Affect, race, and white discomfort in schooling: decolonial strategies for 'pedagogies of discomfort'

The present paper theorises white discomfort as not an individual psychologised emotion, but rather as a social and political affect that is part of the production and maintenance of white colonial structures and practices. Therefore, it is suggested that white discomfort cannot be critically addres...

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Bibliographic Details
Published inEthics and education Vol. 13; no. 1; pp. 86 - 104
Main Author Zembylas, Michalinos
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 02.01.2018
Taylor & Francis Ltd
Subjects
affect
Affective Behavior
Colonialism
Critical Theory
decolonising pedagogies
Decolonization
Educational philosophy
Educational Practices
Educational psychology
Emotions
Foreign Policy
Holistic Approach
pedagogies of discomfort
pedagogisation
Pedagogy
Race
Racial Bias
Racism
Teaching
Teaching Methods
White discomfort
White people
Whites
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Abstract The present paper theorises white discomfort as not an individual psychologised emotion, but rather as a social and political affect that is part of the production and maintenance of white colonial structures and practices. Therefore, it is suggested that white discomfort cannot be critically addressed merely in pedagogic terms and conditions within schools and universities. By foregrounding white discomfort in broader terms, the aim of the paper is to provide a more holistic and dynamic account which opens up a realm that situates the pedagogisation of white discomfort within the broader decolonising project of disrupting white colonial structures and practices. The paper calls for both a decolonising and a critical affective approach to pedagogies of discomfort that would focus on examining and addressing strategically how white discomfort comes to be experienced and dismantled within broader affective, material and discursive assemblages of race, racism and whiteness.
AbstractList The present paper theorises white discomfort as not an individual psychologised emotion, but rather as a social and political affect that is part of the production and maintenance of white colonial structures and practices. Therefore, it is suggested that white discomfort cannot be critically addressed merely in pedagogic terms and conditions within schools and universities. By foregrounding white discomfort in broader terms, the aim of the paper is to provide a more holistic and dynamic account which opens up a realm that situates the pedagogisation of white discomfort within the broader decolonising project of disrupting white colonial structures and practices. The paper calls for both a decolonising and a critical affective approach to pedagogies of discomfort that would focus on examining and addressing strategically how white discomfort comes to be experienced and dismantled within broader affective, material and discursive assemblages of race, racism and whiteness.
Author Zembylas, Michalinos
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  doi: 10.1057/9781137471130_13
– volume-title: Transpositions: Nomadic Ethics
  year: 2006
  ident: CIT0010
– volume-title: Touching Feeling: Affect, Pedagogy, Performativity
  year: 2003
  ident: CIT0073
  doi: 10.1215/9780822384786
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Snippet The present paper theorises white discomfort as not an individual psychologised emotion, but rather as a social and political affect that is part of the...
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SubjectTerms affect
Affective Behavior
Colonialism
Critical Theory
decolonising pedagogies
Decolonization
Educational philosophy
Educational Practices
Educational psychology
Emotions
Foreign Policy
Holistic Approach
pedagogies of discomfort
pedagogisation
Pedagogy
Race
Racial Bias
Racism
Teaching
Teaching Methods
White discomfort
White people
Whites
Title Affect, race, and white discomfort in schooling: decolonial strategies for 'pedagogies of discomfort'
URI https://www.tandfonline.com/doi/abs/10.1080/17449642.2018.1428714
http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1172378
https://www.proquest.com/docview/2012856289
Volume 13
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