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      Psychodynamic incidents in teaching: Researching relational aspects of classroom practice

      research-article
      London Review of Education
      UCL IOE Press
      TEACHING, PSYCHOSOCIAL, JUNGIAN, NARRATIVE, AUTOETHNOGRAPHY
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            Abstract

            For those working in the relatively new field of psychosocial studies, the action of psychodynamic phenomena in day-to-day life is uncontroversial as these phenomena are at work both in clinical settings and in normal life outside the clinical frame. If this is indeed the case, then they must also be at play in everyday classrooms. But to what degree, and to what effect – and how can we create data exploring these issues? This article is the result of a doctoral study that looks at these issues. It explores the methodological and ethical complexities around investigating intimate psychodynamic events experienced in the public context of the school; it presents some extracts from the data constructed, exploring the intersection between narrative methods, autoethnography and psychoanalytic inquiry. This article concludes with some suggestions as to ways that teachers and researchers might continue to explore such psychodynamic incidents.

            Content

            Author and article information

            Journal
            10430
            London Review of Education
            UCL IOE Press
            1474-8460
            01 November 2019
            : 17
            : 3
            : 284-296
            Article
            1474-8460(20191101)17:3L.284;1- s4.phd /ioep/clre/2019/00000017/00000003/art00004
            10.18546/LRE.17.3.04
            74a0c3aa-8989-4978-b6b4-0be8108ed453
            Copyright @ 2019
            History
            Categories
            Methodological Innovations: Articles

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
            TEACHING,JUNGIAN,PSYCHOSOCIAL,AUTOETHNOGRAPHY,NARRATIVE

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