Affect Capitalism in Elementary School: The Emotional Work of Facing Economic Inequality with Young Children

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  In Roundtable Session: Reframing Discourses Toward Educational Justice

Abstract

Scholars of cultural studies and political theory have begun to analyze capitalism’s inseparability with emotion and affect. Despite, the teaching of economics is largely taught behind the facade of neutrality and individualism that neoclassical and neoliberal schools of thought seek to protect. Drawing from two sets of data, survey responses (N=57) and interviews and observations of elementary classrooms (N=3), this paper uses the framework of emotional knowledge outlined by Michalinos Zembylas (2007) to examine how the overlapping layers of emotion and affect play out in the work of teaching about social class and economic inequality to young children. Findings show classed childhood experiences are deeply felt by teachers, which in turn affect relationships with students, families, and curriculum.

Author

• Debbie Sonu, Hunter College - CUNY