This essay reconceptualizes fanaticism as an activity that does not rely on the condemnation of 'fanatical' acts as "a priori" 'irrational.' Rather, it theorizes fanaticism as a method of ethical and political critique against a regime of representation. It also argues that it is crucial to understand fanaticism through an approach that…

How does a world of rival victimhoods disrupt our understandings of the educational subject? In which ways do competing claims of victimhood and their connections with justice have an impact on everyday educational practices? These questions are at the heart of this essay. The analysis conceptualizes the affective logic of victimhood as a terrain…

This paper brings together Arendt's insights on evil and thinking along with her concerns about the role of emotions in political life. The central questions driving this exploration are two: How does Arendt understand 'thinking' in her theory of evil and what can educators learn from this? What are her concerns about the role of emotions in…

This paper analyses the emotional governance of responses to terrorist attacks and examines the extent to which affective pedagogies in civic education may contest the emotional norms that are institutionalised in society. This analysis is important, not only because it makes visible how forms of violence (especially terrorism) have an emotional…

This paper presents how biopedagogies of disgust can make a contribution to challenging the colonial order that is sustained through affective economies of disgust. It is argued that, for this to happen, teachers need to move students away from the negative affective responses of disgust towards an affirmation of radical difference. Affective…

The purpose of this paper is to draw together and engage some of the most prominent themes throughout the literature on emotions, affects, and trauma in classrooms: the representation of trauma in classrooms and its risks; the body as a part of traumatic experience and how it may be engaged pedagogically; and the un/making of affective communities…

This paper brings attention to the notion of 'religious affects', namely, the affects, emotions and feelings related to religion and religious experience. It is argued that educators and students have a lot to gain from paying attention to and exploring the meaning and role of religious feelings in the context of controversies and debates…

This paper asks: when political emotions are invoked in the classroom, can this be done without the process of democratic education degenerating into a form of emotional and/or political indoctrination? The source of inspiration for addressing this question is Hannah Arendt's political thought on emotion and education. The aim of the article is to…

The purpose of this article is to analyze elementary school teachers' perceptions and affective experiences of an in-service training on death education taught by the first author over three years at the Cyprus Pedagogical Institute. The teacher training focused on how to teach about issues of death, loss, and grief at the elementary school. The…

The present study examines individuals' thinking during and after reading controversial historical accounts and the possible contribution of epistemic beliefs, emotions, and prior-knowledge in this context. Young adults (n = 39) were asked to read two accounts about a recent war in their country, an own-side account -- from a historian of their…

This paper suggests that scholarship in critical pedagogy needs to consider two important issues: first, how students' affective life ("affect" and "emotion" are used as interchangeable terms here) is manifested through "counter-conduct practices", namely, practices of resistance that challenge dominant or hegemonic…

The paper explores how might teacher educators engage with teachers' difficult knowledge and negotiate competing moral truths, when this effort obviously fails to provide adequate 'answers' or 'solutions'. Although the paper is theoretical, this question's point of departure is an incident from a series of teacher workshops in Cyprus. The question…

This essay draws on the concept of "agonistic emotions" and "affects" to think with some of the arguments of Chantal Mouffe's political theory and discusses what this means pedagogically in handling far right rhetoric in the classroom. To show the possibilities of this theorization of agonistic emotions and affects, the essay…

This paper addresses one of the challenges in human rights education (HRE) concerning the conceptualization of a pedagogical orientation that avoids both the pitfalls of a purely juridical address and a "cheap sentimental" approach. The paper uses as its point of departure Richard Rorty's key intervention on human rights discourse and…

The present paper focuses on the "emotional regimes" that may be invoked, molded or used in history education engagements with the past as part of reconciliation processes. In the first part, the paper examines briefly how emotions are related to the process of reconciliation and discusses the ways in which emotional regimes grow out of…