Critical pedagogy and emotion: working through ‘troubled knowledge’ in posttraumatic contexts

By Michalinos Zembylas. 2013

182 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/beb7dab4e79fc5690b669ab5905c3b56406e9f52

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In Education

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Citations in the corpus

Affect, race, and white discomfort in schooling: decolonial strategies for ‘pedagogies of discomfort’ (2018, background): “In their own contribution to this field of study, Leonardo and Zembylas (2013) have theorised whiteness as a technology of affect, aiming to capture the mental, emotional, and bodily dimensions of whiteness in the context of racial dialogue.”
‘When saying you care is not really caring’: emotions of disgust, whiteness ideology, and teacher education (2014, background): “…paper, we identify the emotional ambivalence of teacher candidates who profess feelings of caring for the underprivileged Other, while at the same time express racialized emotions, repressed disgust and racial angst for people of color, grounded in whiteness ideology (Leonardo & Zembylas, 2013).”
Theorizing “Difficult Knowledge” in the Aftermath of the “Affective Turn”: Implications for Curriculum and Pedagogy in Handling Traumatic Representations (2014, background): “Empty empathy resorts to a sentimental discourse of trauma and vulnerability that evokes pity for the other sufferers rather than compassionate action (Boltanski, 1999; Cohen, 2001; Geras, 1999), leading learners to voyeurism and passivity (Zembylas, 2008, 2013c).”
Making sense of the complex entanglement between emotion and pedagogy: contributions of the affective turn (2016, background): “En mis trabajos de los últimos años, he intentado mostrar cómo las relaciones de poder se abren paso en articulaciones y movimientos específicos de las emociones que producen nuevas conexiones corpóreas y afectivas (Zembylas, 2011a, 2012, 2013b).”