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  1. The Ambivalent Potentiality of Vulnerability : Museum Pedagogy in Exhibitions on Difficult Matters and its Ethical Implications.Tinning Katrine - 2017 - Dissertation, Lund University
    The aim of this dissertation is to critically investigate and problematize how museum exhibitions on Difficult Matters, like war and sexual violence, can be designed in order to contribute to teaching-learning relations between museum and visitor, which may transform existing perceptions of self, others, and the world and evoke a deepened sense of responsibility in the viewers, i.e. an ethical transformation.Based on a hermeneutic phenomenological approach the study takes three paths to shed light on the above. 1) Investigating literature on (...)
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  • The Reflexive Potential of Silence: Emotions, the ‘Everyday’ and Ethical International Relations.Amanda Russell Beattie - 2019 - Journal of International Political Theory 15 (2):229-245.
    This article argues on behalf of an autoethnographic methodology as one, but not the only, method suited to the excavation of the emotions of everyday international relations. I suggest, drawing on my own lived experiences of writing the Life in the United Kingdom Test specifically, and being ordered deported from the United Kingdom more broadly, that a reflexive practice informed by silence allows scholars to attend to the otherwise discounted and excluded forms of emotional knowledge. As my story unfolds, and (...)
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  • The Ethics and Politics of Precarity: Risks and Productive Possibilities of a Critical Pedagogy for Precarity.Michalinos Zembylas - 2019 - Studies in Philosophy and Education 38 (2):95-111.
    This paper discusses Butler’s theory on the possibility of precarity to serve as the nexus of ethical relations, while also exploring some of the pitfalls of her theorization to reconceptualize the pedagogical implications of a critical pedagogy for precarity. In particular, the paper asks: How can precarity—understood as an ambivalent concept, as a paradoxical nexus of both possibilities and constraints—function pedagogically in a way that challenges its moralization? How can educators engage with precarity in ways that ‘re-frame’ it so that (...)
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