping with, the affective aftermath of the family's haunting past: "I had put off the moment of knowing for as long as I could, scratching myself on the barbed wire of a prison of silence. To avoid it, I invented myself a brother, unable to recognize the boy imprinted forever in my father's taciturn gaze" (p. 64). When Phillipe turns fifteen, he finds his opportunity to "meet" Simon-not, of course, in actual fact, but in the form of a remembered history. This meeting occurs in part through a series of events, including watching a Holocaust documentary at school, and also through conversations with a family friend, Louise, who helps Phillipe piece together the stray bits of his past into a narrative, a life history. And, of course, Phillipe undertakes the narration of this history once again, in adulthood, in writing his novel. At both times, history is made when Phillipe can see himself as an author of, rather than authored by, his past. Phillipe's narrative raises three big</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2da4e29c7229196ad7efbb338ce09236" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108689627,"asset_id":111069500,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108689627/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111069500"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111069500"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111069500; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111069500]").text(description); $(".js-view-count[data-work-id=111069500]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111069500; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111069500']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2da4e29c7229196ad7efbb338ce09236" } } $('.js-work-strip[data-work-id=111069500]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111069500,"title":"Invisible Ink\" -- A Psychoanalytic Study of School Memory","translated_title":"","metadata":{"publisher":"Bank Street College of Education","grobid_abstract":"occasional paper series farley 17 \"INVISIBLE INK\"-A PSYCHOANALYTIC STUDY OF SCHOOL MEMORY lisa farley \"Although an only child, for many years I had a brother.\" So begins Phillipe Grimbert's little novel, Memory (2004, p. 3). Previously published under the title Secret, the story suggests something elusive, and unspoken, about history and its passage through the generations. On one level, little Phillipe's \"brother\" is an imaginary friend who embodies all the qualities that Phillipe lacks, and that he fears his father would prefer: \"Stronger and better looking. An older brother, invisible and glorious\" (p. 3). Then Phillipe makes a discovery in the attic that reveals the terrible secret of the family's history. When the attic trunk yields a stuffed toy dog, we learn that Phillipe actually did have a brother, Simon, though they could never have met. Simon was, together with his mother, Hannah, murdered the day after the pair was delivered from the Pithiviers transit camp to Auschwitz. The plot of this history becomes more complex when we learn that after the death of his wife and child, Phillipe's father, Maxime, remarried, and that his second wife-Phillipe's mother-is also, (and here is the thick of it), Hannah's beautiful sister-in-law. The excavation of this hidden history-the weight of grief, forbidden love, and wrenching guilt-adds a second layer of meaning to Phillipe's imaginary brother. Phillipe now understands that his invention is no longer just good company (though he is also this), but also a symptom of, or a way of coping with, the affective aftermath of the family's haunting past: \"I had put off the moment of knowing for as long as I could, scratching myself on the barbed wire of a prison of silence. To avoid it, I invented myself a brother, unable to recognize the boy imprinted forever in my father's taciturn gaze\" (p. 64). When Phillipe turns fifteen, he finds his opportunity to \"meet\" Simon-not, of course, in actual fact, but in the form of a remembered history. This meeting occurs in part through a series of events, including watching a Holocaust documentary at school, and also through conversations with a family friend, Louise, who helps Phillipe piece together the stray bits of his past into a narrative, a life history. And, of course, Phillipe undertakes the narration of this history once again, in adulthood, in writing his novel. At both times, history is made when Phillipe can see himself as an author of, rather than authored by, his past. Phillipe's narrative raises three big","publication_name":"Occasional Paper Series","grobid_abstract_attachment_id":108689627},"translated_abstract":null,"internal_url":"https://www.academia.edu/111069500/Invisible_Ink_A_Psychoanalytic_Study_of_School_Memory","translated_internal_url":"","created_at":"2023-12-10T11:42:40.350-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":29423458,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":108689627,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/108689627/thumbnails/1.jpg","file_name":"230082795.pdf","download_url":"https://www.academia.edu/attachments/108689627/download_file","bulk_download_file_name":"Invisible_Ink_A_Psychoanalytic_Study_of.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/108689627/230082795-libre.pdf?1702261949=\u0026response-content-disposition=attachment%3B+filename%3DInvisible_Ink_A_Psychoanalytic_Study_of.pdf\u0026Expires=1743654846\u0026Signature=f72SI29PqANB9aSqceKuLxOtkLJ7cP2lHOtf~5lv2HiVsZZrfTEL16o57~URUTsTcoZPY~AktJtuqZuC1v-HKl7SWOc2WFlSg1gf1S91aTIpi70RjTOG1YHz3~iGg8lsOFqgi3V7Tdv8KbuzW3s1qJOgsKlBAeq2ZOrcHbWHf0QbNBBIrRz1Bk9STKKvACQi~kR-vSQik-Y7PfUs8ZDz~XCgKfH3MIhrnQC7xp2pTssSbzRVHHNJkXseFs1T9nEUn3ysD5uqOgfIN5-cFPKd3BW9iUXOK6unAdGSAZqd-vVjicLvm53esG~TnCRPcmO2sOF9FIxPEPx04LmBdhKBZA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Invisible_Ink_A_Psychoanalytic_Study_of_School_Memory","translated_slug":"","page_count":8,"language":"en","content_type":"Work","summary":"occasional paper series farley 17 \"INVISIBLE INK\"-A PSYCHOANALYTIC STUDY OF SCHOOL MEMORY lisa farley \"Although an only child, for many years I had a brother.