The Affective Dimension of Everyday Resistance: Implications for Critical Pedagogy in Engaging with Neoliberalism's Educational Impact

Autor/in	Zembylas, Michalinos
Titel	The Affective Dimension of Everyday Resistance: Implications for Critical Pedagogy in Engaging with Neoliberalism's Educational Impact
Quelle	In: Critical Studies in Education, 62 (2021) 2, S.211-226 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zembylas, Michalinos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2019.1617180
Schlagwörter	Neoliberalism; Critical Theory; Teaching Methods; Affective Behavior; Barriers; Educational Philosophy; Educational Change; Educational Policy; Teacher Attitudes; Accountability; Standards; Activism; Student Attitudes; College Students; Political Attitudes; Racial Segregation; Social Change; History; Foreign Policy; Foreign Countries; Power Structure; South Africa + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Affective disturbance; Active behaviour; Affektive Störung; Bildungsphilosophie; Erziehungsphilosophie; Bildungsreform; Politics of education; Bildungspolitik; Lehrerverhalten; Verantwortung; Standard; Aktivismus; Politischer Protest; Schülerverhalten; Collegestudent; Political attitude; Politische Einstellung; Rassentrennung; Sozialer Wandel; Geschichte; Geschichtsdarstellung; Außenpolitik; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The main objective of this article is to discuss the affective dimension of resistance in critical pedagogy in a way that would recognize neoliberalism's affective repercussions. The point is not merely to show that affect is involved in the emergence of resistance in critical pedagogy, but rather to expand the articulation of resistance in neoliberal education through the lens of affect theory. Specifically, the paper theorizes how critical pedagogy can cultivate 'everyday' or 'invisible' acts of resistance that constitute forms of 'counter-conduct' in ways that acknowledge, engage with, and further enhance teachers' and students' critical engagement with the affective aspects of resistance and neoliberalism. It is argued that the call for a critical pedagogy to acknowledge the affective dimension of resistance marks an important and necessary moment that allows critical pedagogy to be further enriched in attempts to address the challenges faced by teachers and students in neoliberal education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01