ABSTRACT

This essay builds on the notion of ‘racialized affects’ in conjunction with recent educational theorizing of Sylvia Wynter’s work on ‘the human’ to consider how these insights might extend conceptualizations on the ‘coloniality of the affects’ in curriculum and pedagogy. Specifically, the analysis shows how bringing into conversation Wynter’s account on the overrepresentation of Western (White) Man with recent theorizations of ‘racialized affects’ and the ‘coloniality of the affects’ can make a significant contribution to unsettling affective norms and practices of contemporary schooling in societies shaped by ongoing White supremacy. The essay examines how White European bourgeois theories of affect are implicated in both colonization and racialization, thus naming and disrupting racialization can enable the use of affect theory in education to become more attentive to plural affective perspectives and histories (‘minor feelings’) and to support more just and equitable schooling.

摘要

本文以“种族化影响”的概念为基础，结合 Sylvia Wynter 最近关于“人类”工作的教育理论，考虑这些见解如何扩展课程和教学中“影响的殖民性”的概念化。具体来说，分析表明，温特对西方（白人）人的过度代表以及最近关于“种族化影响”和“影响的殖民性”的理论的讨论如何对令人不安的当代学校教育的情感规范和实践做出重大贡献在由持续的白人至上主义塑造的社会中。这篇文章探讨了欧洲白人资产阶级的情感理论如何与殖民化和种族化有关，