The point of departure of this article is that hospitality in education has not been theorized in terms of emotion and affect, partly because its law have been discussed in ways that have not paid much attention to the role of emotion and affect. The analysis broadens our understanding of the ethics and politics of hospitality by considering it as a spatial and affective relational practice. In particular, concepts from affect theory such as the notion of affective atmospheres and atmospheric (...) walls are discussed to highlight the notion of affective hospitality. It is argued that a greater awareness of the micro-politics of hospitality in its everyday enactment in various educational settings can show educators how specific practices of hospitality work to produce affective spaces in which the socio-historical context of privilege may be interrupted. The paper concludes with a discussion of the ethical, political and pedagogical implications of affective hospitality. (shrink)

Since its publication in 1985, Elaine Scarry's The Body in Pain has become a seminal text in the study of embodiment. In its foregrounding of the body in war and torture, it critiques the minimising of the body in questions of politics, offering a compelling account of the structure and phenomenology of violent domination. However, at the same time the text can be seen to shore up a mind/body dualism that has been associated with oppressive forms of gendering, racialisation and (...) disablement. Divisive, powerful and elegant, the text has been central in the shaping of approaches to embodiment over the past 30 years. This special issue revisits Scarry's text in the light of 30 years of scholarship on embodiment and the body. Its legacies and limits are exemplified through a series of articles that mobilise the arguments of The Body in Pain even as they push at the limits of the text. (shrink)

The objective of this article is to engage in a critical review of Roberto Esposito’s biopolitical account by including a thoroughgoing interrogation of racism and white supremacy through the lens of Black affect studies. It is argued that both white supremacy studies and Esposito’s framework could work side-by-side in ways that are productive for affirmative educational biopolitics. In particular, the analysis highlights two insights: first, engagement with white supremacy as a biopolitical category—in particular, white supremacy as an affective embodiment—is essential (...) for the ability of education to interrogate the racialization of Black bodies; and, second, attentiveness to Black affect in biopolitical accounts is crucial for the decentering of white supremacy in education. These insights broaden the conceptual parameters of educational biopolitics by foregrounding the affective biopower of racism and white supremacy as central to affirmative educational biopolitics. (shrink)

This article explores how Jean François Lyotard reflects on affect as unrepresentable in relation to contemporary affect theory and specifically post-Deleuzian perspectives and non-representational theories suggesting that we need to invent new theoretical ways of addressing our more-than-textual, multisensual worlds. The essay leans on this conversation to make a political and pedagogical intervention into the terrain of addressing affect in the classroom. It is discussed how Lyotard adds his own contribution to the work of other affect theorists, who are not (...) saying that if we find the right vehicle—literature, art, etc.—we can translate or represent affect, but rather that pedagogy is itself always already an affective event that exceeds representation. Pedagogies of ineffability, as it argued, are those pedagogical practices that do not fall pray into the rhetorics of standardization and homogenization in the name of ‘emotional intelligence’ or ‘effectiveness’, but rather invent affective spaces of learning in which educators and students are opened precariously to the unknown. (shrink)

This article explores how historians of emotions and historians of the senses can collaborate to write a history of emotional experience that takes seriously the corporeality of emotions. It invest...

Across the past decade or so, “politically committed” strains of film studies have undergone a much-vaunted aesthetic turn. It is now widely acknowledged that political struggle is as likely to converge in and around the tangible, audible and/or visible surface of the filmic image as it is to involve forces operating “within,” “beyond” or “behind” that surface. Yet while this so-called aesthetic turn has restored questions of film sound, film form and film colour to the film-political agenda, questions of film (...) lighting are yet to feature prominently in these discussions. This essay addresses this situation through a re-reading of John Ford's The Searchers, a film whose ambivalent engagement with America's troubled settler-colonial history has seen it mortgaged to depth-oriented reading methods. Countering these approaches, I argue that, even before the filmic image signifies or symptomatizes settler-colonial struggle, that struggle is played out across the surface of the filmic image in the form of... (shrink)

Public education is not just a way to organise and fund education. It is also the expression of a particular ideal about education and of a particular way to conceive of the relationship between education and society. The ideal of public education sees education as an important dimension of the common good and as an important institution in securing the common good. The common good is never what individuals or particular groups want or desire, but always reaches beyond such particular (...) desires towards that which societies as a whole should consider as desirable. This does, of course, put the common good in tension with the desires of individuals and groups. Neo-liberal modes of governance have, over the past decades, put this particular educational set up under pressure and have, according to some, eroded the very idea of the common good. This set of contributions reflects on this state of affairs, partly through an exploration of the idea of publicness itself – how it can be rearticulated and regained – and partly through reflections on the current state of education in the ‘north’ and the ‘south.’. (shrink)

This paper follows recent debates around theorizations of ‘affect’ and its distinction from ‘emotion’ in the context of non-representational theories to exemplify how the ontologization of affects creates important openings of ethical and political potential in educators’ efforts to make productive interventions in pedagogical spaces. The ontological orientation provided by NRT has two important implications for educational theory and practice. First, it exposes the indeterminacy and inventiveness of affective capacities of bodies, illustrating how diverse socio-materials events are variously enrolled in (...) everyday school life processes of differentiation. Second, it emphasizes an affirmative account of the ethics and politics of affect in which connections and relations forged between bodies, things and spaces constitute the basis of new configurations of affects and emotions in schools. (shrink)