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Autor/inZembylas, Michalinos
TitelAffective Ideology and Education Policy: Implications for Critical Policy Research and Practice
QuelleIn: Journal of Education Policy, 37 (2022) 4, S.511-526 (16 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Zembylas, Michalinos)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0268-0939
DOI10.1080/02680939.2020.1861339
SchlagwörterAffective Behavior; Ideology; Educational Policy; Foreign Countries; Democracy; Therapy; Competence; Language Usage; Europe
AbstractThis paper argues that analyzing education policies through the lens of affect theory provides possibilities for understanding how particular concepts are associated with certain affective ideologies. To illustrate this, the paper analyzes the case of a recent publication by the Council of Europe titled "Reference Framework of Competences for Democratic Culture." The analysis shows how various concepts related to 'democratic competences' are invested with affective meanings, cultural connotations and political rhetoric. The paper argues that democratic competences are effectively conflated with emotional competences, opening up an analysis of democratic education as a form of individual and psychological therapy. The conclusion addresses the implications of this argument for education policy research and practice. In particular, it highlights the importance of paying attention not only to the ways that affect shapes the production of policy text, but also how a policy seeks to invoke certain affective dispositions at the point of enactment. (As Provided).
AnmerkungenRoutledge. 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 vonERIC (Education Resources Information Center), Washington, DC
Update2024/1/01
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