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ERIC Number: EJ1178234
Record Type: Journal
Publication Date: 2018
Pages: 5
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1085-3545
Political Emotions in the Classroom: How Affective Citizenship Education Illuminates the Debate between Agonists and Deliberators
Zembylas, Michalinos
Democracy & Education, v26 n1 Article 6 2018
This is a response to Ásgeir Tryggvason's argument that the deliberative critique of the agonistic approach to citizenship education is based on a misreading of the main concepts in agonistic theory--a misreading that has important implications for any attempt to bring closer agonism and deliberation in citizenship education. My aim in this response is to offer some clarifying comments and questions and suggest some further ideas for expanding Tryggvason's analysis, highlighting in particular two perspectives that, in my view, deserve further attention in citizenship education: first, the consequences of cultivating agonistic emotions in the classroom; and, second, the possibilities and limitations of acknowledging what has been called "affective citizenship" as an important element of citizenship education. My response concludes by discussing how affective citizenship education illuminates the debate between agonists and deliberators. [For Ásgeir Tryggvason's paper, "Democratic Education and Agonism: Exploring the Critique from Deliberative Theory," see EJ1178231.]
Lewis & Clark Graduate School of Education and Counseling. 0615 SW Palatine Hill Road MSC 93, Portland, OR 97219. Tel: 503-768-6054; Fax: 503-768-6053; e-mail: journal@lclark.edu; Web site: http://democracyeducationjournal.org/home
Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A