Dear Dr. D’Amour: Relational Psychoanalysis at the Heart of Teaching and Learning

Authors

  • Darcy James W. House University of Alberta

DOI:

https://doi.org/10.25071/1916-4467.40461

Keywords:

relational psychoanalysis, inclusive education, mathematics education, curriculum, relational, pedagogy, disassociation, done-to, doer, being-with, thirdness

Abstract

Dr. Lissa D’Amour brings together relational psychoanalysis and developmental theory to offer practitioners of education an opportunity to unify theories of learning into a cohesive “dialectic model of learning and of learning’s refusal” (D’Amour, 2020, p. 142), a unification sorely needed in mathematics education as educators in Alberta feud over ‘back-to-basics’. Dr. D’Amour’s (2020) book, entitled Relational Psychoanalysis at the Heart of Teaching and Learning: How and Why It Matters, attempts to kick-start conversations about the relationships present in classrooms and offers respite from, and an alternative perspective of, the educational behemoth I have become a part of, one that increasingly ignores us humans, the relationships we have and our affective attunement with all that is around us.

Author Biography

Darcy James W. House, University of Alberta

Darcy is a member of the Métis Nation of Alberta from Region 6 and Treaty 8 Territory. His worldviews are heavily influenced by academics of equity and the peace education community. He has been working in mathematics education for ten years.

References

Burdess, A., & Shirley, J. (2016). C^3—Current commentary by the council: Math wars in Alberta. Mathematics Council Newsletter, 34(1), 3. https://www.mathteachers.ab.ca/wp-content/uploads/2020/06/Mathematics-Council-Newsletter-Volume-34-Number-1-January-2016.pdf

Cloutier, J. (1997). Popular theatre, education, and inner city youth [Doctoral dissertation]. University of Alberta Libraries. https://www.doi.org/10.7939/R3416T50W

D'Amour, L. (2020). Relational psychoanalysis at the heart of teaching and learning (1st ed.). Routledge.

Davis, B., Preciado-Babb, A. P., Metz, M., Sabbaghan, S., & MacKenzie, C. (2019). Math minds online course. Unit 1. https://www.structuringinquiry.com/wp-content/uploads/grassblade/articulate/Unit1/ - /

Duchscherer, K., Palmer, S., Shemrock, K., Vankoughnett, D., Carson, S., Meyer, S., & View, T. (2019). Culture-based school mathematics for reconciliation and professional development. McDowell Foundation. http://mcdowellfoundation.ca/isl/uploads/2018/07/Project_287_culture-based_math.pdf

Government of Alberta. (2020). Student learning assessments. Alberta Education. https://www.alberta.ca/student-learning-assessments.aspx

Howe, E. (2013). Bridging the aboriginal education gap in Alberta. Rupertsland Centre for Metis Research. http://albertametis.com/wp-content/uploads/2013/08/RLI_Bridging_the_Aboriginal_Education_Gap_in_Alberta.pdf

JUMP Math. (2019). Jump math: Multiplying potential. https://jumpmath.org/jump/en/

Liljedahl, P. (2020). Building thinking classrooms in mathematics, grades K-12. Sage.

Mertz, E. (2013, May 9). Alberta gets rid of provincial achievement tests. Global News. https://globalnews.ca/news/548713/alberta-gets-rid-of-provincial-achievement-tests/

Preciado-Babb, A. P., Metz, M., Davis, B., & Sabbaghan, S. (Eds.). (2020). Transcending contemporary obsessions: The development of a model for teacher professional development. In S. Llinares & O. Chapman (Eds.), International handbook of mathematics teacher education: Volume 2. Tools and processes in mathematics teacher education. (2nd ed.). Sense/Brill.

Saskatchewan Bulletin. (1971). "New math" sparks lively debate. Delta-K (Formerly Mathematics Council Newsletter), 10(4), 1-2.

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Published

13-12-2021

How to Cite

House, D. J. W. (2021). Dear Dr. D’Amour: Relational Psychoanalysis at the Heart of Teaching and Learning. Journal of the Canadian Association for Curriculum Studies, 19(1), 137–145. https://doi.org/10.25071/1916-4467.40461

Issue

Section

Book Reviews / Recensions