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Love’s Return: Psychoanalytic Essays on Childhood, Teaching, and Learning


reviewed by Kimberly N. Frazier — October 02, 2006

coverTitle: Love’s Return: Psychoanalytic Essays on Childhood, Teaching, and Learning
Author(s): Gail M. Boldt and Paula M. Salvio (Eds)
Publisher: Routledge/ Taylor & Francis, New York
ISBN: 0415952069, Pages: 288, Year: 2006
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Love’s Return: Psychoanalytic Essays on Childhood, Teaching, and Learning explores how educators conceptualize love and how this conceptualization impacts the educational process of children and teaching professionals.  The book also examines how the conceptualization of love impacts teachers’ ability to provide learning while using psychoanalytic theory as a framework.  Contributors to the book felt there was a paradoxical relationship between love and the context in which it is used to describe the relationships between children and adults.  Exploring the paradoxical relationship as it relates to children and teaching is the premise of the book.  Love’s Return  tackles an intriguing topic and offers a fresh viewpoint on the concept of love and learning. The initial idea for this book was conceptualized out of paper presentations at the 2004 American Education Research Association (AERA).  Bolt and Salvio state that the purpose of this book is to answer the following three reflective questions: (a)... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: October 02, 2006
http://www.tcrecord.org ID Number: 12752, Date Accessed: 10/18/2017 8:14:54 PM

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About the Author
  • Kimberly Frazier
    Clemson University
    E-mail Author
    KIMBERLY N. FRAZIER is an Assistant Professor in the Department of Leadership, Counselor Education, Human and Organizational Development at Clemson University. Dr. Frazier’s areas of interest include pediatric counseling, cultured-centered counseling, and counseling children and adolescent survivors of sexual abuse trauma. Her most current projects include a grant titled, “The Impact of Hurricane Katrina on College Students” and a grant that was partially funded by Chi Sigma Iota International Counseling Honor Society titled, “Using Bibliotherapy to Discuss Racial and Ethnic Differences with School-Aged Children.”
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