Pedagogy's Time and Space

In this chapter, I want to see what might happen for us as educators when we allow ourselves to think of the pedagogical force of several anomalous places of learning side by side with D.W. Winnicott's idea of transitional space. We will take a closer look at several of the pedagogical designs...

Full description

Saved in:
Bibliographic Details
Published inPlaces of Learning pp. 57 - 81
Main Author Ellsworth, Elizabeth
Format Book Chapter
LanguageEnglish
Published Routledge 2005
Edition1
Subjects
Unattributed Text
Young Man
Transitional Objects
Evacuation Shelter
Transitional Space
Winnicott's Notion
Play Back
Laser Text
Vice Versa
Sea Water
Pedagogical Pivot
Teddy Bears
Anomalous Places
Brave Hearts
Gehry's Design
Smith's Performance
Crown Heights Riots
Art Inside
Transitional Experience
MIT Student
Online AccessGet full text
ISBN0415931592
9780415931588
9780415931595
0415931584
DOI10.4324/9780203020920-4

Cover

More Information
Summary:In this chapter, I want to see what might happen for us as educators when we allow ourselves to think of the pedagogical force of several anomalous places of learning side by side with D.W. Winnicott's idea of transitional space. We will take a closer look at several of the pedagogical designs that we glimpsed in previous chapters, as well as several new ones. I am going to examine the pedagogical pivot points of each of these places - their times and places of putting self in relation to self, others, and the world - through Winnicott's notion of transitional space. We will explore how transitional space, as an ambiguous and paradoxical notion, allows us to grasp pedagogy as an undirected dynamic of interrelation. We will read Winnicott as speaking not only as a child psychologist but also as a teacher. Here and in later chapters we will engage Winnicott as a teacher who realized and described in graphic terms the hazards of addressing students as fixed and static subjects of pedagogy rather than as moving subjects on a continuous passage toward knowings that are always incomplete. We will see that the notion of transitional space invites us to reimagine pedagogy as an economy of moving forms and selves that operates through a logic of openended relationality, and this means that it invites us to imagine pedagogy as addressing the learning self as an emergence - as a self and an intelligence that is always in the making.
ISBN:0415931592
9780415931588
9780415931595
0415931584
DOI:10.4324/9780203020920-4