Exploring Three Pedagogical Fantasies of Becoming-Teacher: A Lacanian and Deleuzo-Guattarian Approach to Unfolding the Identity (Re)Formation of Art Student Teachers.

ii Dedication.iv Acknowledgements.v Vita.vii PROLOGUE.1 CHAPTER 1INTRODUCTION.13 1.01 Background to the Study.14 1.02 Statement of the Problem.19 1.03 Primary Research Question.20 1.04 List of Supporting Subquestions.22 1.05 Parameters of the Study.23 1.06 Significance of the Study.26 1.07 Summary and Design of the Study.28 CHAPTER 2RELATED LITERATURE REVIEW.30 2.01 Literature of Teacher Culture.31 2.02 Literature of Visual Culture.37 2.03 Visual Culture and Psychoanalytic/Philosophic Theories.42 2.04 Literature of Psychoanalytic/Philosophic Theories.49 2.05 Psychoanalytic/Philosophic Concept of Identity.51 2.06 Lacanian Concept of the Three Psychic Registers.57 2.06.01 Lacanian Concept of Ideal-Ego.60 2.06.02 Lacanian Concept of Ego-Ideal.62 2.06.03 Lacanian Concept of Discourse of the University.65 ix 2.07 Deleuzo-Guattarian concept of Becoming.68 2.07. 01 Becoming-woman.74 2.07. 02 Becoming-animal.75 2.07. 03 Becoming-imperceptible.76 2.07. 04 Becoming and Deleuzo-Guattarian Subjectivity.78 2.08 Psychoanalytic/Philosophic Concept of Desire.83 2.09 Lacanian Psychoanalytic Concept of Desire.85 2.09. 01 Lacanian Concept of jouissance.87 2.09. 02 Lacanian concepts of fantasy and symptom.90 2.10 Deleuzo-Guattarian Philosophic concept of desire.96 2.11 Deleuzo-Guattarian Concept of Pedagogy of Desire.101 2.12 Conclusion.104 CHAPTER 3METHODOLOGY.106 3.01 Interview Participants.108 3.02 Data Collected & Methods for Collection.113 3.03 Personal Illustrations.114 3.04 Personal Interviews.116 3.05 DVD clips and Group Interview.119 3.06 Pre-selected DVD clips.120 3.07 Content Analysis.128 3.07. 01 Category 1) Subject-Supposed-to-Know.130 3.07. 02 Category 2) Student Enchantment.137 3.07. 03 Category 3) Ego-Identification.140 3.08 Conclusion to Methodology Chapter.143 CHAPTER 4UNFOLDING OF DATA . 145 4.01 Unfolding Subject-Supposed-to-Know as Pedagogical Fantasy.147 4.01.01 Mona Lisa Smile’s Katherine as Subject-Supposed-to-Know.151 4.01.02 Ghost World’s Roberta as Subject-Supposed-to-Know.155 4.01.03 Speak’s Mr Freeman as Subject-Supposed-to-Know.158 4.01.04 Conclusion to Unfolding the Subject-Supposed-to-Know.161 x 4.02 Unfolding Student Enchantment as Pedagogical Fantasy.163 4.02.01 Mona Lisa Smile’s Katherine and Student Enchantment.166 4.02.02 Speak’s Mr Freeman and Student Enchantment.168 4.02.03 Conclusion to Unfolding of Student Enchantment.171 4.03 Unfolding Ego-Identification as Pedagogical Fantasy.172 4.03.01 Strangers with Candy’s Mr Jellineck and Ego-Identification.174 4.03.02 Ghost World’s Roberta and Ego-Identification.181 4.03.03 Mona Lisa Smile’s Katherine and Ego-Identification.182 4.03.04 Speak’s Mr Freeman and Ego-Identification.186 4.03.05 Conclusion to Unfolding of Ego-Identification.187 4.04 Conclusion.188 CHAPTER 5INTERPRETATIONS OF DATA.189 5.01 Addressing Main Research Question: Visual Culture as Catalyst.190 5.02 Unfolding Three Main Desires in Pedagogical Encounters.196 5.02.01 Desire for Power/Recognition in Pedagogical Fantasies.197 5.02.02 Desire for Love/Connections in Pedagogical Fantasies.202 5.02.03 Desire for Salvation/Social Justice in Pedagogical Fantasies.209 5.03 Addressing Supporting Question One: Affective Investments.213 5.04 Addressing Supporting Question Two: (Re)negotiation of Teacher Identities.220 5.05 Addressing Supporting Question Three: Moments of Psychic Disruption.224 5.06 Conclusion.231 CHAPTER 6CONCLUSIONS & IMPLICATIONS.232 6.01 Unfolding the Chaos of Becoming-Teacher.233 6.02 Suggestions & Implications for the Field of Art Education & Preservice Classrooms.236 6.03 Personal Implications/Conclusions of Conducting Research.246 6.04 Supervisory Differences in Time and as Time.250 xi 6.05 Conclusion.256 BIBLIOGRAPHY.258 APPENDICES.279 APPENDIX A: IRB APPROVAL.280 APPENDIX B: RESEARCH LETTER.282 APPENDIX C: CONSENT FORM.284