ABSTRACT This paper aims: (1) to draw attention to relational and political understandings of happiness in education discourses and their implications for remedying racial and social inequalities and suffering, and (2) to illustrate how unhappiness and suffering might offer valuable ethical, political and pedagogic lessons on the limits of the promise of happiness in social justice education. The analysis draws on Sara Ahmed’s work to theorise multiculturalism and racial equality as ‘happy objects’, namely, as objects towards which good feelings are directed and bad feelings are rejected. In particular, the paper analyses how those discourses operate to fabricate particular meanings for (un)happiness, especially in relation to how they address racial and social inequalities and suffering more generally. Bringing the differentiated affects of individuals and groups into the frame of analysis of (un)happiness in social justice education paves the way for challenging the happinisation of education that we are still witnessing.

中文翻译：

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（不）幸福与社会正义教育：道德，政治和教学法课程

摘要本文旨在：（1）提请人们注意教育话语中有关幸福的关系和政治理解及其对纠正种族和社会不平等与痛苦的影响，以及（2）说明不快乐和痛苦如何为人们提供有价值的道德，政治和政治因素。关于在社会正义教育中实现幸福诺言的极限的教学课程。该分析借鉴了萨拉·艾哈迈德（Sara Ahmed）的理论，将多元文化主义和种族平等理论化为“快乐的对象”，也就是将良好的情感导向而拒绝不良的情感的对象。特别是，本文分析了这些话语如何构成（不）幸福的特殊含义，特别是与它们如何解决种族和社会不平等以及更广泛的苦难有关。