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

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  • Soo Bin Jang

    (Michigan State University, USA.)

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.

Suggested Citation

  • Soo Bin Jang, 2016. "Post-Structural Relational Ethics of Teacher-Student: A Theoretical Analysis of Jacques Derrida and Luce Irigaray," Eurasian Journal of Social Sciences, Eurasian Publications, vol. 4(2), pages 56-65.
    • Handle: RePEc:ejn:ejssjr:v:4:y:2016:i:1:p:56-65
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