ABSTRACT

This paper presents how biopedagogies of disgust can make a contribution to challenging the colonial order that is sustained through affective economies of disgust. It is argued that, for this to happen, teachers need to move students away from the negative affective responses of disgust towards an affirmation of radical difference. Affective solidarity, in particular, might serve as a foundational element of affirmative biopedagogies of disgust and provide a means to reversing the negative role of disgust in colonial continuity. It is argued that fostering affective solidarity is an ethically, politically and pedagogically valuable strategy, because it does not only generate empathy for the colonized Others’ suffering throughout history, but it also cultivates in students commitment to turn critical self-reflection on the visceral elements of disgust into transformative action.

摘要

本文介绍了厌恶的生物教学法如何有助于挑战通过厌恶的情感经济维持的殖民秩序。有人认为，要做到这一点，教师需要让学生从厌恶的负面情感反应转向对根本差异的肯定。尤其是情感上的团结，可以作为厌恶的肯定性生物教学法的基本要素并提供一种手段来扭转厌恶在殖民连续性中的负面作用。有人认为，培养情感团结是一种在伦理、政治和教学上都有价值的策略，因为它不仅会产生对历史上被殖民的他人所受苦难的同情，而且还能培养学生将批判性的自我反省转向内在因素的决心厌恶转化为变革性的行动。