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Lisa Farley

Associate Professor

Research Interests

Dr. Farley’s research considers how psychoanalysis can inform ongoing challenges of representing childhood, belonging, and relationality in educational and clinical contexts. Her scholarship critiques normative frames of development by highlighting the elusive qualities of emotional life and by situating conflict as a condition of being. Her recent research considers how teachers’ memories of having once been children shape their contemporary understandings of childhood and examines the status of difficult knowledge in pedagogies with children.


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Farley, L; Garlen, J.C.; Chang-Kredl, S. & Sonu, D. (2022). The Critical Work of Memory and the Nostalgic Return of Innocence: How Emergent Teachers Represent Childhood. Pedagogy, Culture, and Society. doi:10.1080/14681366.2022.2063930

Farley, L.; Sonu, D.; Garlen, J.C. & Chang-Kredl, S. (2020). Childhood Memories of Playful Antics and Punishable Acts: Risking an Imperfect Future of Teaching and Learning. The New Educator, 16 (2), 106-121. doi:10.1080/1547688X.2020.1731036.

Farley, L. (2020). Innocence. In F. MacGilchrist & R. Metro (Eds.), Trickbox Of Memory: Essays on Power and Disorderly Pasts. New York, NY: Punctum.

Farley, L. & Kennedy RM. (2020). Transgender Embodiment as an Invitation to Thought: A Psychoanalytic Critique of "Rapid Onset Gender Dysphoria". Studies in Gender and Sexuality, 21 (3), 155-172. doi:10.1080/15240657.2020.1798184.

Farley, L. (2018). Childhood Beyond Pathology: A Psychoanalytic Study of Development and Diagnosis. State University of New York Press

Farley, L. & Kennedy, RM. (2016). A Sex of One's Own: Childhood and the Embodiment of (Trans)gender. Psychoanalysis, Culture and Society, 21 (2), 167-183. doi:10.1057/pcs.2015.59.

Farley, L. (2011). Squiggle Evidence: The Child, the Canvas and the 'Negative Labor' of History. History and Memory, 23 (2), 5-39. doi:10.2979/histmemo.23.2.5.