Donald W. Winnicott’s Theory, Literature, and Migration

When Donald W. Winnicott conceived his psychoanalytical concepts and theories, initially meant to address problems associated with the relationship between a mother and her child, the British paediatrician was aware they could be meaningful for understanding cultural issues too. One of the key questions when dealing with literature as a form of culture is to what extent the representation of the self in it is true or false. Winnicott’s theory of transitional objects – items used to provide psychological comfort – can operate as a significant critical tool when trying to answer such questions. This paper firstly explores the reception of Winnicott’s theory of transitional objects and phenomena and other associated concepts in literary criticism. It moves further to demonstrate it is especially relevant when literature travels or deals with international migration. Last but not least, it presents several possible limitations for the field of literary criticism, taking into consideration contemporary theories about the location of culture.

D. W. Winnicott, André Green, and Rosemary Dinnage: Some Thoughts on the Interplay of Transitional Objects and Object Destruction

In this paper, the author attempts to arrive at a comprehensive outline of Winnicott's developmental theory. This theory encompasses the infant's emergence from total dependence and subject/object merging to what the author refers to as relative independence and relative subject/object separation (in Winnicott's words, “separation that is a not a separation but a form of union” [1971a, p. 98]). This conceptualization is based mainly on an amalgam of Winnicott's two well-known papers, on transitional objects and phenomena (1953) and on the use of an object (1969). The author also refers to André Green's notions of the importance of the negative and of the “dead mother” in reference to Winnicott's work. To demonstrate the clinical implications of the paper, the author discusses in detail the case of Rosemary Dinnage, as described by both Winnicott and Green and as reported directly by herself.

How history of mathematics can help to face a crisis situation: the case of the polemic between Bernoulli and d’Alembert about the smallpox epidemic

In this article, I present the eighteenth century’s polemic of Bernoulli and d’Alembert concerning the smallpox epidemic and a prevention method called inoculation. Through an analysis of the polemic and the related resources, I show that this historical debate has various interests for mathematics education; and more specifically it can help teachers to confront dilemmas emerging with the COVID-19 pandemic (for example if a teacher should talk about it in class or not, how to help students to interpret the statistical data and the mathematical models connected to the pandemic and more generally, how to deal with the confusions and concerns emerging in connection to the pandemic). I describe the documents related to the historical polemic as transitional objects, having a potential to reveal the teachers’ own professional or personal experiences, reflections and questions, and to stimulate dialogue with them on these issues. I illustrate this proposition by the presentation of an online reading seminar realized with a French group of teachers in April 2020.

Re-imagining care transitions for people with dementia and complex support needs in residential aged care: using co-designed sensory objects and a focused ethnography to recognise micro transitions

The concept of transition is often used in health and lifecourse research to understand a significant movement from one state or place to another. While people with dementia experience more major transitions than their peers, they are often excluded from transitional care research. This study set out to develop meaningful transitional supports for people with dementia and complex support needs who were undertaking a significant planned geographical transition from their current residential aged care facility to a new purpose-built facility. Using the language of complex support needs acknowledges that participants in this study have a breadth and depth of need, including cognitive, physical, psycho-social and communication impairments and social and cultural disadvantage associated with ageing, institutionalisation and social isolation. To support their move, Participatory Action Research was used to support the co-creation of transitional objects (personalised scarves and blankets) with 15 people with dementia, their families and care staff. Whilst these objects were useful in supporting transition, it was not in the way we imagined. Whilst our initial focus had been on supporting a significant geographical transition, rather it was four types of micro transitions in which the transitional objects were used: small physical transitions (from one place to another); social transitions (entering or exiting personal interactions); activity transitions (moving between activities); and time travel (moving between different times). Reimagining transitions from the perspective of people with dementia and complex support needs involves the recognition of the need for supports for micro as well as macro transitions. Personalised objects to support these everyday micro transitions have the potential to make the lives of people with dementia and complex support needs more manageable, meaningful and comprehensible. Reimagining transitions in dementia in this way helps us reimagine dementia itself, as a constantly fluid, dynamic and responsive series of moments which also has implications for the re-imagination of dementia care.