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Pedagogies of snark: learning through righteous, riotous rage in the youth climate movement
Gender and Education ( IF 1.866 ) Pub Date : 2020-08-21 , DOI: 10.1080/09540253.2020.1786014
Joe Curnow 1 , Tresanne Fernandes 1 , Sinéad Dunphy 1 , Lila Asher 1
Affiliation  

ABSTRACT

In this paper, we examine the relationships between rage and humour as politicizing forces among youth climate activists. In the context of FossilFree UofT, a university-based climate action campaign, we traced the learning and political development of activists engaged in a Women's Caucus. We argue snark served the pedagogical purpose of grievance construction and identity development as it enabled participants to express rage, take an agentic stance toward solutions, and build solidarity. We argue that snark should be understood as a pedagogically productive process through which participants developed a political analysis, shared identity as feminists, shifted their epistemological orientations, and became practiced at being angry and advocating for their own leadership.



中文翻译:

snark 的教学法:通过青年气候运动中的正义、暴怒来学习

摘要

在本文中,我们研究了愤怒和幽默作为青年气候活动家政治化力量之间的关系。在基于大学的气候行动运动 FossilFree UofT 的背景下,我们追踪了参与妇女核心小组的活动家的学习和政治发展。我们认为 snark 服务于申诉构建和身份发展的教学目的,因为它使参与者能够表达愤怒,对解决方案采取代理立场,并建立团结。我们认为,snark 应该被理解为一个教学上的生产过程,参与者通过这个过程发展了政治分析,分享了女权主义者的身份,改变了他们的认识论取向,并习惯于生气和倡导自己的领导。

更新日期:2020-08-21
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