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  1.  10
    Chris Peers (2011). Freud, Plato and Irigaray: A Morpho-Logic of Teaching and Learning. Educational Philosophy and Theory 44 (7):760-774.
    This article discusses two well-known texts that respectively describe learning and teaching, drawn from the work of Freud and Plato. These texts are considered in psychoanalytic terms using a methodology drawn from the philosophy of Luce Irigaray. In particular the article addresses Irigaray's approach to the analysis of speech and utterance as a ‘cohesion between the source of the utterance and the utterance itself’ (Hass, 2000). I apply this approach to ask whether educational tradition has fractured the relationship between pedagogy (...)
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  2.  8
    Chris Peers & Marilyn Fleer (2013). The Theory of 'Belonging': Defining Concepts Used Within Belonging, Being and Becoming—The Australian Early Years Learning Framework. Educational Philosophy and Theory 46 (8):1-15.
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    Chris Peers & Joseph Agbenyega (2013). {Le Théâtre de la Cruauté} or When Caring 'Is'. Educational Philosophy and Theory 46 (14):1-15.
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    Chris Peers (2004). 'Destroying' the Pedagogical Imaginary:1 Some Implications of Sexual Difference for Educational Philosophy. Educational Philosophy and Theory 36 (4):399–415.
  5. Chris Peers (2013). Response to Mackenzie. Educational Philosophy and Theory 46 (7):1-3.
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