A â€˜good enough teacherâ€™ and teaching through challenge
If learning is to be understood as a process of enskilment which is multidimensional, social and embodied (Ingold 2002: 37), it also includes the affective dimensions of experience. I would like to argue that becoming enskiled in the kind of learning done in the context of higher education, particularly anthropology, requires a certain familiarization with a sensation of frustration or challenge. In this article I explore how the process of enskilment in discomfort can be taught in a supportive relationship with a â€˜good enough teacherâ€™. I draw on Donald Winicottâ€™s idea of a â€˜good enough motherâ€™ who supports childâ€™s development through secure attachment and permitting the child to experience well dosed episodes of frustration, rather than doing everything for them.
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