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Autor/inZembylas, Michalinos
TitelThe Affective Dimensions of Militarism in Schools: Methodological, Ethical and Political Implications
QuelleIn: British Journal of Educational Studies, 71 (2023) 4, S.419-437 (19 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Zembylas, Michalinos)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0007-1005
DOI10.1080/00071005.2023.2178635
SchlagwörterEthics; Political Socialization; Armed Forces; War; Violence; Political Attitudes; Nationalism; Foreign Countries; Field Trips; Elementary School Students; Greece
AbstractThis article argues that it is important to understand militarism in schools as an affectively felt practice that reproduces particular feelings in youth and the society. The analysis draws on affect theory and especially feminist scholarly work that theorises "militarism as affect" to consider how militarism is affectively lived in schools. In particular, the article examines the ethical and political implications of affective militarism in schools and suggests an 'affective methodology' for exploring militarism's affective logics in schools. It is also suggested that resisting militarism in schools involves a serious ethico-political dilemma, namely, how to engage with the value of honouring fallen soldiers without inadvertently condoning the moral and political ideology of militarism. In seeking insights into the affective dimensions of militarism in schools, it is crucial to identify the complicated, productive "and" ambivalent intersections between militarism in schools and broader moral and political economies of military cultures. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2024/1/01
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