\" So begins Phillipe Grimbert's little novel, Memory (2004, p. 3). Previously published under the title Secret, the story suggests something elusive, and unspoken, about history and its passage through the generations. On one level, little Phillipe's \"brother\" is an imaginary friend who embodies all the qualities that Phillipe lacks, and that he fears his father would prefer: \"Stronger and better looking. An older brother, invisible and glorious\" (p. 3). Then Phillipe makes a discovery in the attic that reveals the terrible secret of the family's history. When the attic trunk yields a stuffed toy dog, we learn that Phillipe actually did have a brother, Simon, though they could never have met. Simon was, together with his mother, Hannah, murdered the day after the pair was delivered from the Pithiviers transit camp to Auschwitz. The plot of this history becomes more complex when we learn that after the death of his wife and child, Phillipe's father, Maxime, remarried, and that his second wife-Phillipe's mother-is also, (and here is the thick of it), Hannah's beautiful sister-in-law. The excavation of this hidden history-the weight of grief, forbidden love, and wrenching guilt-adds a second layer of meaning to Phillipe's imaginary brother. Phillipe now understands that his invention is no longer just good company (though he is also this), but also a symptom of, or a way of coping with, the affective aftermath of the family's haunting past: \"I had put off the moment of knowing for as long as I could, scratching myself on the barbed wire of a prison of silence. To avoid it, I invented myself a brother, unable to recognize the boy imprinted forever in my father's taciturn gaze\" (p. 64). When Phillipe turns fifteen, he finds his opportunity to \"meet\" Simon-not, of course, in actual fact, but in the form of a remembered history. This meeting occurs in part through a series of events, including watching a Holocaust documentary at school, and also through conversations with a family friend, Louise, who helps Phillipe piece together the stray bits of his past into a narrative, a life history. And, of course, Phillipe undertakes the narration of this history once again, in adulthood, in writing his novel. At both times, history is made when Phillipe can see himself as an author of, rather than authored by, his past. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-111069500-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="111069499"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/111069499/The_Dreamwork_of_Childhood_Memory_The_Futures_Teachers_Make_From_the_Schooling_Past"><img alt="Research paper thumbnail of The Dreamwork of Childhood Memory: The Futures Teachers Make From the Schooling Past" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">The Dreamwork of Childhood Memory: The Futures Teachers Make From the Schooling Past</div><div class="wp-workCard_item"><span>Proceedings of the 2021 AERA Annual Meeting</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111069499"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111069499"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111069499; 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Society</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this article, we explore how childhood artefacts and memories might help us think retrospectiv...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this article, we explore how childhood artefacts and memories might help us think retrospectively about children’s agency and its relationship to schooling and teaching. Across four university sites in Canada and the United States, we asked undergraduate students in teacher education and childhood studies programs to choose an artefact or object that encapsulates contemporary conceptions of childhood and to discuss them in a focus group setting at each site. Building on three participants’ descriptions of how they remembered and reflected upon school-oriented objects – a progress report, a notebook, and a pencil sharpener – we explore how participants used their artefacts in ways that allow us to theorize children’s agencies as assemblages, where agency is relational and contingent on multiple social and cultural factors. Drawing on our participants’ interpretations, we consider how a reconceptualized concept of agency may expand our understanding of the possibilities of children...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="edb1da1d6afb286b11c3f46396c77e28" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108689594,"asset_id":111069498,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108689594/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111069498"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111069498"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111069498; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111069498]").text(description); $(".js-view-count[data-work-id=111069498]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111069498; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111069498']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "edb1da1d6afb286b11c3f46396c77e28" } } $('.js-work-strip[data-work-id=111069498]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111069498,"title":"Agency as assemblage: Using childhood artefacts and memories to examine children’s relations with schooling","translated_title":"","metadata":{"abstract":"In this article, we explore how childhood artefacts and memories might help us think retrospectively about children’s agency and its relationship to schooling and teaching. Across four university sites in Canada and the United States, we asked undergraduate students in teacher education and childhood studies programs to choose an artefact or object that encapsulates contemporary conceptions of childhood and to discuss them in a focus group setting at each site. Building on three participants’ descriptions of how they remembered and reflected upon school-oriented objects – a progress report, a notebook, and a pencil sharpener – we explore how participants used their artefacts in ways that allow us to theorize children’s agencies as assemblages, where agency is relational and contingent on multiple social and cultural factors. 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Building on three participants’ descriptions of how they remembered and reflected upon school-oriented objects – a progress report, a notebook, and a pencil sharpener – we explore how participants used their artefacts in ways that allow us to theorize children’s agencies as assemblages, where agency is relational and contingent on multiple social and cultural factors. Drawing on our participants’ interpretations, we consider how a reconceptualized concept of agency may expand our understanding of the possibilities of children...","internal_url":"https://www.academia.edu/111069498/Agency_as_assemblage_Using_childhood_artefacts_and_memories_to_examine_children_s_relations_with_schooling","translated_internal_url":"","created_at":"2023-12-10T11:42:39.994-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":29423458,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":108689594,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/108689594/thumbnails/1.jpg","file_name":"91.pdf","download_url":"https://www.academia.edu/attachments/108689594/download_file","bulk_download_file_name":"Agency_as_assemblage_Using_childhood_art.