This paper draws on the concept of affective atmospheres to theorize how democracy and democratic education take hold and circulate in classrooms and schools. The paper asks under which circumstances affective atmospheres are experienced or even 'engineered', encompassing affective and material features that (de)legitimate democracy, democratic…

The aim of this article is to use decolonial thinking, as applied in the field of AI, to explore the ethical and pedagogical implications for higher education teaching and learning. The questions driving this article are: What does a decolonial approach to AI imply for higher education teaching and learning? How can educators, researchers and…

This article argues that a combined lens of affect theory and the aesthetics of religion provides scholarship with new methodological and theoretical insights for phenomenological religious education. These insights demonstrate the analytic value of understanding religion in terms of its affective and aesthetic dimensions, which offer renewed…

How should educators deal with conspiracy theories in the classroom, if at all? Do the epistemic deficiencies of some conspiracy theories make them easy prey for debunking? Can the moral and political dangers that certain conspiracy theories pose to democratic societies justify educators avoiding addressing conspiracy theories in the classroom?…

This article contributes to contemporary theorising in comparative education by exploring how narratives of 'victims' and 'perpetrators' in postcolonial settings are understood in terms of affective justice. "Affective justice" is introduced as a framework for understanding justice as an affective practice. Through the analysis of two…

This article examines some aspects of the entanglement between aesthetic injustice and epistemic injustice, paying special attention to how aesthetic injustice can be resisted in the classroom. The article brings into conversation Boal's notion of aesthetic injustice with Rancière's work on the overlapping of aesthetics and politics to suggest…

This article seeks to explore how, why and under which conditions a move away from critique as a negative practice towards an -- educationally more valuable -- affirmative notion of critique is important in formulating pedagogies that might respond more productively to the challenges of the post-truth era. What is at stake here in reframing…

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 article draws from the work of scholars in Critical Whiteness Studies to provide a nuanced analysis of 'white shame' in anti-racist education. In particular, it is argued that antiracist politics and pedagogy can be enriched by recognizing the affective and political complexities emerging from white shame and shaming. The purpose is to…

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…

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 puts in conversation Martin Heidegger's concept of "Stimmung" (mood or attunement) with Raymond Williams' notion of 'structures of feeling' to theorize 'mood work' in peace education. It is argued that the perspective of mood provides new insights in peace education that might be harder to grasp through the lens of affect or…

This article explores how Jean François Lyotard reflects on affect as unrepresentable in relation to contemporary affect theory and specifically post-Deleuzian perspectives and non-representational theories suggesting that we need to invent new theoretical ways of addressing our more-than-textual, multisensual worlds. The essay leans on this…

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…

This article examines the important role of affect in pedagogical efforts to engage students with complicity in the social justice classroom. Recent theoretical shifts on affect and complicity enable education scholars and practitioners to move the focus away from what we do not want (i.e., more complicity) toward anti-complicity. The new openings…