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Affective and Biopolitical Dimensions of Hope: From Critical Hope to Anti-Colonial Hope in Pedagogy
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Zembylas, Michalinos – Journal of Curriculum and Pedagogy, 2022
The central question driving this paper is: How can educators theorize and cultivate hope's radical and transformative dynamism in a way that takes into consideration anti-colonial aims? This paper examines the contribution of pedagogies of "anti-colonial hope" to expand discussions of critical hope and its pedagogical relevance. It is…
Descriptors: Teaching Methods, Transformative Learning, Foreign Policy, Psychological Patterns
Reinventing Critical Pedagogy as Decolonizing Pedagogy: The Education of Empathy
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Zembylas, Michalinos – Review of Education, Pedagogy & Cultural Studies, 2018
Within the broad Freirean paradigm that dominates critical pedagogy, there is a tendency to assume that affects such as love, hope, and empathy as well as revolutionary agency are naturally occurring in all human beings and that conscientization will eventually lead to empowerment for change (Amsler 2011). However, it is not clear how the workings…
Descriptors: Empathy, Foreign Policy, Critical Theory, Teaching Methods
Necropolitics and Sentimentality in Education: The Ethical, Political and Pedagogical Implications of 'Making Live and Letting Die' in The Current Political Climate
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Zembylas, Michalinos – Pedagogy, Culture and Society, 2021
The aim of this article is to use necropolitics and sentimentality as theoretical entry points to broaden understandings of death as a form of power against subjugated (e.g. Black, migrant, refugee) lives. This theorising is approached through the dilemma of showing or not showing dead-body images in the classroom as an ethical, political and…
Descriptors: Death, Human Body, Ethics, Teaching Methods
Con-/Divergences between Postcolonial and Critical Peace Education: Towards Pedagogies of Decolonization in Peace Education
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Zembylas, Michalinos – Journal of Peace Education, 2018
This paper focuses on the limitations of the Eurocentric modernist framework that undergirds Freirean theory and critical pedagogy in relation to critical peace education, highlighting in particular the contributions of post-colonial and decolonial thinking. The paper posits that critical approaches to peace education need to consider these…
Descriptors: Teaching Methods, Peace, Critical Theory, Race
Affect, Race, and White Discomfort in Schooling: Decolonial Strategies for 'Pedagogies of Discomfort'
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Zembylas, Michalinos – Ethics and Education, 2018
The present paper theorises white discomfort as not an individual psychologised emotion, but rather as a social and political affect that is part of the production and maintenance of white colonial structures and practices. Therefore, it is suggested that white discomfort cannot be critically addressed merely in pedagogic terms and conditions…
Descriptors: Race, Teaching Methods, Whites, Foreign Policy
The Affective Dimension of Everyday Resistance: Implications for Critical Pedagogy in Engaging with Neoliberalism's Educational Impact
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Zembylas, Michalinos – Critical Studies in Education, 2021
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…
Descriptors: Neoliberalism, Critical Theory, Teaching Methods, Affective Behavior