Transference and the contemporary classroom. Illustration by Andrew B. Myers Today’s college campuses are host to a litany of fraught relationships between teachers and students—and, increasingly, conflicts are breaking out of the academy to feature in culture-war arguments around ideas about “trauma” and “care.” As Merve Emre explores in a fascinating essay in this week’s Therapy Issue, contested exchanges over “test questions, classroom exercises, grading and accommodation policies, student feedback, course content, off-the-cuff jokes, extracurricular plays and productions, and social-media posts” can be freshly understood through the psychoanalytic lens of transference, and the “feelings of dismay that arise when authority figures fail to live up to the fantasies or expectations projected onto them.” An honest discussion of what students need from teachers, and what teachers, in turn, need from their students, may be essential, Emre writes, if “universities are to move away from cycles of easy outrage and conspiratorial accounts of who really holds power, and toward a hard-won truce.” Support The New Yorker’s award-winning journalism. Subscribe today » |
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