Childhood beyond Pathology , livre ebook

CHILDHOOD BEYOND PATHOLOGY
SUNY SERIES , T RANSFORMING S UBJECTS : P SYCHOANALYSIS , C ULTURE , AND S TUDIES IN E DUCATION
Deborah P. Britzman, editor
CHILDHOOD BEYOND PATHOLOGY
A PSYCHOANALYTIC STUDY OF DEVELOPMENT AND DIAGNOSIS
LISA FARLEY
Cover photograph by Lisa Farley.
Published by State University of New York Press, Albany
© 2018 State University of New York
All rights reserved
Printed in the United States of America
No part of this book may be used or reproduced in any manner whatsoever without written permission. No part of this book may be stored in a retrieval system or transmitted in any form or by any means including electronic, electrostatic, magnetic tape, mechanical, photocopying, recording, or otherwise without the prior permission in writing of the publisher.
For information, contact State University of New York Press, Albany, NY
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Library of Congress Cataloging-in-Publication Data
Names: Farley, Lisa Heather Earlene, [date]- author.
Title: Childhood beyond pathology : a psychoanalytic study of development and diagnosis / by Lisa Farley.
Description: Albany : State University of New York Press, [2018] | Series: SUNY series, transforming subjects : psychoanalysis, culture, and studies in education | Includes bibliographical references and index.
Identifiers: LCCN 2017045874 | ISBN 9781438470917 (hardcover : alk. paper) | ISBN 9781438470924 (e-book) | ISBN 9781438470900 (paperback : alk. paper)
Subjects: LCSH: Child development. | Child psychology.
Classification: LCC BF721 .F365 2018 | DDC 155.4—dc23 LC record available at https://lccn.loc.gov/2017045874
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CONTENTS
ACKNOWLEDGMENTS
INTRODUCTION
Why Study the Child after a “Century of the Child”?
CHAPTER ONE
The Replacement Child: An Allegory of Loss for Scholars and Students of Childhood
CHAPTER TWO
Psychoanalysis on the Spectrum: From Psychosis to the Child’s Rightful Claim of Potency and Privacy
CHAPTER THREE
The Counterfeit Child: On Race, Gender, and Murder in Junior High
CHAPTER FOUR
Debating Trauma Texts in the Wake of the Residential School: Beyond Damage and Innocence
CHAPTER FIVE
Transitional Phenomena and (Trans)gender Childhood
POSTSCRIPT
The Child in Mind: Four Affective Challenges to the Fields of Childhood Studies, Education, and Psychology
NOTES
REFERENCES
INDEX
ACKNOWLEDGMENTS
T HIS BOOK is touched by my relationships with wonderful colleagues, friends, and family built over many years. First and foremost, I would like to thank Deborah Britzman for her unfailing support, her brilliant mind, and her love of the new. Our conversations transport me to another world and have changed me in all the best ways. Roger Simon, my former PhD supervisor and mentor, did not live to see the publication of this book, but if I am lucky, traces of his supervision live on every page. I also thank Sharon Todd, who was my first intellectual mentor. Her support was formative in helping me find a home in the academy. Judith Robertson, my former postdoctoral supervisor, is one of my dearest friends. The emotional reach of your words could fill the ocean.
I am indebted to Paula Salvio, whose passion for ideas is unparalleled. Our conversations, over many late-night dinners, fill me with joy, new ideas, excellent wine, and gratitude for you in the world. I am thankful to Tamara Bibby, whose good company has held me in times of difficulty in the writing—and life in general. I am grateful to Alice Pitt for her confidence in my capacity to speak my mind, and for the fine dinners where I’ve been able to try out my thoughts in such hospitable company. I thank Peter Taubman for his stunning intellect, which has deeply affected my thinking about the relationship between psychoanalysis and history. Jonathan Silin asks me provocative and bold questions, and his lifetime of work continues to transform my thinking. Ann Baranowski never wavers in her belief that my inner world matters to the inner worlds of others, and for that I am deeply grateful. I will forever miss Kate Bride, who knew I could write this book when I did not.
