This book is suitable for academics and policy-makers in the political sciences and education sectors. It applies new theories to democratic education and presents pedagogical insights on how to address the affective dimensions of the rise of right-wing populism. It also explains the affective complexities involved in combating right-wing populism.
This book is suitable for academics and policy-makers in the political sciences and education sectors. It applies new theories to democratic education and presents pedagogical insights on how to address the affective dimensions of the rise of right-wing populism. It also explains the affective complexities involved in combating right-wing populism.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Michalinos Zembylas is Professorof Educational Theory and Curriculum Studies at the Open University of Cyprus.
Inhaltsangabe
Introduction Part I. Scanning the Political Landscape of Right-Wing Populism: 1. The politics of shame in the age of Trump 2. 'Trump Pedagogy' and the effective modes of right-wing populism 3. The affective grounding of post-truth claims 4. The (un)making of microfascism in schools and classrooms Part II. Renewing Democratic Education: 5 Affirmative critique as a response to post-truth claims 6. Agnostic emotiions/affects to counter far right rhetoric 7. Reinvigorating the affective atmospheres of democratic education Part III. Inventing Affective Pedagogies for Democratic Education: 8 Nuturing political emotions in the classroom 9. Towards shared responsibility without invoking collective spirit 10. Re-invisioning the sentimental in pedagogical discourse and practice 11. For an anti-complicity pedagogy Epilogue.
Introduction Part I. Scanning the Political Landscape of Right-Wing Populism: 1. The politics of shame in the age of Trump 2. 'Trump Pedagogy' and the effective modes of right-wing populism 3. The affective grounding of post-truth claims 4. The (un)making of microfascism in schools and classrooms Part II. Renewing Democratic Education: 5 Affirmative critique as a response to post-truth claims 6. Agnostic emotiions/affects to counter far right rhetoric 7. Reinvigorating the affective atmospheres of democratic education Part III. Inventing Affective Pedagogies for Democratic Education: 8 Nuturing political emotions in the classroom 9. Towards shared responsibility without invoking collective spirit 10. Re-invisioning the sentimental in pedagogical discourse and practice 11. For an anti-complicity pedagogy Epilogue.
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