Student-Teaching, Interpretation and the Monstrous Child

Journal of Philosophy of Education 28 (1):17-24 (1994)
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Abstract

This 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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