Lisa Farley
Associate Professor
PhD - University of Toronto; MEd - York University; BA (Hons.) - York University
Location(s) / Contact Info:
202, Winters College - WC
Keele Campus
Phone: 416-736-2100 Ext. 22843
Email: lfarley@edu.yorku.ca
Available to supervise graduate studentsCurrently taking on work-study students, Graduate Assistants or Volunteers
Available to supervise undergraduate thesis projects
Biography
Lisa Farley joined the faculty in 2007. Her research considers the uses of psychoanalysis in conceptualizing dilemmas of historical representation, pedagogy and childhood.
Scholarly Interests
Studies in childhood; history of child psychoanalysis; Winnicott; the emotional world of teaching/learning history; ethical philosophies of education
Faculty & School/Dept
- Faculty of Education
Courses Taught
- Foundations of Education & Theory Into Practice (ED/EDFE 2000)
- Theory and Research in Language, Culture and Teaching (GS/EDUC 5120)
Selected Publications
- Farley, L. (2018). Childhood Beyond Pathology: A Psychoanalytic Study of Development and Diagnosis. SUNY
- Farley, L. & Kennedy, RM. (2017). The Failure of Thought: Childhood and Evildoing in the Shadow of Traumatic Inheritance. Review of Education, Pedagogy, and Cultural Studies, 39 (2), 121-138. doi:10.1080/10714413.2017.1296277.
- Farley, L. & Kennedy, RM. (2015). A Sex of One's Own: Childhood and the Embodiment of (Trans)gender. Psychoanalysis, Culture, and Society, 1-17. doi:10.1057/pcs.2015.59.
- Farley, L. (2015). The Human Problem in Educational Research: Notes from the Psychoanalytic Archive Curriculum Inquiry, 45 (5), 437-454. doi:10.1080/03626784.2015.1095621.
- Farley, L. & Mishra Tarc, A. (2014). Drawing Trauma: The Therapeutic Potential of Witnessing the Child's Visual Testimony of War Journal of the American Psychoanalytic Association, 62 (5), 835-854. doi:10.1177/0003065114554419.
- Farley, L. (2014). The Uncanny Return of Repressed History in Jonathan Hobin's "In the Playroom": Playing Beyond the Pleasure Principle. Jeunesse: Young People, Texts, Cultures, 6 (2), 15-34.
- Farley, L. (2014). Psychoanalytic Notes on the Status of Depression in Curriculum Affected by Loss Pedagogy, Culture, and Society, 22 (1), 117-135. doi:10.1080/14681366.2013.877218.
- Farley, L. (2013). Analysis on Air: Broadcasting Winnicott in Wartime American Imago, 69 (4), 449-471. doi:10.1353.
- Farley, L. (2013). Without Discipleship: A Psychoanalytic Study of Influence for Education Pedagogy, Culture, and Society, 21 (1), 21-43. doi:10.1080/14681366.2012.759138.
- Farley, L. (2012). An Essay is Being Written: Between Agression and Just Words Changing English: Studies in Culture and Education, 19 (2), 167-178. doi:10.1080/1358684X.2012.680759.
- Farley, L. (2012). Operation Pied Piper: A Psychoanalytic Narrative of Authority in a Time of War. Psychoanalysis and History, 14 (1), 29-52. doi: http://dx.doi.org.ezproxy.library.yorku.ca/10.3366/pah.2012.0098.
- Farley, L. (2011). Squiggle Evidence: The Child, the Canvas and the 'Negative Labor' of History History and Memory, 23 (2), 5-39.
- Farley, L. (2009). Radical Hope: On the Problem of Uncertainty in History Education Curriculum Inquiry, 39 (4), 537-554. doi:10.1111/j.1467-873X.2009.00456.x.
Selected Presentations
- Lisa Farley (2017, June). The Replacement Child: An Allegory of Loss for Scholars of Childhood Studies, Education, and Psychology. Presented at: Manchester University, UK
- Lisa Farley (2009, October). Invisible Ink. Presented at: Bank Street College, New York, NY
Research Projects
Conceptualizing Childhood in Education: A Multi-Site Study of Memories, Artefacts, and Cultural Tropes
Role: Co-Principal Investigator
Amount funded: $60, 733
Year Funded: 2018
Duration: 2
Funded by: Social Sciences and Humanities Research Council (SSHRC)
This comparative, co-led study examines contemporary conceptualizations of childhood held by those interested in working with, thinking about, and/or teaching children. Working across four neighbourhoods in Montreal, New York, Ottawa, and Toronto, we are interested in how adult memories of having been children encode, repeat, and disrupt major cultural tropes of childhood (including, for example, the beloved child, the innocent child, the child as future, and the child as developmental being). Our intent is to explore how cultural tropes live inside personal memories and how this dynamic relation shapes the ways adults understand what it means to be a child and what teaching children can mean in a range of professional contexts.
Spaces of Memory: Between Tangible Relics and Internal Objects in Learning from the Past
Role: Principal Investigator
Amount funded: $61,111
Year Funded: 2009
Duration: 3
Funded by: Social Sciences and Humanities Research Council (SSHRC)
Spaces of Memory explores the status of the unconscious in representing historical knowledge. The project turns to the history of child psychoanalysis -- specifically Winnicott -- to consider how this analyst's work with patients' drawings, dreams and fantasies informs understandings of historical representation as marked by psychical conflict.
Professional Affiliations
- Curriculum Inquiry: Editorial Board
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