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/108689594/91-libre.pdf?1702261950=\u0026response-content-disposition=attachment%3B+filename%3DAgency_as_assemblage_Using_childhood_art.pdf\u0026Expires=1743654846\u0026Signature=Tr3SlP6Wyry~zUxXseTKctx1ZcDY71frk-NTwK27BunSuzTMC35WGktWnKFbpzZgnSGHD8-4wBaJSVWcfUyKdVS9b9-Vev3ajeI7FvX5sEDJ3~erbeH8d-M3u~6oTOICj8Wva8KcZowl8zT0EOU17ry5Zg~YDfQ3tdgza8~DI3fVbjxUONBmYb7Jobl8VU6Kt-PVmzPk9LLA5i4tIH9O5QY4OumhnXgsqwYR5m3sJBxsK6rLl9MGwesLwSTkR5UhCG7bFbdCoF96NaffTCkuog8ZP91Q8jZ8XpFtWEG7i1NzE3QuN50OtxGivSCMPw0laUjfXAN~3RoE6H1JCMLICA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Agency_as_assemblage_Using_childhood_artefacts_and_memories_to_examine_children_s_relations_with_schooling","translated_slug":"","page_count":17,"language":"en","content_type":"Work","summary":"In this article, we explore how childhood artefacts and memories might help us think retrospectively about children’s agency and its relationship to schooling and teaching. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-111069498-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="111069497"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/111069497/Sick_at_school_Teachers_memories_and_the_affective_challenges_that_bodies_present_to_constructions_of_childhood_innocence_normalcy_and_ignorance"><img alt="Research paper thumbnail of Sick at school: Teachers’ memories and the affective challenges that bodies present to constructions of childhood innocence, normalcy, and ignorance" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">Sick at school: Teachers’ memories and the affective challenges that bodies present to constructions of childhood innocence, normalcy, and ignorance</div><div class="wp-workCard_item"><span>Review of Education, Pedagogy, and Cultural Studies</span><span>, 2022</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111069497"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111069497"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111069497; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-111069497-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="111069496"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/111069496/Never_Ending_Adolescence"><img alt="Research paper thumbnail of Never-Ending Adolescence" class="work-thumbnail" src="https://attachments.academia-assets.com/108689592/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/111069496/Never_Ending_Adolescence">Never-Ending Adolescence</a></div><div class="wp-workCard_item"><span>Handbook of Theory and Research in Cultural Studies and Education</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this chapter, we speculate about a psychic quality of resistance manifesting in a fantasy form...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this chapter, we speculate about a psychic quality of resistance manifesting in a fantasy formation that we are calling "never-ending adolescence." Also known as the Peter Pan syndrome, we argue that never-ending adolescence is made from a fantasy of not growing up that takes shape in a longing to dwell forever in "what we imagine as a time before" (Britzman, The very thought of education: psychoanalysis and the impossible professions. State University of New York Press, Albany, 2009, p. 43). We propose that the technologically driven quality of today's adolescence amplifies this archaic fantasy structure, setting into motion the creation of nostalgic objects that have come to be known as "throwback" phenomena signifying fantasied portals into an idealized time of the childhood past. Such phenomena, we suggest, freeze time into "immobile sections" that secure a certainty of experience and resist what Julia Kristeva (Hatred and forgiveness. Columbia University Press, New York, 2013) calls the "mobility of</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3d01194f753f73fe4fe71eb8cf9404bc" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108689592,"asset_id":111069496,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108689592/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111069496"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111069496"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111069496; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111069496]").text(description); $(".js-view-count[data-work-id=111069496]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111069496; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111069496']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3d01194f753f73fe4fe71eb8cf9404bc" } } $('.js-work-strip[data-work-id=111069496]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111069496,"title":"Never-Ending Adolescence","translated_title":"","metadata":{"publisher":"Springer International Publishing","ai_title_tag":"Psychology of Never-Ending Adolescence","grobid_abstract":"In this chapter, we speculate about a psychic quality of resistance manifesting in a fantasy formation that we are calling \"never-ending adolescence.\" Also known as the Peter Pan syndrome, we argue that never-ending adolescence is made from a fantasy of not growing up that takes shape in a longing to dwell forever in \"what we imagine as a time before\" (Britzman, The very thought of education: psychoanalysis and the impossible professions. State University of New York Press, Albany, 2009, p. 43). We propose that the technologically driven quality of today's adolescence amplifies this archaic fantasy structure, setting into motion the creation of nostalgic objects that have come to be known as \"throwback\" phenomena signifying fantasied portals into an idealized time of the childhood past. Such phenomena, we suggest, freeze time into \"immobile sections\" that secure a certainty of experience and resist what Julia Kristeva (Hatred and forgiveness. 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State University of New York Press, Albany, 2009, p. 43). We propose that the technologically driven quality of today's adolescence amplifies this archaic fantasy structure, setting into motion the creation of nostalgic objects that have come to be known as \"throwback\" phenomena signifying fantasied portals into an idealized time of the childhood past. Such phenomena, we suggest, freeze time into \"immobile sections\" that secure a certainty of experience and resist what Julia Kristeva (Hatred and forgiveness. 