Abstract
Teaching, learning and the emotions associated with them do not occur in a vacuum. This chapter explores the ways in which global or local events, politics and histories follow us into the classroom, and the emotional and ethical situations we face as a consequence. Sometimes teachers seize opportunities presented by the accidents of history happening around them to pursue ‘teachable moments.’ Sometimes, the demands of the syllabus mean we keep on with business as usual, even in the face of extraordinary events.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Adams, M., Bell, L., & Griffin, P. (Eds.). (2007). Teaching for diversity and social justice (2nd ed.). New York, NY: Routledge.
Berlak, A. (2004). Confrontation and pedagogy: Cultural secrets and emotion in anti-oppressive pedagogies. In M. Boler (Ed.), Democratic dialogue in education: Troubling speech, disturbing silence (pp. 123–144). New York, NY: Peter Lang.
Boler, M. (1999). Feeling power: Emotions and education. New York, NY: Routledge.
Boler, M., & Zembylas, M. (2003). Discomforting truths: The emotional terrain of understanding differences. In P. Trifonas (Ed.), Pedagogies of difference: Rethinking education for social justice (pp. 110–136). New York, NY: Routledge.
Britzman, D. P. (1998). Lost subjects, contested objects: Toward a psychoanalytic inquiry of learning. Albany, NY: State University of New York Press.
Britzman, D. P. (2000). If the story cannot end: Deferred action, ambivalence, and difficult knowledge. In R. I. Simon, S. Rosenberg, & C. Eppert (Eds.), Between hope and despair: The pedagogical encounter of historical remembrance (pp. 27–57). Lanham, MD: Rowman & Littlefield Publishers.
Britzman, D. P. (2013). Between psychoanalysis and pedagogy: Scenes of rapprochement and alienation. Curriculum Inquiry, 43, 95–117.
Britzman, D. P., & Pitt, A. (2004). Pedagogy and clinical knowledge: Some psychoanalytic observations on losing and re-finding significance. JAC, 24, 353–374.
Davis, D., & Steyn, M. (2012). Teaching social justice: Reframing some common pedagogical assumptions. Perspectives in Education, 30(4), 29–38.
Ellsworth, E. (1989). Why doesn’t this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59, 297–324.
Kumashiro, K. (2002). Against repetition: Addressing resistance to anti-oppressive change in the practices of learning, teaching, supervising, and researching, Harvard Educational Review, 72, 67–92.
Lindquist, J. (2004). Class affects, classroom affectations: Working through the paradoxes of strategic empathy. College English, 67, 187–209.
Matias, C., & Zembylas, M. (2014). ‘When saying you care is not really caring’: Emotions of disgust, whiteness ideology and teacher education. Critical Studies in Education, 55, 319–337.
Pitt, A., & Britzman, D. P. (2003). Speculations on qualities of difficult knowledge in teaching and learning: An experiment in psychoanalytic research. International Journal of Qualitative Studies in Education, 16, 755–776.
Razack, S. (2007). Stealing the pain of others: Reflections on Canadian humanitarian responses. The Review of Education, Pedagogy, and Cultural Studies, 29, 375–394.
Simon, R. I. (2011). A shock to thought: Curatorial judgment and the public exhibition of ‘difficult knowledge’. Memory Studies, 4, 432–449.
Zembylas, M. (2008). Trauma, justice and the politics of emotion: The violence of sentimentality in education. Discourse: Studies in the Cultural Politics of Education, 29(1), 1–17.
Zembylas, M. (2012). Pedagogies of strategic empathy: Navigating through the emotional complexities of antiracism in higher education. Teaching in Higher Education, 17, 113–125.
Zembylas, M. (2013). Critical pedagogy and emotion: Working through troubled knowledge in posttraumatic societies. Critical Studies in Education, 54, 176–189.
Zembylas, M. (2014). Theorizing ‘difficult knowledge’ in the aftermath of the ‘affective turn’: Implications for curriculum and pedagogy in handling traumatic representations. Curriculum Inquiry, 44, 390–412.
Zembylas, M., & Boler, M. (2002). On the spirit of patriotism: Challenges of a ‘pedagogy of discomfort.’ Special issue on Education and September 11. Teachers College Record On-line.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2016 Sense Publishers
About this chapter
Cite this chapter
Zembylas, M. (2016). Teaching in the Real World. In: How Higher Education Feels. Imagination and Praxis. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-636-1_6
Download citation
DOI: https://doi.org/10.1007/978-94-6300-636-1_6
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-636-1
eBook Packages: EducationEducation (R0)