The idea that teachers love children is often taken for granted
in education. Rarely is the idea of love itself examined. Bringing
together the work of educators, curriculum theorists and clinical
psychoanalysts, and drawing upon autobiographical and narrative
case studies, this groundbreaking collection examines the collision
of love and learning, including the ways in which such
intersections are provoked, repressed and denied. Contributors turn
to psychoanalysis to explore questions of love in all of its
varying permutations - ambivalence, sexuality, hatred, desire,
projection, and loss - in order to demonstrate how the social
ramifications of such work is critical to the ways teachers are
currently being prepared for life in the classroom.
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