Critical Emotional Praxis: Rethinking Teaching and Learning About Trauma and Reconciliation in Schools

摘要: In this chapter, Michalinos Zembylas examines how psychoanalytic and sociopolitical perspectives of trauma emotion can work as a pedagogic resource for developing critical insights into teaching learning about reconciliation in schools. A major challenge educators traumatised societies which struggle is that emotions are often appropriated by social political institutions, including schools, to justify particular collective narratives ideologies. For purpose, I analyse detailed example the appropriation one emotion—fear—as it stems from context, show possibilities essentially ‘undone’ restrictive engagement with narratives. To end, propose emotional praxis pedagogical tool could potentially invent new interpretive approaches practices relating ‘others’—pedagogies do not fossilise injury but move forwards.