Sharon Todd – författare

What role can desire play in pedagogical interaction? In Learning Desire , contributors from the fields of education, cultural studies, psychoanalysis and literary theory explore the many ways desire intersects with knowledge, recognition, fantasy, and embodiment, and what this can mean for transformative pedagogical practice. While acknowledging the productive and destructive force desire can have on the learning experience, the authors offer engaging, innovative modes of thinking about teaching and thinking about desire as an education tool. This volume, rooted in theory, is one also geared towards practice; in taking a fresh look at the limits and possibilities of a transformative pedagogy, it will also give teachers and students new languages for articulating their experiences in the classroom and beyond.

How does ethics influence the myriad ways we engage difference within educational settings?Learning from the Other presents a philosophical investigation into the ethical possibilities of education, especially social justice education. In this original treatment, Sharon Todd rethinks the ethical basis of responsibility as emerging out of the everyday and complex ways we engage difference within educational settings. She works through the implications of the productive tension between the thought of Emmanuel Levinas and that of Sigmund Freud, Melanie Klein, Judith Butler, Cornelius Castoriadis, and others. Challenging the idea that knowledge about the other is the answer to questions of responsibility, she proposes that responsibility is rooted instead in a learning from the other. The author focuses on empathy, love, guilt, and listening to highlight the complex nature of learning from difference and to probe where the conditions for ethical possibility might lie.

How does ethics influence the myriad ways we engage difference within educational settings?Learning from the Other presents a philosophical investigation into the ethical possibilities of education, especially social justice education. In this original treatment, Sharon Todd rethinks the ethical basis of responsibility as emerging out of the everyday and complex ways we engage difference within educational settings. She works through the implications of the productive tension between the thought of Emmanuel Levinas and that of Sigmund Freud, Melanie Klein, Judith Butler, Cornelius Castoriadis, and others. Challenging the idea that knowledge about the other is the answer to questions of responsibility, she proposes that responsibility is rooted instead in a learning from the other. The author focuses on empathy, love, guilt, and listening to highlight the complex nature of learning from difference and to probe where the conditions for ethical possibility might lie.

Explores the importance of the body and the senses in educational encounters, drawing out the aesthetic and political dimensions of educational practices.How are educational encounters understood, experienced, and lived? How are they conceptualized? How do they shape our being in and of the world? In this time of apparent distance and disconnect, this volume emphasizes the role of contact and connectedness in education, above all by understanding education as encounters, as embodied, sensory experiences. Drawing on a range of theoretical positions that highlight our profound interconnection with things and other bodies-from feminism to Buddhism to new materialism and beyond-Sharon Todd argues that educational encounters are formations of "touching" and "being touched by." They are singular in their eventfulness and yet bring us into relation with our environment. Focusing particular attention on two key issues for teachers and students today-the climate emergency and online education-The Touch of the Present offers unique insights into the aesthetics and politics of educational practices, seeing them as embodied processes that not only contribute to how one is socialized into a given order but also carry the transformative potential for "becoming" beyond the cultural scripts we are given.

Explores the importance of the body and the senses in educational encounters, drawing out the aesthetic and political dimensions of educational practices.How are educational encounters understood, experienced, and lived? How are they conceptualized? How do they shape our being in and of the world? In this time of apparent distance and disconnect, this volume emphasizes the role of contact and connectedness in education, above all by understanding education as encounters, as embodied, sensory experiences. Drawing on a range of theoretical positions that highlight our profound interconnection with things and other bodies-from feminism to Buddhism to new materialism and beyond-Sharon Todd argues that educational encounters are formations of "touching" and "being touched by." They are singular in their eventfulness and yet bring us into relation with our environment. Focusing particular attention on two key issues for teachers and students today-the climate emergency and online education-The Touch of the Present offers unique insights into the aesthetics and politics of educational practices, seeing them as embodied processes that not only contribute to how one is socialized into a given order but also carry the transformative potential for "becoming" beyond the cultural scripts we are given.

The theory of cosmopolitanism is built on a paradoxical commitment to a universal idea of humanity and to a respect for human pluralism. Toward an Imperfect Education critiques the assumed "goodness" of humans that underwrites the idea of humanity and explores how antagonistic human interactions such as conflict, violence, and suffering are a fundamental aspect of life in a pluralistic world. This book proposes that the inescapable difference between humans compels our ethical and political observations in education. Todd persuasively argues that facing humanity in all its complexity and imperfection ought to be a central element of the cosmopolitan project to create a more just and humane education. Informed primarily by poststructural philosophy and feminist theory, she focuses on how sexual, cultural, and religious difference intersect with universal claims made in the name of humanity. Individual chapters develop a novel framework for dealing with antagonism in relation to human rights, democracy, citizenship, and cross-cultural understanding.