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Encouraging Moral Outrage in Education: A Pedagogical Goal for Social Justice or Not?
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Zembylas, Michalinos – Ethics and Education, 2021
Should educators encourage students to learn moral outrage in teaching about social (in)justice? If moral outrage is a catalyst for social change, to what extent can educators nurture this moral and political emotion in the classroom? These questions are at the heart of this essay. The aim is not to take sides for or against using moral outrage in…
Descriptors: Moral Values, Social Justice, Teaching Methods, Social Change
The Phantom That Haunts Us (Again): Post-Fascism, Affect, and the Paradoxes of Cultivating an Anti-Fascist Sensibility in Education
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Zembylas, Michalinos – Globalisation, Societies and Education, 2022
This article engages with the notion of 'post-fascism' in contemporary times, and explores how attention to the affective ideology of post-fascism can inform pedagogical thinking that cultivates an "anti-fascist sensibility" in education. It is argued that to do so, it is necessary to somehow break fascism's grip on the body and its…
Descriptors: Authoritarianism, Political Attitudes, Ideology, Affective Behavior
Affective Strategies of Abolition Pedagogies in Higher Education: Dismantling the Affective Governmentality of the Colonial University
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Zembylas, Michalinos – Equity & Excellence in Education, 2021
I highlight the importance of paying attention to the affective strategies of abolition pedagogies in higher education to mobilize abolitionist praxis. Affective strategies can make a contribution in either changing or reproducing the affective culture that has long been established at the colonial university. In the analysis here, I argue that…
Descriptors: Higher Education, Educational Practices, Empathy, Social Justice
Adorno on Democratic Pedagogy and the Education of Emotions: Pedagogical Insights for Resisting Right-Wing Extremism
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Zembylas, Michalinos – Policy Futures in Education, 2021
This paper examines Theodor W. Adorno's notion of democratic pedagogy and the role of emotions in re-educating and democratizing a society, particularly in light of the current political situation in many countries around the world in which right-wing extremism is on the rise. The paper revisits Adorno's educational thought on critical…
Descriptors: Educational Philosophy, Psychological Patterns, Democracy, Authoritarianism
Against the Psychologization of "Resilience": Towards an Onto-Political Theorization of the Concept and Its Implications for Higher Education
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Zembylas, Michalinos – Studies in Higher Education, 2021
This conceptual and theoretical paper has two goals: (1) to analyze the consequences of psychologizing resilience in higher education and (2) to describe the tenets of a "critical approach" of resilience in higher education and how they might be productive in addressing race/racism, inequality and social change. It is argued that the…
Descriptors: Resilience (Psychology), Higher Education, Racial Bias, Equal Education
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