Affective Atmospheres of Coloniality and the Decolonisation of Peace Education: Theoretical Insights and Political Possibilities

IF 0.9 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Studies in Philosophy and Education Pub Date : 2024-08-12 DOI:10.1007/s11217-024-09955-2

Frans Kruger, Michalinos Zembylas

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Abstract

Two recent lines of inquiry that have emerged in educational philosophy and research are the turn to affect theory and the call for decolonising education. Although there have been some efforts to bring these two lines of inquiry together and inform educational philosophy and research, there is still important conceptual work to be done, especially in the context of peace education, our focus in this paper. To initiate this work, we consider the concepts of affective atmospheres and atmospheric attunements that have been discussed within the context of affect theory. Drawing on these two concepts, we argue that fundamental to any attempts to decolonising peace education is elucidating the coloniality of affects. This is a necessary step towards dismantling the colonial affects that permeate peace education praxis and are maintained through perceptions of peace and conflict embedded within a Western, Eurocentric frame. The paper analyses the theoretical insights emerging from bringing these concepts together to bear on the decolonisation of peace education and discusses some political possibilities that are also enabled.

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殖民地的情感氛围与和平教育的非殖民化：理论见解与政治可能性

最近，在教育哲学和研究领域出现了两个研究方向，一个是转向情感理论，另一个是呼吁教育去殖民化。尽管已经做出了一些努力，将这两种研究方向结合起来，并为教育哲学和研究提供信息，但仍有重要的概念性工作要做，特别是在和平教育的背景下，这也是本文的重点。为了启动这项工作，我们考虑了情感理论中讨论过的情感氛围和氛围调适的概念。借鉴这两个概念，我们认为，和平教育非殖民化尝试的根本在于阐明情感的殖民性。这是消除殖民主义影响的必要步骤，这种影响渗透到和平教育实践中，并通过西方、欧洲中心主义框架下的和平与冲突观念得以维持。本文分析了将这些概念结合起来对和平教育的非殖民化产生的理论启示，并讨论了一些政治可能性。

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来源期刊

Studies in Philosophy and Education Multiple-

CiteScore

2.50

自引率

10.00%

发文量

期刊介绍： Studies in Philosophy and Education is an international peer-reviewed journal that focuses on the philosophical, theoretical, normative and conceptual problems and issues in educational research, policy and practice. As such, Studies in Philosophy and Education is not the expression of any one philosophical or theoretical school or cultural tradition. Rather, the journal promotes exchange and collaboration among philosophers, philosophers of education, educational and social science researchers, and educational policy makers throughout the world. Contributions that address this wide audience, while clearly presenting a philosophical argument and reflecting standards of academic excellence, are encouraged. Topics may range widely from important methodological issues in educational research as shaped by the philosophy of science to substantive educational policy problems as shaped by moral and social and political philosophy and educational theory. In addition, single issues of the journal are occasionally devoted to the critical discussion of a special topic of educational and philosophical importance. There is also a frequent Reviews and Rejoinders’ section, featuring book review essays with replies from the authors.