Butler on (Non)Violence, Affect and Ethics: Renewing Pedagogies for Nonviolence in Social Justice Education

Autor/in	Zembylas, Michalinos
Titel	Butler on (Non)Violence, Affect and Ethics: Renewing Pedagogies for Nonviolence in Social Justice Education
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 56 (2020) 6, S.636-651 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zembylas, Michalinos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
DOI	10.1080/00131946.2020.1837835
Schlagwörter	Ethics; Violence; Social Justice; Political Issues; Social Attitudes; Social Influences; Social Change; Role of Education; Social Responsibility; Peace + Suchen Sie Ihr Suchwort? Ethik; Gewalt; Soziale Gerechtigkeit; Politischer Faktor; Social attidude; Soziale Einstellung; Sozialer Einfluss; Sozialer Wandel; Bildungsauftrag; Soziale Verantwortung; Frieden
Abstract	This paper complements pedagogical efforts of foregrounding nonviolence on inner reflexive work with approaches that highlight notions of nonviolence as "both" subjective "and" collective resistance to the norms and structures of social injustice and violence. It is argued that Butler's theorization of affect, ethics and (non)violence can serve as a productive entry point into enriching our understandings of ethical and political responses to violence in the context of social justice education, especially in renewing pedagogies for nonviolence. In particular, Butler's construal of nonviolence as enmeshed with ethics and affect is noteworthy in social justice education for two important reasons: first, it highlights how the ethical and the political are intertwined, just as violence and nonviolence are entangled, hence theorizing nonviolence in social justice education is founded in the claim that we are all from the beginning enmeshed in both resistance and complicity. Second, Butler's understanding of nonviolence as an interruption or suspension of norms that are taken for granted emphasizes the need to take into consideration how affective relations may be mobilized in social justice education not only on the basis of ethical appeals but also on political terms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01