Affective governmentality through gratitude: governmental rationality, education, and everyday life

IF 4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Critical Studies in Education Pub Date : 2021-01-31 DOI:10.1080/17508487.2021.1881914

Avihu Shoshana

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引用次数: 3

Abstract

ABSTRACT One of the most thought-provoking contemporary developments in the study of governmentality is the concept of affective governmentality, alluding to how emotions play an important role in the regulation of individuals and populations. This article proposes to examine affective governmentality through the governmental construction and the phenomenological maintenance of gratitude among graduates of a state-run boarding school in Israel that serves disadvantaged students. For the current study, governmental and organizational documents were analyzed along with interviews with the school’s administrators and graduates through several decades. My critical readings indicate that this boarding school has constructed its organizational identity through a relationship of gift and rescue. In-depth interviews with the boarding school’s graduates reveal how they translated this governmental construction into accounts of gratitude. The article discusses the logic of gratitude as a ‘role-taking emotion’ which reinforces a specific emotional reflexivity and asymmetry in the relations between the State and its disadvantaged citizens.

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感恩的情感治理:政府理性、教育与日常生活

当代治理学研究中最发人深省的发展之一是情感治理的概念，暗示情绪如何在个体和群体的调节中发挥重要作用。本文拟通过以色列一所服务弱势学生的公立寄宿学校毕业生的政府建构和感恩的现象学维持来考察情感治理。在目前的研究中，我们分析了政府和组织文件，并对几十年来的学校管理人员和毕业生进行了采访。我的批判性阅读表明，这所寄宿学校通过礼物和救援的关系构建了它的组织身份。对这所寄宿学校毕业生的深入采访揭示了他们是如何将政府的这种建设转化为感恩的。本文讨论了感恩作为一种“角色扮演情感”的逻辑，它在国家与弱势公民之间的关系中强化了一种特定的情感反射和不对称。

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来源期刊

Critical Studies in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

10.10

自引率

5.10%

发文量

期刊介绍： Critical Studies in Education is one of the few international journals devoted to a critical sociology of education, although it welcomes submissions with a critical stance that draw on other disciplines (e.g. philosophy, social geography, history) in order to understand ''the social''. Two interests frame the journal’s critical approach to research: (1) who benefits (and who does not) from current and historical social arrangements in education and, (2) from the standpoint of the least advantaged, what can be done about inequitable arrangements. Informed by this approach, articles published in the journal draw on post-structural, feminist, postcolonial and other critical orientations to critique education systems and to identify alternatives for education policy, practice and research.