Political Anger, Affective Injustice and Civic Education

IF 0.8 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-10-31 DOI:10.1093/jopedu/qhad073
Michalinos Zembylas
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Abstract

Abstract This article analyses arguments and concerns about the emergence of feelings of anger among students, when issues of injustice are encountered in the study of the subject civic education. The aim is to determine the extent to which such concerns supply grounds for regulating anger as counterproductive. In particular, it is argued that to encourage students to forgo all feelings of anger that might be aroused by issues of injustice that students have encountered in civic education—in the name of positive psychology and students’ well-being—not only constitutes a form of ‘affective injustice’, but also unfairly asks students to engage in harmful emotion regulation that reproduces existing exclusions. A crucial task for civic education is to provide learning spaces in which teachers and students can explore the affective complexities of political anger and its consequences.
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政治愤怒、情感不公正与公民教育
摘要本文分析了在公民教育学科研究中遇到不公正问题时,学生中出现愤怒情绪的争论和担忧。其目的是确定这种担忧在多大程度上为调节愤怒提供了适得其反的理由。特别是,有人认为,以积极心理学和学生福祉的名义,鼓励学生放弃所有可能由学生在公民教育中遇到的不公正问题引起的愤怒情绪,这不仅构成了一种“情感不公正”,而且不公平地要求学生参与有害的情绪调节,再现了现有的排斥。公民教育的一项关键任务是提供学习空间,让教师和学生能够探索政治愤怒及其后果的情感复杂性。
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来源期刊
CiteScore
2.00
自引率
10.00%
发文量
77
期刊介绍: Journal of Philosophy of Education publishes articles representing a wide variety of philosophical traditions. They vary from examination of fundamental philosophical issues in their connection with education, to detailed critical engagement with current educational practice or policy from a philosophical point of view. The journal aims to promote rigorous thinking on educational matters and to identify and criticise the ideological forces shaping education. Ethical, political, aesthetic and epistemological dimensions of educational theory are amongst those covered.
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