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Afterword

Worton, M.; (2008) Afterword. In: Irigaray, L. and Green, M., (eds.) Luce Irigaray: Teaching. (pp. 241-246). Continuum International Publishing Group: London, UK. Green open access

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Abstract

Book description: Luce Irigaray: Teaching explores ways to confront new issues in education. Three essays by Irigaray herself present the outcomes of her own experiments in this area and develop proposals for teaching people how to coexist in difference, reach self-affection, and rethink the relations between teachers and students. In the last few years, Irigaray has brought together young academics from various countries, universities and disciplines, all of whom were carrying out research into her work. These research students have received personal instruction from Irigaray and at the same time have learnt from one another by sharing with the group their own knowledge and experience. Most of the essays in this book are the result of this dynamic way of learning that fosters rigour in thinking as well as mutual respect for differences. The central themes of the volume focus on five cultural fields: methods of recovery from traumatic personal or cultural experience; the resources that arts offer for dwelling in oneself and with the other(s); the maternal order and feminine genealogy; creative interpretation and embodiment of the divine; and new perspectives in philosophy. This innovative collaborative project between Irigaray and researchers involved in the study of her work gives a unique insight into the topics that have occupied this influential international theorist over the last thirty years.

Type: Book chapter
Title: Afterword
ISBN-13: 9781847060679
Open access status: An open access version is available from UCL Discovery
Publisher version: http://www.continuumbooks.com/books/detail.aspx?Bo...
Language: English
Keywords: Social Science, Luce Irigaray, teaching, education, Humanities, French, France
UCL classification:
UCL > Provost and Vice Provost Offices > VP: International
URI: https://discovery.ucl.ac.uk/id/eprint/13923
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