ABSTRACT
To answer the overarching question on pedagogy, this chapter draws on psychoanalytic theories and research data to explore, from a pupil perspective, the experiences and impacts of different pedagogic practices as they are experienced within relationships. My focus is on the ways relationships and subjectivities frame and constitute what is known and knowable. This focus has arisen from an analysis of two research projects (described later) and a struggle to make sense of the disjunctions and tensions vivid within and across these studies.
