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Michalinos Zembylas
Open University of Cyprus
1
The aim of this paper
To turn to affect theory—a theory that has a
lot to offer to contemporary theorizations
of ‘pedagogy...
New Pedagogy Studies: Three Tenets
1. More attention to the relational encounters among
teachers and students creates open...
Three Tenets: Implications for
Socially Just Pedagogies
The first tenet conceptualizes pedagogy as inherently
relational,...
The ‘Affective Turn’
The ‘affective turn’ (Clough, 2007) in the humanities
and social sciences: it brings together
psycho...
Implications for theorizing socially
just pedagogies
1. The affective turn has a significant impact
on how we conceptualiz...
Sample questions
How can explorations of socially just pedagogies become
strategic sites of ethical and political transfo...
Conclusion
All (socially just) pedagogies are essentially
pedagogies of emotions that are inevitably
implicated in the way...
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Socially Just Pedagogies through the lens of 'new pedagogy studies' and in the aftermath of the 'affective turn'

Presentation by Michalinos Zembylas at the SOTL @ UJ mini-conference on 1 December 2015

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Socially Just Pedagogies through the lens of 'new pedagogy studies' and in the aftermath of the 'affective turn'

  1. 1. Michalinos Zembylas Open University of Cyprus 1
  2. 2. The aim of this paper To turn to affect theory—a theory that has a lot to offer to contemporary theorizations of ‘pedagogy’ in general and ‘socially just pedagogies’ in particular 2
  3. 3. New Pedagogy Studies: Three Tenets 1. More attention to the relational encounters among teachers and students creates openings for unpredictable possibilities of critical knowledge and action; 2. A deeper understanding of pedagogy acknowledges the relationships between the macro-and the micro- political aspects of education; 3. A broadened conception of pedagogy includes public sites of pedagogy, offering opportunities for educational researchers, practitioners and activists to mobilize alternative forms of counterhegemonic and ethical learning (Burdick & Sandlin, 2013) 3
  4. 4. Three Tenets: Implications for Socially Just Pedagogies The first tenet conceptualizes pedagogy as inherently relational, that is, it emphasizes that relationships are central to pedagogy. The second tenet draws attention to the relationship among culture, pedagogy and power relations in society. The third tenet has to do with a broadened conception of pedagogy that includes theorizations of pedagogy in various sites, spaces, products and places identified as ‘public pedagogy’. 4
  5. 5. The ‘Affective Turn’ The ‘affective turn’ (Clough, 2007) in the humanities and social sciences: it brings together psychoanalytically informed theories of subjectivity and subjection, theories of the body and embodiment, and political theories and critical analysis. Affects and emotions cannot be thought outside the complexities, reconfigurations and re-articulations of power, history and politics (Athanasiou, Hantzaroula & Yannakopoulos, 2008). 5
  6. 6. Implications for theorizing socially just pedagogies 1. The affective turn has a significant impact on how we conceptualize the relationship between private and public sphere in understanding socially just pedagogies; 2. The affective turn raises new questions about socially just pedagogies and their transformative possibilities. 6
  7. 7. Sample questions How can explorations of socially just pedagogies become strategic sites of ethical and political transformation that pay attention both to non-verbally articulated and embodied elements and to cultural norms that are perceived corporeally? How can socially just pedagogies create possibilities to resignify emotional life in ways that continuously rework and unsettle affective attachments to particular bodies, discourses and practices? How do biopolitics emerge as a crucial feature of humanizing pedagogy in the making of modern individuals and communities imagined through the normativity of emotional bonds and solidified through the emotional power and performative force of identity work? 7
  8. 8. Conclusion All (socially just) pedagogies are essentially pedagogies of emotions that are inevitably implicated in the way that knowledge operates both as a provocation of transformation and as a way of structuring affect in a particular social and political context 8

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Presentation by Michalinos Zembylas at the SOTL @ UJ mini-conference on 1 December 2015

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