Student-teaching, interpretation and the monstrous child

Journal of Philosophy of Education 28 (1):17–24 (1994)
Abstract
ABSTRACTThis paper is an interpretive exploration of the figure of the monstrous child as it appears in the experiences of student‐teachers entering the community of teaching. It also considers how interpretive work is itself haunted by this figure and how, therefore, teaching itself might be considered an interpretive activity
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References found in this work BETA
John D. Caputo (1986). Radical Hermeneutics. Philosophy Today 30 (4):271-277.
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