{"title":"The resilience of racism and affective numbness: cultivating an aesthetics of attention in education","authors":"Michalinos Zembylas","doi":"10.1080/17508487.2023.2171452","DOIUrl":null,"url":null,"abstract":"ABSTRACT This paper suggests that cultivating an aesthetics of attention in education can be a valuable affective tool for combatting the kind of numbness often associated with the resilience of racism. The notion of attention broadens the frame of analysis of racial violence by taking into consideration the affective and aesthetic dimensions of attention. The paper brings together Taylor Rogers’ recent theorization of ‘affective numbness’ and Simone Weil’s theory of attention to argue that the cultivation of an aesthetics of attention to others’ personhood has a potentially pivotal role in education to restore hearing of non-dominantly-situated persons’ cry of injustice. The article suggests pedagogical ways of engaging teachers and students affectively to resist their numbness in the classroom. The analysis argues that ‘paying attention’ to racial violence can contribute to creating ‘reparative futures’ in education, but care is needed to avoid re-traumatizing students of color and other traumatized students.","PeriodicalId":47434,"journal":{"name":"Critical Studies in Education","volume":" ","pages":""},"PeriodicalIF":4.0000,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Critical Studies in Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/17508487.2023.2171452","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
ABSTRACT This paper suggests that cultivating an aesthetics of attention in education can be a valuable affective tool for combatting the kind of numbness often associated with the resilience of racism. The notion of attention broadens the frame of analysis of racial violence by taking into consideration the affective and aesthetic dimensions of attention. The paper brings together Taylor Rogers’ recent theorization of ‘affective numbness’ and Simone Weil’s theory of attention to argue that the cultivation of an aesthetics of attention to others’ personhood has a potentially pivotal role in education to restore hearing of non-dominantly-situated persons’ cry of injustice. The article suggests pedagogical ways of engaging teachers and students affectively to resist their numbness in the classroom. The analysis argues that ‘paying attention’ to racial violence can contribute to creating ‘reparative futures’ in education, but care is needed to avoid re-traumatizing students of color and other traumatized students.
期刊介绍：
Critical Studies in Education is one of the few international journals devoted to a critical sociology of education, although it welcomes submissions with a critical stance that draw on other disciplines (e.g. philosophy, social geography, history) in order to understand ''the social''. Two interests frame the journal’s critical approach to research: (1) who benefits (and who does not) from current and historical social arrangements in education and, (2) from the standpoint of the least advantaged, what can be done about inequitable arrangements. Informed by this approach, articles published in the journal draw on post-structural, feminist, postcolonial and other critical orientations to critique education systems and to identify alternatives for education policy, practice and research.
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