Learning Too Late? A Psychoanalytic Reflection on the Affective, Defensive and Repressive Dynamics of Learning About "Race" in Women's Studies‪.‬

Drawing on psychoanalytic theories of defense and repression in learning, this paper analyzes the author's attachment to a personal story of conflict and contestation over issues of identity, race and prejudice in the Women's Studies classroom. It is suggested that tracing stories of conflict and the varied and complex effects of personal crisis in teaching and learning is an important educational practice that holds potential for developing more ethical pedagogical relationships. S'appuyant sur des theories psychanalytiques de defense et de repression en apprentissage, cet article analyse l'attachement de l'auteur/e a son experience personnelle de conflit et de contestation quant aux problemes d'identite, de race et de prejuge dans la salle de classe d'un cours d'etudes sur les femmes. Selon l'article, retracer le vecu de conflits et les effets complexes et varies de crises personnelles, dans l'enseignement comme dans l'apprentissage, serait une pratique educative d'un grand potentiel pour des relations pedagogiques d'une plus grande ethique.