I am grateful for Debbie Sonu’s electric spirit and love of adventure, which reminds me of what matters in life. My friendship with Julie C. Garlen gives me a place to feel simultaneously at home and pushed to the edges of my thinking, and I thank her for this extraordinary balance. I am thankful to Sandra Chang-Kredl, too, for the gift of our friendship and the sensitivity of her interpretations. Gail Boldt has taught me what it means to engage ideas across diverse fields of thought with care and grace. David Lewkowich’s capacity to risk himself in writing inspires and humbles me every day. I am grateful to Hannah Dyer, whose questions about queer childhoods are foundational to my own. I would also like to thank Jake Pyne for sharing a number of resources that inform my discussion in chapter 5 and for the gift of his intellectual generosity. I thank Jane Griffith for her insightful reading of chapter 4 and for the conversations over tea. I am particularly grateful for Nicholas Ng-A-Fook’s deep inclusivity and for helping me think about the meaning of education for reconciliation.
Thank you to Mario DiPaolantonio for our hallway conversations on the meaning of spending time with others in the fast-paced university. This idea sustained me in writing this book. Thank you also to Chloë Brushwood Rose for your steady camaraderie. I wish to thank Cris T. Mayo for always saying hello on the busy conference circuit and for her capacity to make others feel valued. I cannot imagine a single conference experience without my layered conversations—usually on a sunny patio somewhere—with the inimitable Kent den Heyer. You buoy my thoughts and my spirits. As I was in the process of writing this book, Rubén Gaztambide-Fernández invited me to coedit a Special Issue on “The Child in Question” for Curriculum Inquiry , an experience that helped me deepen the arguments I develop in the pages to come. I am indebted to him not only for that invitation, but also for your companionship and your long-standing support of so many colleagues.
My Toronto friendships matter a great deal to my life at the academy. Thanks so much to you, Eve Haque, one of my longest-time friends at the university. Your sage advice, delivered with a magic dash of irony, keeps me on course. Steven Tufts keeps me laughing and helps put things in perspective. I am grateful to Mary-Jo Nadeau for her sense of justice and the sheer goodness of her personhood. I am lucky to know Tanya Titchkosky, whose capacity to draw out the best in people also brings us together as a community. Some of my best conversations about the meaning of living a good life have been with Rod Michalko. Thank you for embodying the “two-in-one.” Many thanks to Carrianne Leung, whose knowledge of the power of a good story reminds me that academic writing should read like a novel. I thank OmiSoore Dryden, my new friend in scholarship, for your wit and welcome into the world of your ideas, but also, of course, the fashion. I am grateful to Abdï Ośmän for the joy of our conversations. Rinaldo Walcott has been there from the beginning, a vital committee member on both my master’s and PhD.
My closest friends are also caring professionals; they are teachers; they work with teachers; they are analysts and social workers. It humbles me to be surrounded by the ethical commitments of Tasha Henry, Rebecca Lock, Amanda Clarke Heath, Sara Fisher Nicholson, Aeron Evans, and Stephanie Moeser. I have learned so much from you all. I have also learned greatly from Angela Robinson, whose analytic insights continue to surprise and sustain me. I have been privileged to work closely with Lauren Jervis, whose even handling of theoretical controversies inspires my own efforts. Over the years, I have had the pleasure of reading with a number of doctoral students with interests in psychoanalysis and childhood, some of whom have entered into the academy as colleagues. Thanks to Lucy Angus, Tiffany Barnikis, Noel Glover, Julia Sinclair-Palm, Shannon Snow, Michelle Miller Stafford, and Farah Virani-Murji. I thank Jennifer Bethune for helping to pull together some of the references and for our fantastic dog walks. Katerina Cook offered a close reading of the manuscript, and I am grateful to her for this work. I also thank Marc Crabtree for his expert rendering of the book’s cover art. From beginning to end, the production team at SUNY Press handled this project with incredible care and meticulous attention to detail. In particular, I wish to acknowledge Ryan Morris, Aimee Harrison, and Andrew Kenyon for their collective wisdom and scrupulous efforts in bringing this book to life. I also thank the anonymous reviewers of the manuscript for their rigorous comments and questions, delivered with such kindness.
Farther from home, I am grateful to the participants of the Symposium on the Politics of Memory Practices held at the Georg Eckert Institute in Braunschweig, Germany. I am particularly thankful to Felicitas Macgilchrist, Roman Richtera, and Barbara Christophe for the invitation. I am also thankful to the attendees of my presentation at the Manchester Institute of Education, University of Manchester. In particular, I would like to thank Erica Burman for the invitation and our ongoing conversations. I would also like to thank Gustavo Fonseca and Carlos Gómez Camarena for the good coffee and psychoanalytic discussion. Craig Fees offered his enormous expertise during my time at the Planned Environment Therapy Trust Archive and Study Centre in Cheltenham. I am thankful to Adrian Sutton f