Dear Dr. D’Amour: Relational Psychoanalysis at the Heart of Teaching and Learning


  • Darcy James W. House University of Alberta



relational psychoanalysis, inclusive education, mathematics education, curriculum, relational, pedagogy, disassociation, done-to, doer, being-with, thirdness


Dr. Lissa D’Amour brings together relational psychoanalysis and developmental theory to offer practitioners of education an opportunity to unify theories of learning into a cohesive “dialectic model of learning and of learning’s refusal” (D’Amour, 2020, p. 142), a unification sorely needed in mathematics education as educators in Alberta feud over ‘back-to-basics’. Dr. D’Amour’s (2020) book, entitled Relational Psychoanalysis at the Heart of Teaching and Learning: How and Why It Matters, attempts to kick-start conversations about the relationships present in classrooms and offers respite from, and an alternative perspective of, the educational behemoth I have become a part of, one that increasingly ignores us humans, the relationships we have and our affective attunement with all that is around us.

Author Biography

Darcy James W. House, University of Alberta

Darcy is a member of the Métis Nation of Alberta from Region 6 and Treaty 8 Territory. His worldviews are heavily influenced by academics of equity and the peace education community. He has been working in mathematics education for ten years.


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How to Cite

House, D. J. W. (2021). Dear Dr. D’Amour: Relational Psychoanalysis at the Heart of Teaching and Learning. Journal of the Canadian Association for Curriculum Studies, 19(1), 137–145.



Book Reviews / Recensions