The Affective Dimension of Far Right Rhetoric in the Classroom: The Promise of Agonistic Emotions and Affects in Countering Extremism

Autor/in	Zembylas, Michalinos
Titel	The Affective Dimension of Far Right Rhetoric in the Classroom: The Promise of Agonistic Emotions and Affects in Countering Extremism
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 42 (2021) 2, S.267-281 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zembylas, Michalinos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2019.1613959
Schlagwörter	Political Attitudes; Educational Philosophy; Emotional Response; Teaching Methods; Antisocial Behavior; Affective Behavior; Classroom Communication; Debate; Language Usage; Power Structure; Psychological Patterns; Democracy; Intervention; Racial Bias; Social Bias; Stranger Reactions; Role of Education; Self Concept + Suchen Sie Ihr Suchwort? Political attitude; Politische Einstellung; Bildungsphilosophie; Erziehungsphilosophie; Emotionales Verhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Affective disturbance; Active behaviour; Affektive Störung; Klassengespräch; Debating; Streitgespräch; Sprachgebrauch; Demokratie; Racial discrimination; Rassismus; Fremdenprüfung; Bildungsauftrag; Selbstkonzept
Abstract	This essay draws on the concept of "agonistic emotions" and "affects" to think with some of the arguments of Chantal Mouffe's political theory and discusses what this means pedagogically in handling far right rhetoric in the classroom. To show the possibilities of this theorization of agonistic emotions and affects, the essay puts in conversation Mouffe's work on agonistic pluralism with post-Deleuzian affect theory. I make an argument that post-Deleuzian affect theory enables the theorization of agonistic emotions and affects as an intersection of language, desire, power, bodies, and politics that can be engaged with and channeled democratically in classroom debates. The essay leans on Mouffe's work and post-Deleuzian affect theory to make a political and pedagogical intervention into the terrain of countering extremism in education. This intervention offers a theoretical and pedagogical way of addressing the tensions emerging from the affective dimension of far right rhetoric in classroom spaces. (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	2024/1/01