Teacher Resistance to Engage with "Alternative" Perspectives of Difficult Histories: The Limits and Prospects of Affective Disruption

Autor/in	Zembylas, Michalinos
Titel	Teacher Resistance to Engage with "Alternative" Perspectives of Difficult Histories: The Limits and Prospects of Affective Disruption
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 38 (2017) 5, S.659-675 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2015.1132680
Schlagwörter	Affective Behavior; Social Theories; Teaching Methods; Faculty Development; Role; Trauma; Psychiatry; Teacher Attitudes; Psychological Patterns; Ethics; Transformative Learning; Emotional Response; Personal Narratives; Teacher Behavior + Suchen Sie Ihr Suchwort? Affective disturbance; Active behaviour; Affektive Störung; Gesellschaftstheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Rollen; Psychiatrie; Lehrerverhalten; Ethik; Pädagogische Transformation; Emotionales Verhalten; Erlebniserzählung; Teacher behaviour
Abstract	This paper discusses teacher resistance to recognizing some perspectives of difficult histories. The paper focuses on the following question: How does affect contribute not only to the formation of teacher resistance, but also to its disruption in ways that enable the productive reclaiming of teachers' engagement with traumatic histories? To address this question, the paper first revisits the notion of difficult knowledge, highlighting its affective dimensions and its relevance to teacher resistance. Then, it argues that the role of affect in resistance demands a different way of conceptualizing "teacher resistance" to acknowledge how affect is entangled with both the micro- and macro-political dimensions of resistance. In the light of this reconceptualized notion of teacher resistance, the paper theorizes the notion of "affective disruption" by using Judith Butler's social theory. Finally, the notion of "pedagogy of discomfort" is revisited to demonstrate the new openings created by a reconceptualized notion of teacher resistance in the context of teacher professional learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01