{"title":"Political Anger, Affective Injustice and Civic Education","authors":"Michalinos Zembylas","doi":"10.1093/jopedu/qhad073","DOIUrl":null,"url":null,"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.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.8000,"publicationDate":"2023-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"JOURNAL OF PHILOSOPHY OF EDUCATION","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1093/jopedu/qhad073","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
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.
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.