Rethinking Political Socialization in Schools: The Role of 'Affective Indoctrination'

Autor/in	Zembylas, Michalinos
Titel	Rethinking Political Socialization in Schools: The Role of 'Affective Indoctrination'
Quelle	In: Educational Philosophy and Theory, 54 (2022) 14, S.2480-2491 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zembylas, Michalinos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2021.2006634
Schlagwörter	Political Socialization; Affective Behavior; Psychological Patterns; Political Attitudes; Democracy; Authoritarianism; Patriotism; Outcome Based Education + Suchen Sie Ihr Suchwort? Politische Sozialisation; Affective disturbance; Active behaviour; Affektive Störung; Political attitude; Politische Einstellung; Demokratie; Autoritarismus; Patriotismus; Lernerfolgsmessung
Abstract	The purpose of this essay is to revisit the notion of indoctrination in education by providing a summary of the field and highlighting the role of affects and emotions in the aftermath of the 'affective turn'. It is argued that "affective indoctrination"--defined as the emotional coercion or manipulation that, arguably, any form of education might use in order to be effective--is likely to invoke harm in students, intentionally or unintentionally. Hence, it is suggested that education theorists and educators in general need not only to acknowledge affective indoctrination as a possible component of all education, but also to explore and take measures how to minimize the extent to which indoctrinal teaching may be facilitated through cultivating certain affects and emotions. Theorizing affective indoctrination can offer new insights into how and why educators and students adopt or resist particular political beliefs (e.g. democracy or fascism). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01