David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Ethics and Education 4 (1):19-30 (2010)
Informed by the critical humanisms of Hannah Arendt, Frantz Fanon, and Paul Gilroy, the authors argue for an orientation to teaching and learning that troubles the continuing effects of dehumanizing race logic. Reflecting on Paul Haggis's Oscar award winning film Crash from 2004, they suggest that the metaphor of racial 'crashing' captures what happens when we act out from experiences of racial injury instead of being touched by it. They propose a psychoanalytic pedagogy of emotions as a method for reading representation beyond the limits of detached rational critique. Learning from the affect of racial injury as it is made manifest in representation, they suggest, is an important ethical starting point for generating new insights into what it might mean to live within and beyond contemporary legacies of racial hatred
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References found in this work BETA
J. Butler (2004). Undoing Gender. Routledge.
Hannah Arendt (2000). The Portable Hannah Arendt. Penguin Books.
Maxine Greene (1988). The Dialectic of Freedom. Monograph Collection (Matt - Pseudo).
Paul Gilroy (2004). Postcolonial Melancholia. Columbia University Press.
Kelly Oliver (2004). The Colonization of Psychic Space a Psychoanalytic Social Theory of Oppression. Monograph Collection (Matt - Pseudo).
Citations of this work BETA
Michalinos Zembylas (2013). The “Crisis of Pity” and the Radicalization of Solidarity: Toward Critical Pedagogies of Compassion. Educational Studies 49 (6):504-521.
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