Exploring the intersection of affect, trauma, and education, the book delves into how contemporary educational practices address trauma and its ethical and political implications for curriculum and pedagogy. Zembylas analyzes the impact of trauma on educational theory and practice, highlighting the importance of understanding these dynamics in shaping effective learning environments.
This book is suitable for academics and policy-makers in the political sciences and education sectors. It applies new theories to democratic education and presents pedagogical insights on how to address the affective dimensions of the rise of right-wing populism. It also explains the affective complexities involved in combating right-wing populism.
This volume presents different conceptual and theoretical frameworks as well as research methods that have helped educational researchers to study emotions. It includes innovative approaches that push the methodological boundaries that have served educational researchers until now and proposes new ways of researching emotions in educational contexts. In particular, this edited volume provides a historical frame for studying emotions. It connects theoretical/epistemological views with choice of research methods and describes specific methods helpful in doing research on emotions as they are grounded in different theoretical and disciplinary traditions such as psychology, philosophy, sociology, history, political science, cultural studies, and feminist studies. Finally, it appreciates the contextual and international dimensions of studying emotions in education and contributes to ongoing debates about the implications of our methodological choices for understanding emotion in education. This combination of variety, timeliness, potential for transformation of the field, and uniqueness make this a very valuable resource to introduce new scholars in the field alongside established scholars.
Exploring the intricate relationship between identity, memory, and reconciliation, this book examines how these concepts influence perceptions of peace and conflict. It delves into the ways they can either reinforce or challenge fixed ideas, offering insights into the complexities of human connections and societal dynamics. Through critical analysis, the work encourages readers to reflect on how these notions shape our understanding of conflict resolution and the pursuit of lasting peace.
Focusing on teacher emotion, this book offers innovative theoretical frameworks and methodologies, alongside empirical research findings. It aims to deepen understanding of the emotional experiences of educators, exploring how these emotions impact teaching practices and student outcomes. The work serves as a resource for researchers and educators seeking to enhance their knowledge and application of emotional dynamics within educational settings.
Focusing on the exploration of teacher emotions, this book delves into the discursive, political, and cultural factors that shape these experiences. It aims to fill a gap in the conversation about emotions in teaching by analyzing emotional roles, rules, and labor within curriculum and instruction. Featuring both conceptual insights and empirical research, including a three-year ethnographic study of an early childhood teacher in science education, it presents innovative methodologies and perspectives for understanding emotions in educational contexts.
A multilayered analysis of how the dynamics of local politics, emotions, discourses and classroom practices can shape peace education initiatives.