Emotion and Traumatic Conflict not only offers an analysis of the emotional consequences of traumatic conflict in schools, it also develops an innovative, compelling, and cross-disciplinary perspective on the entanglement of emotion, power, politics, trauma, healing, and critical education.
Emotion and Traumatic Conflict not only offers an analysis of the emotional consequences of traumatic conflict in schools, it also develops an innovative, compelling, and cross-disciplinary perspective on the entanglement of emotion, power, politics, trauma, healing, and critical education.
Michalinos Zembylas is Associate Professor of Education at the Open University of Cyprus. His research interests are in the areas of educational philosophy and curriculum theory, and his work focuses on exploring the role of emotion and affect in curriculum and pedagogy. He is particularly interested in how affective politics intersect with issues of social justice pedagogies, intercultural and peace education, and citizenship education.
Inhaltsangabe
* Acknowledgments * Permissions * Part I: Introduction and Theoretical Positioning * 1. Introduction * 2. Theoretical Positioning * Part II: The Emotional Spaces of Racism and Nationalism in Schools * 3. Investigating the Emotional Geographies of Exclusion * 4. The Politics of Resentment in School Emotional Spaces * 5. Children's Constructions and Experiences of Racism and Nationalism * 6. Teachers' Constructions of Otherized Children's Identities * Part III: The Emotional Complexities of Traumatic Conflict: Openings and Closures * 7. Negotiating Coexistence at a Shared School * 8. Pedagogic Struggles to Enhance Inclusion and Reconciliation * 9. The Vicissitudes of Teaching About/for Empathy * Part IV: Emotional Tensions and Critical Responses to Peace Education Efforts * 10. Refugees, Emotions, and Critical Peace Education * 11. Emotional Tensions of Toleration and Coexistence * 12. Emotional Dilemmas of Human Rights Education in the Context of * Peace Education Efforts * 13. Toward Critical Pedagogies of Compassion and Shared Fate * 14. Reclaiming Nostalgia * 15. Epilogue: An Agonistics for Healing * References * Index
* Acknowledgments * Permissions * Part I: Introduction and Theoretical Positioning * 1. Introduction * 2. Theoretical Positioning * Part II: The Emotional Spaces of Racism and Nationalism in Schools * 3. Investigating the Emotional Geographies of Exclusion * 4. The Politics of Resentment in School Emotional Spaces * 5. Children's Constructions and Experiences of Racism and Nationalism * 6. Teachers' Constructions of Otherized Children's Identities * Part III: The Emotional Complexities of Traumatic Conflict: Openings and Closures * 7. Negotiating Coexistence at a Shared School * 8. Pedagogic Struggles to Enhance Inclusion and Reconciliation * 9. The Vicissitudes of Teaching About/for Empathy * Part IV: Emotional Tensions and Critical Responses to Peace Education Efforts * 10. Refugees, Emotions, and Critical Peace Education * 11. Emotional Tensions of Toleration and Coexistence * 12. Emotional Dilemmas of Human Rights Education in the Context of * Peace Education Efforts * 13. Toward Critical Pedagogies of Compassion and Shared Fate * 14. Reclaiming Nostalgia * 15. Epilogue: An Agonistics for Healing * References * Index
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