Karen Starr – författare

How did psychoanalysis come to define itself as being different from psychotherapy? How have racism, homophobia, misogyny and anti-Semitism converged in the creation of psychotherapy and psychoanalysis? Is psychoanalysis psychotherapy? Is psychoanalysis a "Jewish science"?

Inspired by the progressive and humanistic origins of psychoanalysis, Lewis Aron and Karen Starr pursue Freud''s call for psychoanalysis to be a "psychotherapy for the people." They present a cultural history focusing on how psychoanalysis has always defined itself in relation to an "other." At first, that other was hypnosis and suggestion; later it was psychotherapy. The authors trace a series of binary oppositions, each defined hierarchically, which have plagued the history of psychoanalysis. Tracing reverberations of racism, anti-Semitism, misogyny, and homophobia, they show that psychoanalysis, associated with phallic masculinity, penetration, heterosexuality, autonomy, and culture, was defined in opposition to suggestion and psychotherapy, which were seen as promoting dependence, feminine passivity, and relationality. Aron and Starr deconstruct these dichotomies, leading the way for a return to Freud''s progressive vision, in which psychoanalysis, defined broadly and flexibly, is revitalized for a new era.

A Psychotherapy for the People will be of interest to psychotherapists, psychoanalysts, clinical psychologists, psychiatrists--and their patients--and to those studying feminism, cultural studies and Judaism.

How did psychoanalysis come to define itself as being different from psychotherapy? How have racism, homophobia, misogyny and anti-Semitism converged in the creation of psychotherapy and psychoanalysis? Is psychoanalysis psychotherapy? Is psychoanalysis a "Jewish science"?

Inspired by the progressive and humanistic origins of psychoanalysis, Lewis Aron and Karen Starr pursue Freud''s call for psychoanalysis to be a "psychotherapy for the people." They present a cultural history focusing on how psychoanalysis has always defined itself in relation to an "other." At first, that other was hypnosis and suggestion; later it was psychotherapy. The authors trace a series of binary oppositions, each defined hierarchically, which have plagued the history of psychoanalysis. Tracing reverberations of racism, anti-Semitism, misogyny, and homophobia, they show that psychoanalysis, associated with phallic masculinity, penetration, heterosexuality, autonomy, and culture, was defined in opposition to suggestion and psychotherapy, which were seen as promoting dependence, feminine passivity, and relationality. Aron and Starr deconstruct these dichotomies, leading the way for a return to Freud''s progressive vision, in which psychoanalysis, defined broadly and flexibly, is revitalized for a new era.

A Psychotherapy for the People will be of interest to psychotherapists, psychoanalysts, clinical psychologists, psychiatrists--and their patients--and to those studying feminism, cultural studies and Judaism.

Education Policy, Neoliberalism, and Leadership Practice is a foundational book describing all aspects of neoliberalism and its broad scale impact in education. Drawing on research and canvassing policy developments across a range of contexts, this book critically analyzes neoliberal education policies, the practices and outcomes they spawn, and the purposes they serve. It interrogates how education leaders perceive and interpret neoliberal influences and the dilemmas and opportunities they create, while unpacking questions of why neoliberalism is the basis for educational policy, how neoliberalism impacts on education, and what this means for the future.

Education Policy, Neoliberalism, and Leadership Practice is a foundational book describing all aspects of neoliberalism and its broad scale impact in education. Drawing on research and canvassing policy developments across a range of contexts, this book critically analyzes neoliberal education policies, the practices and outcomes they spawn, and the purposes they serve. It interrogates how education leaders perceive and interpret neoliberal influences and the dilemmas and opportunities they create, while unpacking questions of why neoliberalism is the basis for educational policy, how neoliberalism impacts on education, and what this means for the future.