Theorizing “Difficult Knowledge” in the Aftermath of the “Affective Turn”: Implications for Curriculum and Pedagogy in Handling Traumatic Representations
Theorizing “Difficult Knowledge” in the Aftermath of the “Affective Turn”: Implications for Curriculum and Pedagogy in Handling Traumatic Representations
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“情感转向”后的“困难知识”理论化：对处理创伤性表征的课程和教学法的启示
DOI：
10.1111/curi.12051
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发表时间：
2014
影响因子：
1.7
通讯作者：
Michalinos Zembylas
中科院分区：
文献类型：
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作者：
Michalinos Zembylas
摘要本文以“困难知识”的概念为基础，结合情感理论的一些观点和观点，探讨了处理创伤表征对课程和教育学的启示。作者认为，情感理论使困难知识的理论化成为语言、欲望、权力、身体、社会结构、物质性和创伤的交叉点。为了展示这种困难知识理论化的可能性，本文将朱迪思·巴特勒关于脆弱性、情感和痛苦生活的工作与关于困难知识的学术进行了对话。本文以巴特勒的工作和情感理论为基础，对面对困难知识的学习和行动进行了政治和教育干预。这种干预提供了一个概念，课程和教学方法的困境表示，它植根于社会行动的政治项目，不否认其中存在的心理问题。
Abstract This essay draws on the concept of “difficult knowledge” to think with some of the interventions and arguments of affect theory and discusses the implications for curriculum and pedagogy in handling traumatic representations. The author makes an argument that affect theory enables the theorization of difficult knowledge as an intersection of language, desire, power, bodies, social structure, materiality, and trauma. To show the possibilities of this theorization of difficult knowledge, the essay puts in conversation Judith Butler's work on vulnerability, affect, and grievable lives with scholarship on difficult knowledge. The essay leans on Butler's work and affect theory to make a political and pedagogical intervention into the terrain of learning and acting in the face of difficult knowledge. This intervention offers a conceptual, curricular, and pedagogical way out of dilemmas of representation and it is rooted in a political project of social action that does not disavow the psychical problematics residing therein.
《朱迪思·巴特勒——关于对已经失去的事物的爱》《去疆域化、解构、去半球化——对于21世纪的人文学科》
DOI：
--
发表时间：
2021
期刊：
影响因子：
--
作者：
阿部賢一;ユディット・アロカイ;林衛;佐久間みかよ;井上健;尹盛煕;Bill M. Mak & Eric Huntington (eds.);白石 佳和;菅原祥;林衛;Toriyama Teiji;井田 尚;貞廣真紀
通讯作者：
貞廣真紀