Introduction

This book will serve as a foundation for further enquiry into the concept and phenomena of desire as expressed by educational participants, with a particular focus on teachers. What does the term desire signify to them? In order to answer such questions, it is beneficial to have a clear understanding of the concept of desire itself. What, then, is the “theory” of desire and the discourses of desire? What is the phenomenon of desire? And why is there a need for a theory of desire, particularly in the context of educational research and practice? These are significant enquiries that this book endeavours to elucidate.