ABSTRACT

This paper draws on the concept of affective atmospheres to theorize how democracy and democratic education take hold and circulate in classrooms and schools. The paper asks under which circumstances affective atmospheres are experienced or even ‘engineered’, encompassing affective and material features that (de)legitimate democracy, democratic education and right-wing populism. The aim is to render the concept of atmosphere tractable through a line of theorizing that recognizes the affective force of democracy and right-wing populism and asks how democratic education may respond by paying careful attention to democracy as affectively produced and transmitted. The paper also examines what it would take to reinvigorate the affective atmospheres of democratic education in schools in light of the rise of right-wing populist affectivity. The analysis makes a contribution to the challenge of asking how right-wing populist affectivity might be resisted in the context of democratic education.

摘要

本文利用情感氛围的概念来理论化民主和民主教育如何在课堂和学校中扎根和传播。该论文询问在哪些情况下会体验甚至“设计”情感氛围，包括使民主、民主教育和右翼民粹主义（取消）合法性的情感和物质特征。其目的是通过一种理论化的路线来使气氛的概念易于处理，该理论承认民主和右翼民粹主义的情感力量，并询问民主教育如何通过密切关注民主作为情感产生和传播来做出回应。鉴于右翼民粹主义情感的兴起，该论文还研究了如何重振学校民主教育的情感氛围。