Sammanfattning
Emotions are prominent in the construction of notions of citizenship. A good liberal-democratic citizen, for instance, cares about others, copes with differences and trusts the political system (Zembylas 2013). Increasing political polarization challenges teachers to prepare youth as citizens who can navigate ideological and affective boundaries (Keegan, 2021). More specifically, emotions play an important part in the drawing of symbolic boundaries (Lamont, 1992) between ‘us’ and ‘them’ in the classroom: boundaries are drawn between students and teachers through what they feel in relation to a specific content or issue, and by feeling similarly or differently, they either approach or withdraw from each other (Blennow, 2019).
This paper analyzes how students encounter emotive action and reaction in contemporary politics and social media and how this affects what happens in the social science classroom. How are quick emotional responses expressed and used in relation to social science content? What does it mean for social science education? It is based on preliminary results from an ongoing ethnographic study of emotive action and reaction in social science teaching at upper secondary level in Sweden and their social and educational consequences.
Originalspråk | engelska |
---|---|
Status | Accepted/In press - 2024 |
Evenemang | Nordic Conference in Social Science Education: Challenges of social science education in times of change and crisis - UCL University College in Odense, Odense, Danmark Varaktighet: 2024 apr. 11 → 2024 apr. 12 https://www.ucl.dk/forskning/skole-og-undervisning/Nordic-Conference-in-Social-Science-Education#programme |
Konferens
Konferens | Nordic Conference in Social Science Education |
---|---|
Förkortad titel | NOKSA |
Land/Territorium | Danmark |
Ort | Odense |
Period | 2024/04/11 → 2024/04/12 |
Internetadress |
Bibliografisk information
Blennow, K. (2019). The emotional community of social science teaching. Institutionen för utbildningsvetenskap, Humanistiska och teologiska fakulteterna, Lunds universitet.Davies, W. (2020) Anger fast and slow: mediations of justice and violence in the age of populism, Global Discourse, vol 10, no 2, 169–185,
Davies, W. (2019). Nervous states: how feeling took over the world. Vintage.
Keegan, P. (2021). Critical affective civic literacy: A framework for attending to political emotion in the social studies classroom. The Journal of Social Studies Research, 45(1), 15–24. https://doi.org/10.1016/j.jssr.2020.06.003
Lamont, M. (1992). Money, morals, and manners : the culture of the French and American upper-middle class. Univ. of Chicago Press.
Zembylas, M. (2013). Affective citizenship in multicultural societies: Implications for critical citizenship education. Citizenship Teaching & Learning, 9(1), 5–18. https://doi.org/10.1386/ctl.9.1.5_1
Ämnesklassifikation (UKÄ)
- Utbildningsvetenskap