Post-Structural Relational Ethics of Teacher-Student: A Theoretical Analysis of Jacques Derrida and Luce Irigaray

Soo Bin Jang ()
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Soo Bin Jang: Michigan State University, USA.

Eurasian Journal of Social Sciences, 2016, vol. 4, issue 2, 56-65

Abstract: This paper explores the ethics of difference and becomingness as the foundation of teacherstudent relationship in contemporary school context. Based on the conception of difference of the French post-structural philosopher, Jacques Derrida, and the Belgian psychoanalytic thinker and feminist, Luce Irigaray, I suggest the relational ethics, which does not efface each student’s uniqueness as a mean to arrive at more inclusive and potentiality-embracing education practice. I problematize the binary discursive structure within the Western philosophical tradition and the resulting closure of potentiality in education. In order to overcome the closure of potentiality, I reviewed the deconstructive strategies of Derrida and Irigaray by examining how they conceptualized difference and the essence of being. Based on their theory, I suggest that teacher and student relationship need to embrace post-structural relational ethics. I conclude by posing the idea of educative space as dwelling for difference and becomingness.

Keywords: Derrida; Irigaray; Différance; Sexual Difference; Teacher-Student Relationship; Post-structural Relational Ethics (search for similar items in EconPapers)
Date: 2016
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Persistent link: https://EconPapers.repec.org/RePEc:ejn:ejssjr:v:4:y:2016:i:1:p:56-65

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