Theorizing “Difficult Knowledge” in the Aftermath of the “Affective Turn”: Implications for Curriculum and Pedagogy in Handling Traumatic Representations

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Language Teacher Cognition in Applied Linguistics Research: Revisiting the Territory, Redrawing the Boundaries, Reclaiming the Relevance (2015, background): “…current directions in cognitive science and psychology that challenge the traditional distinctions among cognition, emotion, motivation, and identity (discussed earlier), especially in research on teachers (cf. D. I. Cross & Hong, 2009; Gregoire Gill & Hardin, 2015; Kaplan, 2014; Zembylas, 2014).”
Why critical literacy should turn to ‘the affective turn’: making a case for critical affective literacy (2016, background): “In contrast, Zembylas (2014) argues that in post-Deleuzian scholars’ distinction between affect and emotion, there is a possibility of error because this distinction is based upon ‘the assumption that affect bypasses or exists prior to the symbolic’ (p. 397).”
Making sense of the complex entanglement between emotion and pedagogy: contributions of the affective turn (2016, background): “Judith Butler (2004a, 2004b, 2009) es una de esas académicas que nos incitan a reconsiderar el desafío que presentan los elementos psíquicos para lograr una posible transformación ética y política, y viceversa (véase Zembylas, 2009, 2014).”