Emotive action and reaction in social science/citizenship education
Blennow, Katarina LU
(2024)
Nordic Conference in Social Science Education
- Abstract
- Emotions are prominent in the construction of notions of citizenship. A good liberal-democratic citizen, for instance, cares about others, copes with differences and trusts the political system (Zembylas 2013). Increasing political polarization challenges teachers to prepare youth as citizens who can navigate ideological and affective boundaries (Keegan, 2021). More specifically, emotions play an important part in the drawing of symbolic boundaries (Lamont, 1992) between ‘us’ and ‘them’ in the classroom: boundaries are drawn between students and teachers through what they feel in relation to a specific content or issue, and by feeling similarly or differently, they either approach or withdraw from each other (Blennow, 2019).... (More)Emotions are prominent in the construction of notions of citizenship. A good liberal-democratic citizen, for instance, cares about others, copes with differences and trusts the political system (Zembylas 2013). Increasing political polarization challenges teachers to prepare youth as citizens who can navigate ideological and affective boundaries (Keegan, 2021). More specifically, emotions play an important part in the drawing of symbolic boundaries (Lamont, 1992) between ‘us’ and ‘them’ in the classroom: boundaries are drawn between students and teachers through what they feel in relation to a specific content or issue, and by feeling similarly or differently, they either approach or withdraw from each other (Blennow, 2019).We live in a time when rapid, split-second emotional response is highly valued (Davies, 2019; 2020), perhaps most significantly in social media, for instance in reaction videos or on Twitch, but also in politics, where politicians with a pronounced and visible ability to publicly show outrage or amusement have become increasingly central. Anger is a crucial component of populist politics, as well as in international crises (Davies, 2020). It is reasonable to wonder how this type of public emotional expressions affect social science teaching.
This paper analyzes how students encounter emotive action and reaction in contemporary politics and social media and how this affects what happens in the social science classroom. How are quick emotional responses expressed and used in relation to social science content? What does it mean for social science education? It is based on preliminary results from an ongoing ethnographic study of emotive action and reaction in social science teaching at upper secondary level in Sweden and their social and educational consequences.
(Less)Please use this url to cite or link to this publication: https://lup.lub.lu.se/record/51225d65-86e8-41f1-a2cd-88db46f7958d- author
- Blennow, Katarina
LU
- organization
- publishing date
- 2024
- type
- Contribution to conference
- publication status
- in press
- subject
- keywords
- emotions, Social Science Education, social studies, samhällskunskap
- conference name
- Nordic Conference in Social Science Education
- conference location
- Odense, Denmark
- conference dates
- 2024-04-11 - 2024-04-12
- language
- English
- LU publication?
- yes
- additional info
- Blennow, K. (2019). The emotional community of social science teaching. Institutionen för utbildningsvetenskap, Humanistiska och teologiska fakulteterna, Lunds universitet. Davies, W. (2020) Anger fast and slow: mediations of justice and violence in the age of populism, Global Discourse, vol 10, no 2, 169–185, Davies, W. (2019). Nervous states: how feeling took over the world. Vintage. Keegan, P. (2021). Critical affective civic literacy: A framework for attending to political emotion in the social studies classroom. The Journal of Social Studies Research, 45(1), 15–24. https://doi.org/10.1016/j.jssr.2020.06.003 Lamont, M. (1992). Money, morals, and manners : the culture of the French and American upper-middle class. Univ. of Chicago Press. Zembylas, M. (2013). Affective citizenship in multicultural societies: Implications for critical citizenship education. Citizenship Teaching & Learning, 9(1), 5–18. https://doi.org/10.1386/ctl.9.1.5_1
- id
- 51225d65-86e8-41f1-a2cd-88db46f7958d
- date added to LUP
- 2024-01-29 15:49:11
- date last changed
- 2024-02-21 11:20:49
@misc{51225d65-86e8-41f1-a2cd-88db46f7958d, abstract = {{<div>Emotions are prominent in the construction of notions of citizenship. A good liberal-democratic citizen, for instance, cares about others, copes with differences and trusts the political system (Zembylas 2013). Increasing political polarization challenges teachers to prepare youth as citizens who can navigate ideological and affective boundaries (Keegan, 2021). More specifically, emotions play an important part in the drawing of symbolic boundaries (Lamont, 1992) between ‘us’ and ‘them’ in the classroom: boundaries are drawn between students and teachers through what they feel in relation to a specific content or issue, and by feeling similarly or differently, they either approach or withdraw from each other (Blennow, 2019). <br/></div><div><br/></div>We live in a time when rapid, split-second emotional response is highly valued (Davies, 2019; 2020), perhaps most significantly in social media, for instance in reaction videos or on Twitch, but also in politics, where politicians with a pronounced and visible ability to publicly show outrage or amusement have become increasingly central. Anger is a crucial component of populist politics, as well as in international crises (Davies, 2020). It is reasonable to wonder how this type of public emotional expressions affect social science teaching. <br/>This paper analyzes how students encounter emotive action and reaction in contemporary politics and social media and how this affects what happens in the social science classroom. How are quick emotional responses expressed and used in relation to social science content? What does it mean for social science education? It is based on preliminary results from an ongoing ethnographic study of emotive action and reaction in social science teaching at upper secondary level in Sweden and their social and educational consequences.<br/>}}, author = {{Blennow, Katarina}}, keywords = {{emotions; Social Science Education; social studies; samhällskunskap}}, language = {{eng}}, title = {{Emotive action and reaction in social science/citizenship education}}, year = {{2024}}, }