The idea that teachers love children is often taken for granted in education. Rarely is the idea of love itself examined. Bringing together the work of educators, curriculum theorists, and clinical psychoanalysts, and drawing upon autobiographical and narrative case studies, this groundbreaking collection examines the collision of love and learning, including the ways in which such intersections are provoked, repressed, and denied. Contributors turn to psychoanalysis to explore questions of love in all of its varying permutations—ambivalence, sexuality, hatred, desire, projection, and loss—in order to demonstrate how the social ramifications of such work is critical to the ways teachers are currently being prepared for life in the classroom.

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