Affective practices, difficult histories and peace education: An analysis of teachers’ affective dilemmas in ethnically divided Cyprus

(Reposted from: ScienceDirect.)

Zembylas, M., & Loukaidis, L. (2021). Affective practices, difficult histories and peace education: An analysis of teachers’ affective dilemmas in ethnically divided Cyprus. Teaching and Teacher Education,97. doi:10.1016/j.tate.2020.103225

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By Michalinos Zembylas & Loizos Loukaidis

Abstract

The present paper examines the affective practices of teachers engaged in peace education in a conflict-affected society, focusing on teachers’ affective dilemmas while confronting difficult histories. This exploration is conducted through a qualitative study of Greek-Cypriot primary and secondary school teachers who participated in a peace education program. The findings highlight how affective complexities, dilemmas and tensions are productive of subjectivities and relations that could either reinforce or disrupt power relations inherent in demands from teachers. The study suggests it is important that the role and impact of teachers’ affective practices on peace education initiatives are ever more recognized.

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