ABSTRACT
This chapter presents an account of teachers' practice as an ongoing attempt to define themselves differently through the unfolding of discourse. This attempt is related to the discursive functions of the master, the university, the hysteric, and the analyst, which focus the teacher's desire differently on (educational) experiences and understandings. In order to provide a more comprehensive view and understanding of the conceptual and empirical field of desire illustrated by the vignettes, I will draw extensively on the theoretical framework presented in Chapters 2 and 3.
