Reframing emotion in education through lenses of parrhesia and care of the self

Abstract

In this article, we critique two theoretical positions that analyze the place of emotions in education: the psychological strand and the cultural feminist strand. First of all, it is shown how a social control of emotions in education is reflected in the combination of psychological and cultural feminist discourses that function to govern one’s self effectively and efficiently. These discourses perpetuate an assumed divide between the rational and the emotional, and reinforce the existing power hierarchies and the status quo of stereotypes about the role of emotion in education. Then we use the Foucauldian notions of parrhesia and care of the self to suggest alternative ways of thinking about emotions in education. Instead of campaigning for one side or the other of the rational/emotional divide, we suggest that it may be more interesting and fruitful to examine the particular ways discourses of emotion in education construct their own brand of parrhesia.

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Notes

  1. 1.

    For instance, both INTASC (1991) and NCATE (2002) address the right dispositions that teachers should develop for effective teaching and teacher preparation.

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Correspondence to Michalinos Zembylas.

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Zembylas, M., Fendler, L. Reframing emotion in education through lenses of parrhesia and care of the self . Stud Philos Educ 26, 319–333 (2007). https://doi.org/10.1007/s11217-007-9042-6

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Keywords

  • Parrhesia
  • Care of the self
  • Foucault
  • Emotion
  • Education