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</script> <div class="js-work-strip profile--work_container" data-work-id="111069494"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/111069494/Trickbox_of_Memory_Essays_on_Power_and_Disorderly_Pasts"><img alt="Research paper thumbnail of Trickbox of Memory : Essays on Power and Disorderly Pasts" class="work-thumbnail" src="https://attachments.academia-assets.com/108689624/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/111069494/Trickbox_of_Memory_Essays_on_Power_and_Disorderly_Pasts">Trickbox of Memory : Essays on Power and Disorderly Pasts</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">16 I am not sure that I share this assessment since many scholars have emphasised the interconnec...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">16 I am not sure that I share this assessment since many scholars have emphasised the interconnection of memory to place in the topographical remaking of Israel's landscape involving legal, cartographic, architectural, and discursive erasures.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="691ede426f6bac87017c964ff6e79912" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108689624,"asset_id":111069494,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108689624/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111069494"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111069494"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111069494; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-111069493-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="111069492"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/111069492/The_Teacher_s_Call_to_Act_beyond_Childhood_Innocence"><img alt="Research paper thumbnail of The Teacher’s Call to Act beyond Childhood Innocence" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title">The Teacher’s Call to Act beyond Childhood Innocence</div><div class="wp-workCard_item"><span>Oral History, Education, and Justice</span><span>, 2019</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This book addresses oral history as a form of education for redress and reconciliation. It provid...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This book addresses oral history as a form of education for redress and reconciliation. It provides scholarship that troubles both the possibilities and limitations of oral history in relation to the pedagogical and curricular redress of historical harms. Contributing authors compel the reader to question what oral history calls them to do, as citizens, activists, teachers, or historians, in moving towards just relations. Highlighting the link between justice and public education through oral history, chapters explore how oral histories question pedagogical and curricular harms, and how they shed light on what is excluded or made invisible in public education. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-111069491-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="111069490"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/111069490/Childhood_innocence_and_experience_Memory_discourse_and_practice"><img alt="Research paper thumbnail of Childhood innocence and experience: Memory, discourse and practice" class="work-thumbnail" src="https://attachments.academia-assets.com/108689625/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/111069490/Childhood_innocence_and_experience_Memory_discourse_and_practice">Childhood innocence and experience: Memory, discourse and practice</a></div><div class="wp-workCard_item"><span>Children &amp; Society</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Childhood innocence is a powerful social construct that, in North American and European contexts,...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Childhood innocence is a powerful social construct that, in North American and European contexts, has for centuries shaped ideas about what childhood 'should' be. The notion that children are born with an unspoiled purity that must be protected to ensure their own welfare and the moral wellbeing of society continues to have a profound presence in public discourse about children and childhood. Born of Enlightenment ideals that promoted the need to protect the innate sanctity of childhood, the child-saving movement of the late 19th century sought to rescue childhood innocence from the ills of industrialisation, fundamentally shaping institutional structures including public schools, hospitals, and social services that have since governed the lives of children (Clapton,</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-111069490-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-111069490-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13424547/table-1-of-the-happy-memories-that-positioned-the-child-as"><img alt="Of the happy memories that positioned the child as the central actor, as noted, the majority (27) re- lated happiness to an experience of not knowing something, suggesting a blissful ignorance about the adult world. These narratives featured descriptive words such as ‘happy’, ‘magical’, ‘innocent’, ‘free’, ‘simple’ and ‘sweet’. For example, one participant reported, ‘I was happy and felt free to do as I wanted; innocent and able to do anything I wanted’. Another participant described themselves ‘as a happy go lucky child who was bubbly’. Many of these narratives (20) took place outdoors and " class="figure-slide-image" src="https://figures.academia-assets.com/108689625/table_001.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-111069490-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0d7488b36b653b93f6af411baea8351a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108689625,"asset_id":111069490,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108689625/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111069490"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111069490"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111069490; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111069490]").text(description); $(".js-view-count[data-work-id=111069490]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111069490; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111069490']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0d7488b36b653b93f6af411baea8351a" } } $('.js-work-strip[data-work-id=111069490]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111069490,"title":"Childhood innocence and experience: Memory, discourse and practice","translated_title":"","metadata":{"publisher":"Wiley","ai_title_tag":"The Impact of Childhood Innocence on Social Constructs","grobid_abstract":"Childhood innocence is a powerful social construct that, in North American and European contexts, has for centuries shaped ideas about what childhood 'should' be. