Identity Formation and Affective Spaces in Conflict-Ridden Societies: Inventing Heterotopic Possibilities

Autor/inn/en	Zembylas, Michalinos; Ferreira, Ana
Titel	Identity Formation and Affective Spaces in Conflict-Ridden Societies: Inventing Heterotopic Possibilities
Quelle	In: Journal of Peace Education, 6 (2009) 1, S.1-18 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-0201
Schlagwörter	Conflict; Foreign Countries; Identification (Psychology); Vignettes; Comparative Education; Empathy; Story Telling; Social Environment; Emotional Experience; Phenomenology; Social History; Personality Development; Cyprus; South Africa + Suchen Sie Ihr Suchwort? Konflikt; Ausland; Vergleichende Erziehungswissenschaft; Empathie; Soziales Umfeld; Phenomenological psychology; Phänomenologie; Psychologie; Sozialgeschichte; Personalilty development; Persönlichkeitsbildung; Persönlichkeitsentwicklung; Zypern; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In this article, we present vignettes from two projects--one in Cyprus and the other in South Africa--to show how some classrooms enact "heterotopic" affective spaces that oppose normal/ized identities, that is, identities grounded in polarized trauma narratives. The notion of heterotopia is a spatial concept developed by Foucault to emphasize the importance of space in power relations, subjectivities and knowledge development. Our aim in this article, then, is to consider issues of identity formation in relation to educational discourses and practices in conflict-ridden societies by focusing on the significance of affective spaces and to look more broadly on the relationship between identity formation and affective spaces in this context. Heterotopic pedagogies, we argue, can become affective cultures of social and political importance within schools in ways that may critically oppose the normalized conflicting ethos. (Contains 5 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10