Teaching as an act of gift-giving : reflections on teaching in primary schools

Abstract

Gift-giving is a social convention that generates and sustains relations between people. It is in principle voluntary and without any expectation of being received or repaid. Nevertheless, generally, conditions of intentionality and reciprocity that revolve around the act of gift-giving are assumed. This thesis draws on Derrida’s critique of equal balancing of gift exchanges and his contention that the meaning of the gift disappears as soon as it is accepted as a gift and is reciprocated (Derrida, 1992). As he himself acknowledges, his ideal vision of the true gift is impossible and his deconstructive aporetic presentation of the impossibility seeks to question ethically and politically what we take for granted. This thesis explores the implications of envisaging teaching as an act of gift-giving identifying possibilities and impossibilities of establishing pedagogical relations in primary teaching. This dissertation questions the position of teachers in primary schools within an economy of exchange by exploring the importance of teaching and learning to economic development whilst on the other hand, problematizing the issue of education as a commodity. It analyses the neoliberal effects on educational relations comparing them to Mauss’ account of the circularity of exchange of gift-giving in archaic societies. Although, I acknowledge the importance of the relatedness of education to a flourishing economy. In general, I contend that educational policies in Malta pay special attention to educational values of the unique ethical and human relations that develop between teachers and students. Furthermore, although teaching is inevitably bound up with the expectation of something in return, of a result or a response, these exchanges cannot all be measured or calculated. There are other rare instances of teaching similar to those described by Derrida as having no awareness of giving or receiving by either students or teachers. However, what makes teaching meaningful are the relations and reciprocities enabled through encounters and exchanges. The final reflections in this study indicate that the need to capitalize on effective teacher-student relations should prevail over the sole focus on learning outcomes and the mastery of skills if teaching is to be considered an act of gift-giving. Derrida's ideal notion of gift-giving seems to miss the importance of intentionality in developing relations and the recognition of giving and receiving when anonymizing givers and receivers. This dissertation suggests that perceiving teaching as an act of gift-giving, particularly in primary schools has important implications for how teaching and learning can be rethought.