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-111069490-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="111069489"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/111069489/Childhood_Beyond_Pathology_A_Psychoanalytic_Study_of_Development_and_Diagnosis"><img alt="Research paper thumbnail of Childhood Beyond Pathology: A Psychoanalytic Study of Development and Diagnosis" class="work-thumbnail" src="https://attachments.academia-assets.com/108689630/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/111069489/Childhood_Beyond_Pathology_A_Psychoanalytic_Study_of_Development_and_Diagnosis">Childhood Beyond Pathology: A Psychoanalytic Study of Development and Diagnosis</a></div><div class="wp-workCard_item"><span>Psychoanalysis, Culture & Society</span><span>, 2020</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="04f141482ba63bd798c0caec73414b68" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108689630,"asset_id":111069489,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108689630/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111069489"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111069489"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111069489; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-111069489-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="111069488"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/111069488/_The_Reluctant_Pilgrim_Questioning_Belief_After_Historical_Loss"><img alt="Research paper thumbnail of “The Reluctant Pilgrim:” Questioning Belief After Historical Loss" class="work-thumbnail" src="https://attachments.academia-assets.com/108689621/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/111069488/_The_Reluctant_Pilgrim_Questioning_Belief_After_Historical_Loss">“The Reluctant Pilgrim:” Questioning Belief After Historical Loss</a></div><div class="wp-workCard_item"><span>Journal of the Canadian Association For Curriculum Studies</span><span>, Nov 5, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">is on this hill that the Lejac Residential School once stood, though today, most physical traces ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">is on this hill that the Lejac Residential School once stood, though today, most physical traces have been destroyed. While the structure of the school itself is no longer, the collective memory of the school-and the students who attended-persists in the form of an annual pilgrimage to the site. Every July, close to one thousand travelers make their way there. They are seeking after traces of a former student, Rose of the Carrier First Nation, who many believe to be an Aboriginal Saint. Like her peers, Rose entered the residential school and was expected to convert to Catholicism, even though we also know that youth found many creative strategies to resist passive compliance. Unlike her peers, however, Rose chose to remain at the school after her graduation, where she tutored younger generations who entered. In 1949, at the age of thirty-three, she became increasingly weakened by brought to you by CORE View metadata, citation and similar papers at core.ac.uk provided by Journal of the Canadian Association for Curriculum Studies (JCACS)</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="12d54ab6f1f10d35b0cf0b765d892501" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108689621,"asset_id":111069488,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108689621/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111069488"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111069488"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111069488; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111069488]").text(description); $(".js-view-count[data-work-id=111069488]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111069488; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111069488']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "12d54ab6f1f10d35b0cf0b765d892501" } } $('.js-work-strip[data-work-id=111069488]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111069488,"title":"“The Reluctant Pilgrim:” Questioning Belief After Historical Loss","translated_title":"","metadata":{"grobid_abstract":"is on this hill that the Lejac Residential School once stood, though today, most physical traces have been destroyed. 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Splashed acr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">N A LAZY SUMMER DAY IN JULY, a newspaper headline caught many Canadians by surprise. Splashed across the front pages of national and local newspapers were photographs of three teens urinating on the Ottawa War Memorial in the midst of Canada Day festivities. A war veteran, retired Major Michael Pilon, snapped the pictures. In the days following the incidents, the public temperature soared; outraged veterans, citizens, and Canada's Prime Minister expressed their strong disapproval of the flagrant disrespect the actions represent. 1 In addition to calls for increased protection of the Memorial, the press and public evoked education. Questions were raised about why students do not know more about the past and how improved historical literacy might prevent crises of this sort in the future. 2 Whereas discussions in history education tend to focus on the adequacy of historical pedagogy to address the problem of learning (or not learning), there is still the question of how to make sense of the psychical complexities that crop up in encounters with historical representations, and specifically, when youth come into conflict with markers that gesture toward a time before their own. Keeping in mind the importance of improving students' historical literacy, I wish to explore additional terms for understanding why dismissing the past, and toying with its destruction, may be a paradoxical form of engagement, especially where adolescents are concerned. Psychoanalytically, encounters with history's material traces cannot be read as separate from internal traces of psychical conflict that make up the archive of the human mind. Drawing on Sigmund Freud, I explore the first, and arguably most debated conflict of psychoanalytic theory-the Oedipus complex-to highlight both destructive and reparative impulses as central to