Anne M Phelan
Biographic Data
| ID | 761270 |
|---|---|
| NAME | Anne M Phelan |
| GIVEN NAMES | Anne M |
| FAMILY NAME | Phelan |
| SIGNATURE | PHELAN A M |
| AFFILIATIONS | University of British Columbia |
| ORCID | 0000-0002-3926-2134 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 15 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Schooling the pandemic
Many scholars continue to ponder whether, amidst its devastating consequences, the recent pandemic could create possibilities for a different kind of educational world. As the virus addressed educators in unexpected ways it also pointed toward what is broken in education—its neoliberal enclosure, developmental violence and institutional self-evidence—and the failure to imagine and enact new ways of being and living with the world. In this paper w…
Teacher education as a scene of (dis)repair
Teacher attrition has become a pervasive international issue with research documenting teachers leaving the profession as an effect of several factors including poor working conditions and flawed policy contexts. Such research has been helpful in drawing attention to how the harsh realities of classrooms and schools can disillusion teachers, creating stress, burnout, and potentially a desire to leave the profession. It has also led to an emphasis…
Riding Fences
In this article we question the discursive deployment of narrowing conceptions of the future in education in three provincial cases: Alberta, British Columbia, and Ontario. Asserting that educational policy in Canada is grounded in the “future-logics” of educational innovation—reflective of an anticipatory orientation to governance—we critique concepts from each province’s curriculum policy documents: “competence,” “personalized learning,” and “p…
Comic absurdity and profane acts in education
In this theoretical and provocative paper our aim is to problematize universal ideals, and the closely related belief in educationalization, that frame education today. Inspired by the ethico-political work of Agamben ([2007]. Profanations. New York: Zone Books), and his focus on profane acts of play, and Zupančič's ([2008]. The odd one in: One comedy. Cambridge, MA: The MIT Press) psychoanalytical adaptation of Hegel's ‘concrete universal', we i…
An ethics of innovation for teacher education
Toward a “thoughtful lightness”
The Emotional Toll of Obligation and Teachers’ Disengagement from the Profession
Patricia" is a former teaching colleague and an experienced grade one teacher."Devan" is one of her students.Frequently violent and uncontrollable, Devan has to be physically restrained until calm.In such moments, Patricia calls the office to send help.No one ever comes.Feeling shaken after each of these episodes, she worries about her distressed relationship with Devan, and about what the other children think when they witness such scenes.She wo…
The power of negative thinking in and for teacher education
In an anxious world increasingly perceived in terms of risk management, strategies for mapping, articulating and organizing knowledge provide a bulwark against uncertainty. For teacher education, one consequence has been a drive for fullness in relation to knowledge about what teachers should know and be able to do, usually conceived in instrumental terms. Indeed, teacher education, like education more broadly, has been captured by a ‘discursive …
Paradoxes of Autonomy in Professional Life
Stories of origin are notoriously incomplete, inaccurate or beside the point, often all three. One event stands out for us, however, as a point of reference for our thoughts on what it means to ent
Violence and Subjectivity in Teacher Education
Caught between the demands of the normative (what they believe they ought to be and value) and normalisation (what professional others tell them that they should be and value), teacher candidates often experience themselves as belated even though they are newcomers to the profession—simultaneously heirs to a history and new to it. In this paper we illustrate and explore the tensions that result between 'new' and 'old' in teacher education. Drawin…
Virginia
This article considers the case of Virginia, a social work practicum student who experienced conflict in her field placement, in light of Heilbrun's notion of liminality—that is, being poised on uncertain ground, leaving one condition or self and entering another. In addition, Virginia's experience is explored within the complex web of power and resistance that characterized her relationship with the field instructor, the agency director, and the…
Discourses of Conflict
Power and place in teaching and teacher education
The Death of a Child and the Birth of Practical Wisdom
Shaping a Professional Identity
a teacher with whom I have had the pleasure of working, talks about her writing in terms of "a knot that needs unfurling."What a wonderful image of a teacher puzzled by something in particular and struggling to explore, understand
The Educational Conversation
Collaboration in student teaching
Educational Discourses, the Nature of the Child, and the Practice of New Teachers
Toward a Gender-Sensitive Ideal of Critical Thinking
(1994). Toward a Gender-Sensitive Ideal of Critical Thinking: A Feminist Poetic. Curriculum Inquiry: Vol. 24, No. 3, pp. 255-268
An Examination of Teaching as a Practical Political Activity
This paper examines the notion of teacher as an agent of social change. The study participants were feminist university teachers. The study is important because it explored schools as political sites where teaching and learning are understood in terms of democratic citizenship and social justice. The theoretical base for the research was neo-Marxist theory drawing specifically on the concept of teacher as “transformative intellectual.”The finding…
Educational Discourses, the Nature of the Child, and the Practice of New Teachers
The power of negative thinking in and for teacher education
In an anxious world increasingly perceived in terms of risk management, strategies for mapping, articulating and organizing knowledge provide a bulwark against uncertainty. For teacher education, one consequence has been a drive for fullness in relation to knowledge about what teachers should know and be able to do, usually conceived in instrumental terms. Indeed, teacher education, like education more broadly, has been captured by a ‘discursive …
Virginia
