Alex J. Armonda – författare

This open access book sets out from Paulo Freire’s claim that the problem-posing model of education works as a “kind of psychoanalysis,” and deploys a Lacanian perspective to rearticulate the theoretical and practical principles of critical pedagogy. Attending to the latent psychoanalytic sensibility of Freire’s project, Armonda brings this dimension to the surface, while clearly addressing its consequences for pedagogical experience. Armonda challenges long-standing assumptions on Freire and the nature of his problem-posing intervention, as the unconscious comes to the fore as the persistent, traumatic, and uncanny site of Freirean teaching. Drawing primarily on the work of Jacques Lacan as well as Frantz Fanon, Alenka Zupancic, and Slavoj Žižek, this book offers a critical introduction to psychoanalysis in the social, political, and philosophical foundations of education. The book extends an invitation to those in the tradition of critical pedagogy to grapple with this neglected dimension in Freire’s thought, and stands as an unapologetic call to return to his most subversive propositions on teaching.The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on www.bloomsburycollections.com.

Teaching as Radical Logic: Dialectic, Analectic, and Education features original contributions from leading scholars in the fields of decolonial theory, Marxist theory, and critical education. This volume revitalizes the cross-fertilizing dialogue between traditions that historically propelled global anti-capitalist and anti-imperialist political movements, while restoring to pedagogy its central role as an organizing principle for liberation. At the same time, this volume explores the necessary ground of teaching in fundamental logics of radical thought and action. Starting from an engagement with the philosophical traditions of dialectics and analectics, and challenging familiar partitions between academic orientations and disciplines, the chapters in this volume extend currents in critical theory to offer original analyses of the fundamental organization of capitalism and coloniality in schooling and beyond. Contributors propose new approaches to radical and decolonizing praxis which take teaching seriously as a site for theoretical commitment and creativity. Refusing the notion of method as procedure, these interventions propose modes of critical pedagogical engagement that are at once rigorous and imaginative, and that operate across the diverse contexts and registers of contemporary classrooms, community spaces, and political life.