inter-generational relationships and to the work of becoming a historical subject. The Oedipus complex is how Freud described the childhood wish to do away with one parent and to possess the (m)other all to oneself. These desires set into motion an opposing dynamic, or "incest taboo" that Freud (1905) defined as "a cultural requirement of society" that prohibits the enactment of what is forbidden (p. 202). The Oedipus complex is successfully resolved, Freud argued, when the child internalizes cultural prohibitions represented by the parents in the development of the super-ego, or conscience, and that are upheld by social</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="e46836333d8a440e29a8b8c6771bf5f4" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108689620,"asset_id":111069487,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108689620/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111069487"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111069487"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111069487; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111069487]").text(description); $(".js-view-count[data-work-id=111069487]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111069487; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111069487']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "e46836333d8a440e29a8b8c6771bf5f4" } } $('.js-work-strip[data-work-id=111069487]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111069487,"title":"“An Oedipus for Our Time”: On the Un-Discipline of Historical Relations","translated_title":"","metadata":{"publisher":"journal.jctonline.org","grobid_abstract":"N A LAZY SUMMER DAY IN JULY, a newspaper headline caught many Canadians by surprise. Splashed across the front pages of national and local newspapers were photographs of three teens urinating on the Ottawa War Memorial in the midst of Canada Day festivities. A war veteran, retired Major Michael Pilon, snapped the pictures. In the days following the incidents, the public temperature soared; outraged veterans, citizens, and Canada's Prime Minister expressed their strong disapproval of the flagrant disrespect the actions represent. 1 In addition to calls for increased protection of the Memorial, the press and public evoked education. Questions were raised about why students do not know more about the past and how improved historical literacy might prevent crises of this sort in the future. 2 Whereas discussions in history education tend to focus on the adequacy of historical pedagogy to address the problem of learning (or not learning), there is still the question of how to make sense of the psychical complexities that crop up in encounters with historical representations, and specifically, when youth come into conflict with markers that gesture toward a time before their own. Keeping in mind the importance of improving students' historical literacy, I wish to explore additional terms for understanding why dismissing the past, and toying with its destruction, may be a paradoxical form of engagement, especially where adolescents are concerned. Psychoanalytically, encounters with history's material traces cannot be read as separate from internal traces of psychical conflict that make up the archive of the human mind. Drawing on Sigmund Freud, I explore the first, and arguably most debated conflict of psychoanalytic theory-the Oedipus complex-to highlight both destructive and reparative impulses as central to inter-generational relationships and to the work of becoming a historical subject. The Oedipus complex is how Freud described the childhood wish to do away with one parent and to possess the (m)other all to oneself. These desires set into motion an opposing dynamic, or \"incest taboo\" that Freud (1905) defined as \"a cultural requirement of society\" that prohibits the enactment of what is forbidden (p. 202). The Oedipus complex is successfully resolved, Freud argued, when the child internalizes cultural prohibitions represented by the parents in the development of the super-ego, or conscience, and that are upheld by social","publication_date":{"day":null,"month":null,"year":2008,"errors":{}},"publication_name":"Journal of Curriculum Theorizing","grobid_abstract_attachment_id":108689620},"translated_abstract":null,"internal_url":"https://www.academia.edu/111069487/_An_Oedipus_for_Our_Time_On_the_Un_Discipline_of_Historical_Relations","translated_internal_url":"","created_at":"2023-12-10T11:42:37.531-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":29423458,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":108689620,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/108689620/thumbnails/1.jpg","file_name":"6.pdf","download_url":"https://www.academia.edu/attachments/108689620/download_file","bulk_download_file_name":"An_Oedipus_for_Our_Time_On_the_Un_Disci.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/108689620/6-libre.pdf?1702261949=\u0026response-content-disposition=attachment%3B+filename%3DAn_Oedipus_for_Our_Time_On_the_Un_Disci.pdf\u0026Expires=1743654848\u0026Signature=bk3dg7--caNzkQudy670mIhXZ7TZq4JR-ktHf0oErWSqA9cSoKM72xFvhl8UUi2INl-C2AT-NgyiivitQRHyxQ9hIjnPUOmQnr5O~Y08sJwOuY-GrUQ8OMYuON2btBc3TMQjwlLX1qmx2VGAJAfEUl0otdSuHu7X8dQrAO4aom~XQDdBrFjATb9KH5aQLK5BhHvy2z3dP2T80gG5XgqD8Om-yxhkJOc8BddqHb2UGsApKfarjI~lQkv-aSznIJoEX3FTw2MBtB5H1YgEiAlobTCe6MtTo17U-lbQBxAiu6lN-ub8oITt7S6xLQ45uKIUX06DxhFnhxzcGXrI0sjVtA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"_An_Oedipus_for_Our_Time_On_the_Un_Discipline_of_Historical_Relations","translated_slug":"","page_count":12,"language":"en","content_type":"Work","summary":"N A LAZY SUMMER DAY IN JULY, a newspaper headline caught many Canadians by surprise. Splashed across the front pages of national and local newspapers were photographs of three teens urinating on the Ottawa War Memorial in the midst of Canada Day festivities. A war veteran, retired Major Michael Pilon, snapped the pictures. In the days following the incidents, the public temperature soared; outraged veterans, citizens, and Canada's Prime Minister expressed their strong disapproval of the flagrant disrespect the actions represent. 1 In addition to calls for increased protection of the Memorial, the press and public evoked education. Questions were raised about why students do not know more about the past and how improved historical literacy might prevent crises of this sort in the future. 