A Lacanian Foundation For Critical Pedagogy

In Freire More Than Freire

Alex J. Armonda (Southern Illinois University, USA)

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English

Bloomsbury Academic
07 August 2025

Psychological theory & schools of thought; Philosophy & theory of education

Series: Radical Politics and Education

This open access book sets out from Paulo Freire’s claim that the problem-posing model of education works as a “kind of psychoanalysis,” and deploys a Lacanian perspective to rearticulate the theoretical and practical principles of critical pedagogy.

Attending to the latent psychoanalytic sensibility of Freire’s project, Armonda brings this dimension to the surface, while clearly addressing its consequences for pedagogical experience. Armonda challenges long-standing assumptions on Freire and the nature of his problem-posing intervention, as the unconscious comes to the fore as the persistent, traumatic, and uncanny site of Freirean teaching. Drawing primarily on the work of Jacques Lacan as well as Frantz Fanon, Alenka Zupancic, and Slavoj Žižek, this book offers a critical introduction to psychoanalysis in the social, political, and philosophical foundations of education. The book extends an invitation to those in the tradition of critical pedagogy to grapple with this neglected dimension in Freire’s thought, and stands as an unapologetic call to return to his most subversive propositions on teaching.

The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on www.bloomsburycollections.com.

By: Alex J. Armonda (Southern Illinois University USA)
Imprint: Bloomsbury Academic
Country of Publication: United Kingdom
Dimensions: Height: 238mm, Width: 164mm, Spine: 16mm
Weight: 440g
ISBN: 9781350459892
ISBN 10: 1350459895
Series: Radical Politics and Education
Pages: 192
Publication Date: 07 August 2025
Audience: Professional and scholarly , Undergraduate
Format: Hardback
Publisher's Status: Active

Series Editors' Foreword 1. Introduction: The Deadlock of Critical Pedagogy 2. Reviewing Psychoanalysis: A Lacanian Model for Critical Education Part I: Critical Pedagogy as a Kind of Psychoanalysis 3. Freire’s Psychoanalytic Antecedents 4. Problem-Posing Dialectics Revisited 5. The Libidinal Logic of Dialogue Part II: Critical Pedagogy as a Methodology of the Impasse 6. Freire’s Odd Human, or Situating the Unconscious 7. The Naming Act and the Subject of Class Antagonism 8. Freire and Fanon: The (Missed) Encounter with Race Part III: Teaching at the Impasse: The Case of Anna Nicasio 9. Anna’s Pedagogical Desire 10. A Dialogue on Stoneman Douglas Conclusion: In Freire more than Freire Notes References Index

Alex J. Armonda is an Assistant Professor of Curriculum Theory at Southern Illinois University, USA.