The biopolitical function of disgust: ethical and political implications of biopedagogies of disgust in anti-colonial education

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Teaching Education Pub Date : 2020-10-30 DOI:10.1080/10476210.2020.1818718

Michalinos Zembylas

引用次数: 5

Abstract

ABSTRACT This paper presents how biopedagogies of disgust can make a contribution to challenging the colonial order that is sustained through affective economies of disgust. It is argued that, for this to happen, teachers need to move students away from the negative affective responses of disgust towards an affirmation of radical difference. Affective solidarity, in particular, might serve as a foundational element of affirmative biopedagogies of disgust and provide a means to reversing the negative role of disgust in colonial continuity. It is argued that fostering affective solidarity is an ethically, politically and pedagogically valuable strategy, because it does not only generate empathy for the colonized Others’ suffering throughout history, but it also cultivates in students commitment to turn critical self-reflection on the visceral elements of disgust into transformative action.

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厌恶的生物政治功能：反殖民教育中厌恶的生物教育的伦理和政治意义

摘要本文介绍了厌恶的生物教育如何为挑战通过情感厌恶经济维持的殖民秩序做出贡献。有人认为，要做到这一点，教师需要让学生从厌恶的负面情感反应转向对根本差异的肯定。尤其是情感上的团结，可能是厌恶的肯定性传记的一个基本要素，并为扭转厌恶在殖民延续中的负面作用提供了一种手段。有人认为，培养情感团结是一种在道德、政治和教育上都有价值的策略，因为它不仅能让人们对历史上被殖民的其他人的苦难产生同情，而且还能培养学生将对厌恶的内在因素的批判性自我反思转化为变革行动的承诺。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.80

自引率

6.20%

发文量

期刊介绍： Teaching Education is an interdisciplinary forum for innovative practices and research in teacher education. Submission of manuscripts from educational researchers, teacher educators and practicing teachers is encouraged. Contributions are invited which address social and cultural, practical and theoretical aspects of teacher education in university-, college-, and school-based contexts. The journal’s focus is on the challenges and possibilities of rapid social and cultural change for teacher education and, more broadly, for the transformation of education. These challenges include: the impact of new cultures and globalisation on curriculum and pedagogy; new collaborations and partnerships between universities, schools and other social service agencies; the consequences of new community and family configurations for teachers’ work; generational and cultural change in schools and teacher education institutions; new technologies and education; and the impact of higher education policy and funding on teacher education. Manuscripts addressing critical and theory-based research or scholarly reflections and debate on contemporary issues related to teacher education, will be considered. Papers should attempt to present research, innovative theoretical and/or practical insights in relevant current literature and debate.