2 Whereas discussions in history education tend to focus on the adequacy of historical pedagogy to address the problem of learning (or not learning), there is still the question of how to make sense of the psychical complexities that crop up in encounters with historical representations, and specifically, when youth come into conflict with markers that gesture toward a time before their own. Keeping in mind the importance of improving students' historical literacy, I wish to explore additional terms for understanding why dismissing the past, and toying with its destruction, may be a paradoxical form of engagement, especially where adolescents are concerned. Psychoanalytically, encounters with history's material traces cannot be read as separate from internal traces of psychical conflict that make up the archive of the human mind. Drawing on Sigmund Freud, I explore the first, and arguably most debated conflict of psychoanalytic theory-the Oedipus complex-to highlight both destructive and reparative impulses as central to inter-generational relationships and to the work of becoming a historical subject. The Oedipus complex is how Freud described the childhood wish to do away with one parent and to possess the (m)other all to oneself. These desires set into motion an opposing dynamic, or \"incest taboo\" that Freud (1905) defined as \"a cultural requirement of society\" that prohibits the enactment of what is forbidden (p. 202). The Oedipus complex is successfully resolved, Freud argued, when the child internalizes cultural prohibitions represented by the parents in the development of the super-ego, or conscience, and that are upheld by social","owner":{"id":29423458,"first_name":"Lisa","middle_initials":null,"last_name":"Farley","page_name":"LisaFarley","domain_name":"yorku","created_at":"2015-04-11T07:35:32.200-07:00","display_name":"Lisa Farley","url":"https://yorku.academia.edu/LisaFarley"},"attachments":[{"id":108689620,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/108689620/thumbnails/1.jpg","file_name":"6.pdf","download_url":"https://www.academia.edu/attachments/108689620/download_file","bulk_download_file_name":"An_Oedipus_for_Our_Time_On_the_Un_Disci.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/108689620/6-libre.pdf?1702261949=\u0026response-content-disposition=attachment%3B+filename%3DAn_Oedipus_for_Our_Time_On_the_Un_Disci.pdf\u0026Expires=1743654848\u0026Signature=bk3dg7--caNzkQudy670mIhXZ7TZq4JR-ktHf0oErWSqA9cSoKM72xFvhl8UUi2INl-C2AT-NgyiivitQRHyxQ9hIjnPUOmQnr5O~Y08sJwOuY-GrUQ8OMYuON2btBc3TMQjwlLX1qmx2VGAJAfEUl0otdSuHu7X8dQrAO4aom~XQDdBrFjATb9KH5aQLK5BhHvy2z3dP2T80gG5XgqD8Om-yxhkJOc8BddqHb2UGsApKfarjI~lQkv-aSznIJoEX3FTw2MBtB5H1YgEiAlobTCe6MtTo17U-lbQBxAiu6lN-ub8oITt7S6xLQ45uKIUX06DxhFnhxzcGXrI0sjVtA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":244,"name":"Psychoanalysis","url":"https://www.academia.edu/Documents/in/Psychoanalysis"},{"id":37274,"name":"Psychoanalytic Theory","url":"https://www.academia.edu/Documents/in/Psychoanalytic_Theory"},{"id":50414,"name":"Unconscious Mind","url":"https://www.academia.edu/Documents/in/Unconscious_Mind"},{"id":50767,"name":"Ambivalence","url":"https://www.academia.edu/Documents/in/Ambivalence"},{"id":180133,"name":"Feeling","url":"https://www.academia.edu/Documents/in/Feeling"},{"id":346425,"name":"Oedipus Complex","url":"https://www.academia.edu/Documents/in/Oedipus_Complex"},{"id":354787,"name":"Curriculum Theorizing","url":"https://www.academia.edu/Documents/in/Curriculum_Theorizing"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-111069487-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="111069486"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/111069486/Useless_suffering_Learning_from_the_unintelligible_and_the_re_formation_of_community"><img alt="Research paper thumbnail of Useless suffering: Learning from the unintelligible and the re-formation of community" class="work-thumbnail" src="https://attachments.academia-assets.com/108689622/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/111069486/Useless_suffering_Learning_from_the_unintelligible_and_the_re_formation_of_community">Useless suffering: Learning from the unintelligible and the re-formation of community</a></div><div class="wp-workCard_item"><span>Interchange</span><span>, 2004</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ec49002a796a36bce5972b4cf22f7aa8" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108689622,"asset_id":111069486,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108689622/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111069486"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111069486"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111069486; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111069486]").text(description); $(".js-view-count[data-work-id=111069486]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111069486; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111069486']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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Through a critical analysis of gender violence depicted in Lourdes Portillo's film, Missing Young Women, it argues for an ethical engagement with others that prioritizes responsibility over understanding, redefining connections across differences in feminist and educational contexts.","publication_date":{"day":null,"month":null,"year":2004,"errors":{}},"publication_name":"Interchange"},"translated_abstract":null,"internal_url":"https://www.academia.edu/111069486/Useless_suffering_Learning_from_the_unintelligible_and_the_re_formation_of_community","translated_internal_url":"","created_at":"2023-12-10T11:42:37.287-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":29423458,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[{"id":108689622,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/108689622/thumbnails/1.jpg","file_name":"Farley_L2004Useless_suffering_Interchange.pdf","download_url":"https://www.academia.edu/attachments/108689622/download_file","bulk_download_file_name":"Useless_suffering_Learning_from_the_unin.