"Teaching Desire": Exploring International College Students' and Their Instructor's Be-longings in a Biotechnology Pedagogical Context

• In Event: 61.070 - Sheraton Roundtable 10 - Osgoode Ballroom
  In Roundtable Session: 61.070-1 - Pedagogies of Biotechnology, Numbers as Grids, and Project-Based Learning in the Post-Truth Era

Abstract

In science education research, desire and ‘teaching desire’ (McWilliams, 1997) seldom receive enough attention. Classroom is a space in “which desire and knowledge converge, a space in which the teacher and the student 'seduce' each other and capture each other's desire” (Zembylas, 2007, p. 333). “Teaching desire” encompasses teachers’ desire to teach, but also teaching as orienting students’ desires, to ‘be-long’. As part of my dissertation, I have been experimenting with notions of ‘be-longing’ to map teaching desire to mutual becomings of students/teachers, among other living and non-living entities in a microbiology lab. I further explore the college instructor’s use of a ‘pedagogy of desire’ to seduce future bio-technicians to enter in different relationships with products of science and technology.

Authors

• Sarah Halwany, University of Toronto

• John Lawrence Bencze, OISE/University of Toronto