This paper argues that analyzing education policies through the lens of affect theory provides possibilities for understanding how particular concepts are associated with certain affective ideologies. To illustrate this, the paper analyzes the case of a recent publication by the Council of Europe titled "Reference Framework of Competences for…

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…

This paper adds to the growing literature that critically examines the cultural politics of the OECD's framework of global competence by turning our attention to the 'affective ideology' underlying this framework, namely, how affect is used ideologically to produce specific subjectivities and moralities in students. Building upon the work of…

This paper argues that it is important for educators in democratic education to understand how the rise of right-wing populism in Europe, the United States and around the world can never be viewed apart from the affective investments of populist leaders and their supporters to essentialist ideological visions of nationalism, racism, sexism and…

This article examines what resources religious education teachers draw upon, in what ways, and under what conditions, to navigate between national religious/confessional ideology and interreligious values in education. The article is based on a year-long ethnographic research project on religious education in Greek-Cypriot schools. It shows the…

This article takes on some of care theorist Joan Tronto's ideas on care and responsibility and asks what implications they have for critical pedagogies in higher education. The authors argue that Tronto's political ethics of care framework enriches the transformative potential of critical pedagogies, because it helps expose how power and…

Michalinos Zembylas examines how history education can be reconceived in terms of Jacques Derrida's notion of "hauntology," that is, as an ongoing conversation with the "ghost"--in the case of this essay, the ghosts of disappeared victims of war and dictatorship. Here, Zembylas uses hauntology as both metaphor and pedagogical methodology for…

This paper draws on psychoanalytic and socio-political perspectives of trauma and emotion to examine how "critical emotional praxis" may serve as a pedagogical tool for reconciliation education. A major challenge for teachers in traumatized societies struggling to enact reconciliation education is that emotions of trauma are often…

In this paper we examine Greek-Cypriot teachers' positions towards the--largely unfamiliar--concept of reconciliation within the Greek-Cypriot community. Looking at a set of 40 interviews conducted in spring 2009, this study is set against the broader historical context of the continuing Cyprus Problem and the development of ethnic rivalry between…

This paper explores the intersection of critical pedagogy and nonviolence in a case study of a white novice teacher at an urban school in the Midwestern United States. Drawing on various theoretical streams that contribute to this possible marriage of critical pedagogy, non-violence and critical peace education, the authors formulate the notion of…

In this paper, I use feminist and poststructuralist discourses to suggest that the politicization of anger in education is not only inevitable but also desirable. In particular, an analysis of anger in education may offer certain critical advantages, including a better understanding of the importance of "being angry" in political terms. As various…