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  1. Moral Injury and the Psyche of Counterinsurgency.Kenneth MacLeish - 2022 - Theory, Culture and Society 39 (6):63-86.
    Public and clinical interest in a condition called moral injury – psychological distress resembling posttraumatic stress disorder (PTSD) but said to originate from shame, guilt, or transgression in war experience – explicitly links moral, psychological, and political dimensions of war-making in the context of the US’s post-9/11 wars. This article critically analyzes moral injury’s politics of psychological suffering, which tends to treat morality as a universal and apolitical terrain, by reading it against soldier narratives of combat experience. American soldiers’ accounts (...)
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  • Exploring the fringes of psychopathology.Nicolas Henckes, Volker Hess & Marie Reinholdt - 2018 - History of the Human Sciences 31 (2):3-21.
    This special issue of History of the Humane Sciences intends to shed light on a series of psychopathological entities that do not target well defined conditions and experiences, but rather aim at delimiting zones of uncertainty that defy psychopathology’s order of things: mild diagnoses or subthreshold disorders, borderline conditions, culture bound syndromes, or ideas of dimensions and dimensionality. While these categories have come to play an increasingly central role in psychiatric and psychological thinking during the last 50 years, historians and (...)
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  • The Affective Dimensions of Militarism in Schools: Methodological, Ethical and Political Implications.Michalinos Zembylas - 2023 - British Journal of Educational Studies 71 (4):419-437.
    This article argues that it is important to understand militarism in schools as an affectively felt practice that reproduces particular feelings in youth and the society. The analysis draws on affect theory and especially feminist scholarly work that theorises militarism as affect to consider how militarism is affectively lived in schools. In particular, the article examines the ethical and political implications of affective militarism in schools and suggests an ‘affective methodology’ for exploring militarism’s affective logics in schools. It is also (...)
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