ABSTRACT

How does a world of rival victimhoods disrupt our understandings of the educational subject? In which ways do competing claims of victimhood and their connections with justice have an impact on everyday educational practices? These questions are at the heart of this essay. The analysis conceptualizes the affective logic of victimhood as a terrain of struggle over competing claims to suffering, trauma and injury. The argument is that victimhood works by tactically mobilizing effective claims to suffering, trauma or injury for moral and political gains. The paper highlights implications of this analysis for everyday educational practices, discourses and relationships, and discusses the extent to which a pedagogical approach that engages students with the affective claims of victimhood – namely, who claims to be a victim, from which position and to which effects – can offer productive ways of navigating through competing claims of victimhood.

摘要

竞争受害的世界如何扰乱我们对教育主题的理解？相互竞争的受害主张及其与正义的联系以何种方式对日常教育实践产生影响？这些问题是本文的核心。该分析将受害人的情感逻辑概念化为争夺痛苦、创伤和伤害的竞争主张的战场。论点是，受害人通过战术性地动员有效的痛苦、创伤或伤害索赔来获得道德和政治利益。本文强调了这种分析对日常教育实践、话语和关系的影响，并讨论了一种教学方法在多大程度上让学生参与到受害者的情感主张中——即，谁声称自己是受害者，