ABSTRACT

This paper analyses the emotional governance of responses to terrorist attacks and examines the extent to which affective pedagogies in civic education may contest the emotional norms that are institutionalised in society. This analysis is important, not only because it makes visible how forms of violence (especially terrorism) have an emotional impact on school life, but also in that it adds a crucial dimension to the struggle against sentimental education as a form of political education that governs youth’s affects and emotions. The analysis explores these tensions and theorises how affective pedagogies can elicit creative and productive rather than normative becomings within youth practices in the classroom. In particular, the paper discusses how affective pedagogies in civic education may be reframed to cultivate critical affective skills that resist sentimental responses and challenge superficial interpretations of terrorist events. Re-articulating and re-imagining affective responses to terrorist attacks in the civics classroom will open pedagogical spaces that pay more attention to the kind of emotional governance that takes place in schools, politics and the society.

摘要

本文分析了应对恐怖袭击的情感治理，并检验了公民教育中的情感教学法在多大程度上可能与社会制度化的情感规范发生冲突。这种分析很重要，不仅因为它使暴力形式（尤其是恐怖主义）如何对学校生活产生情感影响显而易见，而且还因为它为反对将情感教育作为一种政治教育形式的斗争增加了一个关键维度。青年的影响和情绪。该分析探讨了这些紧张关系，并提出了情感教学法如何在课堂上的青年实践中引发创造性和生产性而非规范性的理论。尤其，该论文讨论了如何重新构建公民教育中的情感教学法，以培养关键的情感技能，以抵制情感反应并挑战对恐怖事件的肤浅解释。在公民课堂上重新表达和重新想象对恐怖袭击的情感反应将打开教学空间，更加关注学校、政治和社会中发生的那种情感治理。