Emotions as Radical and Racially Just Pedagogy: Reasserting Our Hearts During Times of Undemocratic Educational Duress

Session Type: Symposium

Abstract

Honoring the centennial AERA, which focuses on democracy and research, this panel looks back at how a century of miseducating students, primarily students of color and other marginalized identities, has made us rethink the pedagogical application of emotions as a necessary part of educational democracy. Beyond political interrogations, this panel entertains “undemocratic” emotional tendencies of education and how such a depressed state thus necessitates radical pedagogies of emotions to affirm identities. The audience members will come away with a deeper understanding of how such miseducation cultivates a sense of emotional distress for communities with marginalized social identities while learning new pedagogical applications and theorizations of “counter-emotionalities” that aim to heal the mind, spirit, and hearts of those most marginalized.

Sub Unit

• SIG-Critical Educators for Social Justice

Chair

• Megan Boler, University of Toronto

Papers

• Critical Emotional Events, Teacher Identity Development, and the Situational Marginalization of Students of Color - Paul A. Schutz, The University of Texas - San Antonio

• "Let's Talk, Cry a Little, and Learn About Each Other": The Failures of Dialogue - Sarita Srivastava, Queen's University - Kingston

• The Narcissism of Whiteness: Digging Deep for a More Racially Democratic Education - Cheryl E. Matias, University of Colorado - Denver

• Race and Racism as Technologies of Affect: The Transformative Power of Critical Love - Michalinos Zembylas, The Open University of Cyprus

Discussant

• Antonia Darder, Loyola Marymount University