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| Autor/in | Zembylas, Michalinos |
|---|---|
| Titel | Counter Conducts as Affective Practices in the Classroom: The Task of Pedagogies of Affirmative Estrangement |
| Quelle | In: Teaching Education, 29 (2018) 1, S.98-110 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1047-6210 |
| DOI | 10.1080/10476210.2017.1362551 |
| Schlagwörter | Affective Behavior; Critical Theory; Resistance (Psychology); Social Justice; Educational Practices; Alienation; Classroom Environment; Classroom Techniques; Emotional Response |
| Abstract | This paper suggests that scholarship in critical pedagogy needs to consider two important issues: first, how students' affective life ("affect" and "emotion" are used as interchangeable terms here) is manifested through "counter-conduct practices", namely, practices of resistance that challenge dominant or hegemonic social forces; and, second, how critical pedagogies may cultivate such practices in order to inspire estrangement from hegemonic forces. Seeking to bring together these two issues, the paper explores opportunities for critical pedagogies that may subvert or redirect the conducting role of hegemonic emotion norms and rules. It is particularly emphasized that estrangement from hegemonic norms and rules is essential in developing critical and affective commitments to social justice. The conclusion points out that what are called here "pedagogies of affirmative estrangement" can make a valuable intervention in the scholarship on critical pedagogy by renewing conceptualizations of the politics of the self and emotion in the classroom. (As Provided). |
| Anmerkungen | Routledge. 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 von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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