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/108689622/Farley_L2004Useless_suffering_Interchange-libre.pdf?1702261950=\u0026response-content-disposition=attachment%3B+filename%3DUseless_suffering_Learning_from_the_unin.pdf\u0026Expires=1743654848\u0026Signature=d47EArruxIbZM~S2CHSNyl8FPSzYSBoY67MD4YZZD24pyjXqGuAcNwWeUNNcefiaXX1BHfEH3mSzJNbrvlhaWDOqkHeOpytVOtuSsKt1kveZ64KKjg3ALZekCR76MSODmQFnKWSorQDNjQy1HvZ8L9lpBRGVHugqPel37uEg2pftMxSu3GMZ~rAv2-t5yIV8BixX5-2eFUzHuOfGv-a9~fhcvHQqiM9A9ZDwNby4TexEVADa7eOIBqMgaywgIVw9Sv7aHS9-2yXqg~7Uv9Hy-pzN76L7jBBR42WGGMln5NY~WFq~2wYAv5wmsWAcwxUxoV3F22Smgkdx1Pwx9GO~Iw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Useless_suffering_Learning_from_the_unintelligible_and_the_re_formation_of_community","translated_slug":"","page_count":12,"language":"en","content_type":"Work","summary":null,"owner":{"id":29423458,"first_name":"Lisa","middle_initials":null,"last_name":"Farley","page_name":"LisaFarley","domain_name":"yorku","created_at":"2015-04-11T07:35:32.200-07:00","display_name":"Lisa Farley","url":"https://yorku.academia.edu/LisaFarley"},"attachments":[{"id":108689622,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/108689622/thumbnails/1.jpg","file_name":"Farley_L2004Useless_suffering_Interchange.pdf","download_url":"https://www.academia.edu/attachments/108689622/download_file","bulk_download_file_name":"Useless_suffering_Learning_from_the_unin.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/108689622/Farley_L2004Useless_suffering_Interchange-libre.pdf?1702261950=\u0026response-content-disposition=attachment%3B+filename%3DUseless_suffering_Learning_from_the_unin.pdf\u0026Expires=1743654848\u0026Signature=d47EArruxIbZM~S2CHSNyl8FPSzYSBoY67MD4YZZD24pyjXqGuAcNwWeUNNcefiaXX1BHfEH3mSzJNbrvlhaWDOqkHeOpytVOtuSsKt1kveZ64KKjg3ALZekCR76MSODmQFnKWSorQDNjQy1HvZ8L9lpBRGVHugqPel37uEg2pftMxSu3GMZ~rAv2-t5yIV8BixX5-2eFUzHuOfGv-a9~fhcvHQqiM9A9ZDwNby4TexEVADa7eOIBqMgaywgIVw9Sv7aHS9-2yXqg~7Uv9Hy-pzN76L7jBBR42WGGMln5NY~WFq~2wYAv5wmsWAcwxUxoV3F22Smgkdx1Pwx9GO~Iw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology"},{"id":815,"name":"Epistemology","url":"https://www.academia.edu/Documents/in/Epistemology"},{"id":6027,"name":"Enlightenment","url":"https://www.academia.edu/Documents/in/Enlightenment"},{"id":180133,"name":"Feeling","url":"https://www.academia.edu/Documents/in/Feeling"},{"id":296907,"name":"Interchange","url":"https://www.academia.edu/Documents/in/Interchange"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-111069486-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="111069485"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/111069485/Repositioning_Identification_Reflections_on_a_Visit_to_Historicas_Heritage_Fair"><img alt="Research paper thumbnail of Repositioning Identification: Reflections on a Visit to Historica's Heritage Fair" class="work-thumbnail" src="https://attachments.academia-assets.com/108689623/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/111069485/Repositioning_Identification_Reflections_on_a_Visit_to_Historicas_Heritage_Fair">Repositioning Identification: Reflections on a Visit to Historica's Heritage Fair</a></div><div class="wp-workCard_item"><span>Canadian Journal of Education / Revue canadienne de l'éducation</span><span>, 2006</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this article, I offer a reading of the psychoanalytic concept of identification, with specific...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this article, I offer a reading of the psychoanalytic concept of identification, with specific attention to its meaning in the context of children's historical learning. In educational contexts, it is not identification but historical empathy that teachers and researchers typically regard as holding pedagogical status. Using examples from my visit to Historica's 2004 Heritage Fair, I argue that identification is important for the way it marks the young subject's ambivalent entry into a world of historical relations. A study of identification cannot advance historical consciousness, but it does highlight the senses of vulnerability and emotional conflict in trying to orient the self to a very old world and the losses this implies.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="42146cb72f2590e14b2d2106dc6cb06d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108689623,"asset_id":111069485,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108689623/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111069485"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111069485"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111069485; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111069485]").text(description); $(".js-view-count[data-work-id=111069485]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111069485; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111069485']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "42146cb72f2590e14b2d2106dc6cb06d" } } $('.js-work-strip[data-work-id=111069485]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111069485,"title":"Repositioning Identification: Reflections on a Visit to Historica's Heritage Fair","translated_title":"","metadata":{"publisher":"The Canadian Society for the Study of Education/La Societe canadienne pour l'etude de l'education","grobid_abstract":"In this article, I offer a reading of the psychoanalytic concept of identification, with specific attention to its meaning in the context of children's historical learning. 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Our analysis surfaces a tension that, on the one hand, idealizes the child as innocent instigator of playful antics and, on the other, produces a child who is guilty of punishable acts. We read these memories as an invitation to theorize a middle ground of the teacher's role as one of introducing children to a world of limits, while also limiting the force of this very effort.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7a1bcc8dbfb9f6214140c6c9dbd3cdfc" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108689595,"asset_id":111069457,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108689595/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="111069457"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="111069457"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 111069457; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=111069457]").text(description); $(".js-view-count[data-work-id=111069457]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 111069457; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='111069457']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "7a1bcc8dbfb9f6214140c6c9dbd3cdfc" } } $('.js-work-strip[data-work-id=111069457]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":111069457,"title":"Childhood Memories of Playful Antics and Punishable Acts: Risking an Imperfect Future of Teaching and Learning","translated_title":"","metadata":{"publisher":"Informa UK Limited","ai_title_tag":"Balancing Playfulness and Punishment in Teaching","grobid_abstract":"This paper takes up the question of risk by examining childhood memories of nuisance-making and punishment shared by 26 participants enrolled in teacher education and/or childhood studies programs. 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