The affective atmospheres of democratic education: pedagogical and political implications for challenging right-wing populism

Zembylas, Michalinos

doi:10.1080/01596306.2020.1858401

Cited by 18 publications

(7 citation statements)

References 47 publications

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“…With this approach, the 'response-abilities' of doing research imply 'working as collaborative assemblages in order to generate social changes' (Ringrose et al 2019, p. 262). Furthermore, many scholars within a posthumanist framework acknowledge how affectivity is an integral dimension of both research and educational practices (e.g., Dernikos et al 2020;Gunnarsson 2022;Zembylas 2022). These scholars underline the relational aspect of affectivity as well as its entanglement with materiality and spatiality to accentuate 'the affective-material life of the spaces we teach and research in' (Niccolini et al 2018, p. 324).…”

Section: Participatory Methodologies Affectivity and Sexuality Educationmentioning

confidence: 99%

“…Although regarding the indeterminacy of affectivity, the foundation of our collaboration was built on the desire to create affective connections to push the boundaries of what sexuality education could become (cf. Gunnarsson 2021Gunnarsson , 2022Zembylas 2022)-to push boundaries that make certain bodies, peoples and knowledge feel out of place in the teaching of sexuality education. Now, we will turn to the empirical events where this was carried out.…”

Section: Introducing Collaborative Doingsmentioning

confidence: 99%

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Mutual Doings: Exploring Affectivity in Participatory Methodologies

Gunnarsson

2023

Humanities

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The aim of this paper is to explore the affective implications of working with participatory methodologies within the context of sexuality education. For this exploration, a feminist posthumanist approach is put to work, building on a relational ontology and the notions of affectivity, assemblage and environmentality. Drawing from a practice-based research project concerning sexuality education conducted together with teachers in Swedish secondary schools, the analysis puts forward how the research assemblage navigates and manages affective conditions in ways that produce, allow and exclude certain feelings. With (dis)trust, uncertainty, frustration, laughter and shame, the assemblage made bodies act and become in specific ways. Thus, the analysis shows how participatory and practice-based research become moulded by power relations and intense flows of desire working together. This raises questions about how participatory methodologies within an ontological view of interdependence afford to manage affective intensities to move in certain directions of socially just sexuality education.

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Section: Participatory Methodologies Affectivity and Sexuality Educationmentioning

confidence: 99%

Section: Introducing Collaborative Doingsmentioning

confidence: 99%

Mutual Doings: Exploring Affectivity in Participatory Methodologies

Gunnarsson

2023

Humanities

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“…However, contradictions about how Initial Teacher Education (ITE) programs can realise democratic educational principles and practices prevail. Zembylas (2021) reminds us that curricular and pedagogical practices should 'cultivate democratic values in critical and constructive ways' (p. 5). We argue that culturally responsive pedagogies (CRP) provide strong critical and sociological foundations for democratic education in ITE.…”

Section: Culturally Responsive Curriculum For Democracy In Initial Te...mentioning

confidence: 99%

Curriculum, democracy and pedagogies for justice: a collective futures dialogue

Maher,

Rigney,

King

et al. 2024

Curric Perspect

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This collaborative paper by members of the Pedagogies for Social Justice Research Group responds to the question of how curriculum and pedagogy can be with and for democracy. Our introduction takes Alice Rigney’s and Dewey’s insights on education and democracy as our point of departure for learning together. As a collective, we have gathered together multiple ways of perceiving and enacting a curriculum for democracy in a context of de-democratisation. We approach tensions, intersections, limits and possibilities of curriculum and democracy from the frames of ‘woven’ curriculum and critical Indigenous pedagogies; racially, religiously and culturally responsive pedagogies; dialogic and relational approaches; agentic, embodied, activist and rights-based pedagogies; and everyday praxis.Kalkadoon scholar Mikayla King’s opening paper on the woven curriculum provides both a point of departure and a grounding site for weaving together our collaborative insights into curriculum, democracy and pedagogies for justice. Garrett and Windle draw attention to how affective and embodied pedagogies can challenge mind/body binaries and activate rights-based modes of being and learning. Memon observes how religion shapes the lifeworlds of learners and proposes a move towards learning from religion. Wrench, Carter, Paige and O’Keeffe advocate for the embedding of eco-justice principles, sociologically informed curriculum, and culturally responsive and story-sharing pedagogies. Lovell and Schulz claim racial literacy as an essential component of a pluralistic democracy that honours First Nations’ sovereignty. Soong suggests that ‘everyday pedagogy’ might enable educators to relate with pre-service teachers as critical and empathetic humanists beyond the role of neoliberalised technicians. Colton and McDonald highlight possibilities within the curriculum for learners to act with the pluralities of the world. McDonald and Schulz argue that gender equity is a necessary foundation for a peaceful, democratic world. We conclude with Hattam’s reiteration of how schooling as a key site for social formation re-produces the nation. He urges us to defy the monologue of authoritarian governing and ‘live together through dialogue’.

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“…Significant in understanding the ways in which collective affects have force in animating and circulating policies and practices in ITE, is recognising the relationality and constitutive forces of collective affective life (Zembylas, 2020). Of importance is attending to how such atmospheres produce common-sense notions, policies and approaches towards education and teaching as individualistic and a private good.…”

Section: Public Pedagogies Publicness and 'Affective Atmospheres' In Itementioning

confidence: 99%

Philosophy of education in a new key: Publicness, social justice, and education; a South-North conversation

Biesta

Heugh

Červinková

et al. 2021

Educational Philosophy and Theory

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Public education is not just a way to organise and fund education. It is also the expression of a particular ideal about education and of a particular way to conceive of the relationship between education and society. The ideal of public education sees education as an important dimension of the common good and as an important institution in securing the common good. The common good is never what individuals or particular groups want or desire, but always reaches beyond such particular desires towards that which societies as a whole should consider as desirable. This does, of course, put the common good in tension with the desires of individuals and groups. Neo-liberal modes of governance have, over the past decades, put this particular educational set up under pressure and have, according to some, eroded the very idea of the common good. This set of contributions reflects on this state of affairs, partly through an exploration of the idea of publicness itselfhow it can be rearticulated and regainedand partly through reflections on the current state of education in the 'north' and the 'south.' ARTICLE HISTORY

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The affective atmospheres of democratic education: pedagogical and political implications for challenging right-wing populism

Cited by 18 publications

References 47 publications

Mutual Doings: Exploring Affectivity in Participatory Methodologies

Mutual Doings: Exploring Affectivity in Participatory Methodologies

Curriculum, democracy and pedagogies for justice: a collective futures dialogue

Philosophy of education in a new key: Publicness, social justice, and education; a South-North conversation

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