Reframing emotion in education through lenses of parrhesia and care of the self

Studies in Philosophy and Education 26 (4):319-333 (2007)
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In this article, we critique two theoretical positions that analyze the place of emotions in education: the psychological strand and the cultural feminist strand. First of all, it is shown how a social control of emotions in education is reflected in the combination of psychological and cultural feminist discourses that function to govern one’s self effectively and efficiently. These discourses perpetuate an assumed divide between the rational and the emotional, and reinforce the existing power hierarchies and the status quo of stereotypes about the role of emotion in education. Then we use the Foucauldian notions of parrhesia and care of the self to suggest alternative ways of thinking about emotions in education. Instead of campaigning for one side or the other of the rational/emotional divide, we suggest that it may be more interesting and fruitful to examine the particular ways discourses of emotion in education construct their own brand of parrhesia.



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Citations of this work

The Ethico‐politics of Teacher Identity.Matthew Clarke - 2009 - Educational Philosophy and Theory 41 (2):185-200.
Emotional capital and education: Theoretical insights from Bourdieu.Michalinos Zembylas - 2007 - British Journal of Educational Studies 55 (4):443-463.
Emotional fundamentalism and education of the body.Amy N. Sojot - 2022 - Educational Philosophy and Theory 54 (7):927-937.
Emotional Speech Acts and the Educational Perlocutions of Speech.Renia Gasparatou - 2016 - Journal of Philosophy of Education 50 (3):319-331.

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