It will probably surprise no one that many of the theorists writing on the role of love in education today locate the power of love in its “transgressive” or “disruptive” character — that is, in the negative role it may play against or within the bureaucratic, inhuman structures of schools. The rhetorical force generated by arguments based in the negative character of love in education may be related to our inability to positively define what the personal relationships between teachers and students ought to be or to allow, but it would be a mistake to think that theorists of love in education are limited to this sense of indefiniteness. As this essay seeks to set out, love in education is mostly theorized under two categories of negativity that provide a normative conclusion against the limits placed upon both teachers’ and students’ humanity by current policies and practices. In the following pages, I examine these categories, which I refer to as “absence” and “transgressivity,” by...
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