This article considers the case of Virginia, a social work practicum student who experienced conflict in her field placement, in light of Heilbrun's notion of liminality—that is, being poised on uncertain ground, leaving one condition or self and entering another. In addition, Virginia's experience is explored within the complex web of power and resistance that characterized her relationship with the field instructor, the agency director, and the…
Comic absurdity and profane acts in education
In this theoretical and provocative paper our aim is to problematize universal ideals, and the closely related belief in educationalization, that frame education today. Inspired by the ethico-political work of Agamben ([2007]. Profanations. New York: Zone Books), and his focus on profane acts of play, and Zupančič's ([2008]. The odd one in: One comedy. Cambridge, MA: The MIT Press) psychoanalytical adaptation of Hegel's ‘concrete universal', we i…
Power and place in teaching and teacher education
The Death of a Child and the Birth of Practical Wisdom
Collaboration in student teaching
An Examination of Teaching as a Practical Political Activity
This paper examines the notion of teacher as an agent of social change. The study participants were feminist university teachers. The study is important because it explored schools as political sites where teaching and learning are understood in terms of democratic citizenship and social justice. The theoretical base for the research was neo-Marxist theory drawing specifically on the concept of teacher as “transformative intellectual.”The finding…
Toward a Gender-Sensitive Ideal of Critical Thinking
(1994). Toward a Gender-Sensitive Ideal of Critical Thinking: A Feminist Poetic. Curriculum Inquiry: Vol. 24, No. 3, pp. 255-268
Educational Discourses, the Nature of the Child, and the Practice of New Teachers
Collaboration in student teaching
The Educational Conversation
Shaping a Professional Identity
a teacher with whom I have had the pleasure of working, talks about her writing in terms of "a knot that needs unfurling."What a wonderful image of a teacher puzzled by something in particular and struggling to explore, understand
Power and place in teaching and teacher education
The Death of a Child and the Birth of Practical Wisdom
Discourses of Conflict
Violence and Subjectivity in Teacher Education
Caught between the demands of the normative (what they believe they ought to be and value) and normalisation (what professional others tell them that they should be and value), teacher candidates often experience themselves as belated even though they are newcomers to the profession—simultaneously heirs to a history and new to it. In this paper we illustrate and explore the tensions that result between 'new' and 'old' in teacher education. Drawin…
Virginia
This article considers the case of Virginia, a social work practicum student who experienced conflict in her field placement, in light of Heilbrun's notion of liminality—that is, being poised on uncertain ground, leaving one condition or self and entering another. In addition, Virginia's experience is explored within the complex web of power and resistance that characterized her relationship with the field instructor, the agency director, and the…
Paradoxes of Autonomy in Professional Life
Stories of origin are notoriously incomplete, inaccurate or beside the point, often all three. One event stands out for us, however, as a point of reference for our thoughts on what it means to ent
The power of negative thinking in and for teacher education
In an anxious world increasingly perceived in terms of risk management, strategies for mapping, articulating and organizing knowledge provide a bulwark against uncertainty. For teacher education, one consequence has been a drive for fullness in relation to knowledge about what teachers should know and be able to do, usually conceived in instrumental terms. Indeed, teacher education, like education more broadly, has been captured by a ‘discursive …
The Emotional Toll of Obligation and Teachers’ Disengagement from the Profession
Patricia" is a former teaching colleague and an experienced grade one teacher."Devan" is one of her students.Frequently violent and uncontrollable, Devan has to be physically restrained until calm.In such moments, Patricia calls the office to send help.No one ever comes.Feeling shaken after each of these episodes, she worries about her distressed relationship with Devan, and about what the other children think when they witness such scenes.She wo…
Toward a “thoughtful lightness”
An ethics of innovation for teacher education
Riding Fences
In this article we question the discursive deployment of narrowing conceptions of the future in education in three provincial cases: Alberta, British Columbia, and Ontario. Asserting that educational policy in Canada is grounded in the “future-logics” of educational innovation—reflective of an anticipatory orientation to governance—we critique concepts from each province’s curriculum policy documents: “competence,” “personalized learning,” and “p…
Comic absurdity and profane acts in education
In this theoretical and provocative paper our aim is to problematize universal ideals, and the closely related belief in educationalization, that frame education today. Inspired by the ethico-political work of Agamben ([2007]. Profanations. New York: Zone Books), and his focus on profane acts of play, and Zupančič's ([2008]. The odd one in: One comedy. Cambridge, MA: The MIT Press) psychoanalytical adaptation of Hegel's ‘concrete universal', we i…
Schooling the pandemic
Many scholars continue to ponder whether, amidst its devastating consequences, the recent pandemic could create possibilities for a different kind of educational world. As the virus addressed educators in unexpected ways it also pointed toward what is broken in education—its neoliberal enclosure, developmental violence and institutional self-evidence—and the failure to imagine and enact new ways of being and living with the world. In this paper w…
Teacher education as a scene of (dis)repair
Teacher attrition has become a pervasive international issue with research documenting teachers leaving the profession as an effect of several factors including poor working conditions and flawed policy contexts. Such research has been helpful in drawing attention to how the harsh realities of classrooms and schools can disillusion teachers, creating stress, burnout, and potentially a desire to leave the profession. It has also led to an emphasis…
Sociology (17 works) · Pedagogy (15 works) · Psychology (14 works) · Political science (12 works) · Law (10 works) · Epistemology (9 works) · Philosophy (7 works) · Mathematics education (5 works) · Aesthetics (4 works) · Medicine (4 works)