From the Ethic of Hospitality to Affective Hospitality: Ethical, Political and Pedagogical Implications of Theorizing Hospitality Through the Lens of Affect Theory

Zembylas, Michalinos

doi:10.1007/s11217-019-09666-z

Cited by 14 publications

(14 citation statements)

References 46 publications

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“…We can finally bring together Ruitenberg’s and Derrida’s analysis and understanding of a hospitality-as-ethic framework in education, Zembylas’s ( 2019 ) work on the importance of affectivities and materialities of hospitality—for hospitality is inherently relational—and a focus on care and on materiality as it emerges in the Māori’s definition of hospitality. We argue that precisely by attending to the everyday, material and visceral practices of hospitality and care within educational settings and by analysing and foregrounding these, it is possible to transform places, relationships, pedagogies.…”

Section: Hospitality and Educationmentioning

confidence: 99%

“…Recent work published in this journal has opened up new trajectories for re-thinking hospitality in education as an affective, spatial, and relational practice (Zembylas 2019 ). Scholars have critiqued and taken further a Derridean hospitality-as-ethics framework, proposing a less metaphorical view of hospitality, and proposing one that accounts for emotions, spatiality and affectivity, encompassing everyday practices (Zembylas 2019 ; Sinha 2018 ; Rasheed 2018 ; Bryzzheva 2018 ). In this section we discuss our understanding of the current debate on hospitality in education, starting with Derrida’s work, presenting the critiques that have been moved to it, and finally positioning ourselves within the debate.…”

Section: Hospitality and Educationmentioning

confidence: 99%

“…Critiques based on the metaphorical enactment of hospitality have been moved both to Ruitenberg’s framework and to Derrida (Zembylas 2019 ; Santoro 2016 ; Eppert 2011; Sinha and Rasheed 2018 ; Sinha 2018 ; Bryzzheva 2018 ; Rasheed 2018 ). Building on Bulley’s idea of hospitality as spatial and affective (Bulley 2015 ), Zembylas ( 2019 ) further develops the concept of affective hospitality in education by drawing on affect theory. He argues for a re-conceptualization of hospitality as a material and affective practice which needs to pay attention to how bodies interact in particular places, building or demolishing ‘atmospheric walls’ (Ahmed 2014 ).…”

Section: Hospitality and Educationmentioning

confidence: 99%

“…The adoption of an ethic-of-hospitality framework that follows Derrida’s conceptualisations and the insoluble tensions he identified (Derrida 2000 , 2001 , 2002a , b ) has been supported in particularly by Claudia Ruitenberg, who developed and applied such framework to curriculum and pedagogy (Ruitenberg 2011a , b , 2015 , 2018 ). Other authors, writing on Studies in Philosophy and Education , have argued for a concept of hospitality that accounts for affectivities and the (spatial) materialities, developing the idea of affective hospitality , which would be the basis for transformational pedagogies (Zembylas 2019 ; Sinha 2018 ; Rasheed 2018 ; Bryzzheva 2018 ).…”

Section: Introductionmentioning

confidence: 99%

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On Online Practices of Hospitality in Higher Education

2021

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This article contributes to conversations on hospitality in educational settings, with a focus on higher education and the online context. We integrate Derrida’s ethics of hospitality framework with a focus on practices of hospitality, including its affective and material, embodied dimension (Zembylas: Stud Philos Educ 39:37–50, 2019). This article offers empirical examples of practices of what we termed ‘virtual academic hospitality’: during a series of online collaborative and cross borders workshops with teachers of English based in the Gaza Strip (Palestine), we performed academic hospitality through virtual convivial rituals and the sharing of virtual gifts, which are illustrated here. We propose a revision of the concept of academic hospitality arguing that: firstly, academic hospitality is not limited to intellectual conversations; secondly, that the relationship between hospitality and mobility needs to be revised, since hospitality mediated by the technological medium can be performed, and technology may even stretch hospitality towards the unreachable ‘unconditional hospitality’ theorised by Derrida (Of hospitality: Anne Dufourmantelle invited Jacques Derrida to respond. Stanford University Press, Stanford, 2000); and thirdly, that indigenous epistemics, with their focus on the affective, may offer alternative understandings of conviviality within the academy. These points may contribute to the collective development of a new paradigmatic understanding of hospitality, one which integrates Western and indigenous traditions of hospitality, and which includes the online environment.

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Section: Hospitality and Educationmentioning

confidence: 99%

Section: Hospitality and Educationmentioning

confidence: 99%

Section: Hospitality and Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

On Online Practices of Hospitality in Higher Education

2021

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“…What does it feel like to be a ‘stranger’ or be hosted somewhere? Being hospitable might involve producing “a space in which the affective and material practice of my crossing is made possible.” (Zembylas, 2020, 43). This perhaps is akin to what our group is aiming for; a space where crossing felt more possible or comfortable for more people.…”

Section: A (Dis)comforting Welcomementioning

confidence: 99%

Bonbonnieres in the gallery: (re)presenting sugar in a family gallery space

Boycott‐Garnett¹,

MacRae²,

Hackett³

et al. 2020

Int J Art Design Ed

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This paper charts an on‐going process emerging from a collaborative project between Manchester Art Gallery, and early childhood researchers and practitioners, who are currently working together to develop a new learning space for families. It revolves around the potential of exhibiting a collection of bonbonnieres in this space. These little 18th Century pots, originally filled with sweets or breath mints, are colourful and depict fanciful animals that have an almost cartoon like quality that may resonate with younger children. Yet the contents that once lay inside would have been cut from plantations by the hands of enslaved people. Sugar, in all its sweetness, is intrinsically linked to Britain’s colonial history. Sections of a poem by Tina Otito Tamsho‐Thomas (http://revealinghistories.org.uk/smoking-drinking-and-the-british-sweet-tooth/objects/bonbonniere.html) are emplaced throughout to unambiguously contextualise the bonbonniere as a symbol of enslavement legacy, sugar trade history and British colonialism. Today, excess sugar consumption sits at the heart of the healthy eating agenda, a key priority area for local early years providers. In this paper, textual ‘fragments’ act as provocations in a series of interdisciplinary conversations that were initiated as a strategy to unsettle the positions of the institution and its curators, educators and practitioners, opening up discursive thinking about the potential of this particular object‐space ensemble. By considering these bonbonnieres as ‘vibrant matter’ (Bennett, 2010) that can affect and be affected within the gallery space (Tolia‐Kelly, 2016) we ask questions about how these objects might sit alongside the daily interactions that occur in the space in a way that opens up ‘discomfort zones’.

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Beyond Intercultural Awareness in ELT

Porto

Arguiano²

2021

International Perspectives on Diversity in ELT

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From the Ethic of Hospitality to Affective Hospitality: Ethical, Political and Pedagogical Implications of Theorizing Hospitality Through the Lens of Affect Theory

Cited by 14 publications

References 46 publications

On Online Practices of Hospitality in Higher Education

On Online Practices of Hospitality in Higher Education

Bonbonnieres in the gallery: (re)presenting sugar in a family gallery space

Beyond Intercultural Awareness in ELT

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