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  1. Can the bereaved speak? Emotional governance and the contested meanings of grief after the Berlin terror attack.Simon Koschut - 2019 - Journal of International Political Theory 15 (2):148-166.
    Emotions that run through relations of power are complex and ambivalent, inviting resistance and opposition as much as compliance. While the literature in International Relations broadly accepts em...
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  • Feeling Power: Emotions and Education.Megan Boler - 2002 - Hypatia 17 (1):205-209.
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  • Love and knowledge: Emotion in feminist epistemology.Alison M. Jaggar - 1989 - Inquiry: An Interdisciplinary Journal of Philosophy 32 (2):151 – 176.
    This paper argues that, by construing emotion as epistemologically subversive, the Western tradition has tended to obscure the vital role of emotion in the construction of knowledge. The paper begins with an account of emotion that stresses its active, voluntary, and socially constructed aspects, and indicates how emotion is involved in evaluation and observation. It then moves on to show how the myth of dispassionate investigation has functioned historically to undermine the epistemic authority of women as well as other social (...)
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  • Security, Extremism and Education: Safeguarding or Surveillance?Lynn Davies - 2016 - British Journal of Educational Studies 64 (1):1-19.
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  • Critical Affective Civic Literacy: A Framework for Attending to Political Emotion in the Social Studies Classroom.Patrick Keegan - 2021 - Journal of Social Studies Research 45 (1):15-24.
    Heightened political polarization challenges civic educators seeking to prepare youth as citizens who can navigate affective boundaries. Current approaches to civic education do not yet account for the emotional basis of citizenship. This paper presents an argument for critical affective literacy in civic education classrooms. Drawing from concepts and theories in critical emotion studies, affective citizenship, and agonistic political theory, critical affective civic literacy challenges the rationalistic bent of civic education, and offers instructional strategies for educating the political emotions of (...)
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  • Securitisation, Counterterrorism and the Silencing of Dissent: The Educational Implications ofPrevent.Aislinn O’Donnell - 2016 - British Journal of Educational Studies 64 (1):53-76.
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  • Affect/Emotion and Securitising Education: Re-Orienting the Methodological and Theoretical Framework for the Study of Securitisation in Education.Michalinos Zembylas - 2020 - British Journal of Educational Studies 68 (4):487-506.
    This article shows how theorising the entanglement of securitisation and education can be enhanced by attending to the power of affect and emotion. The author proposes a methodological and theoretical framework that offers the potential of a rich and promising research agenda which includes the role of affects and emotions in exploring securitisation in education. It is argued that this framework would have to do two important things. First, it would have to show how biopolitical techniques emerge from historicising securitisation (...)
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  • Education, Security and Intelligence Studies.Liam Gearon - 2015 - British Journal of Educational Studies 63 (3):263-279.
    Reference to security and intelligence in education today will undoubtedly elicit concerns over terrorism, radicalisation and, in the UK, counter-terrorism measures such as Channel and Prevent (UK...
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  • Securitising Education to Prevent Terrorism or Losing Direction?Bill Durodie - 2016 - British Journal of Educational Studies 64 (1):21-35.
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