Articles

ON THE VERGE OF TEARS: THE AMBIVALENT SPACES OF EMOTIONS AND TESTIMONIES

What do emotions do? Are emotions possible and desirable starting points for teaching difficult and complex subjects such as injustice and historical wounds? This article explores the 2015 image and testimony of Alan Kurdi, lying on a beach of the Mediterranean Sea and the immense emotional response it elicited from the media. By critiquing emotions based on testimonies in teaching, by primarily following Ahmed (2014) and Todd (2003), this article argues that emotions are cultural practices, not psychological states, and, thus, are relational. On this point, the argument is developed into two different movements, first, the effects offered by listening; second, opacity in relation to transparency, based on the thoughts of Glissant (1997). The article is a developed version of a chapter in Det omöjliga vittnandet (Eskaton, 2017). Published online: Studies in Philosophy and Education, September 2019, Volume 38, Issue 5, pp 467–480.

SHIFTING FEMINIST POLITICS IN EDUCATION: CONTEMPORARY PHILOSOPHICAL PERSPECTIVES: SPECIAL ISSUE FOR STUDIER I PÆDAGOGISK FILOSOFI

I have been guest editor together with Claudia Schumann for the special issue: “Shifting feminist politics in education: Contemporary philosophical perspectives”, for the journal Studier i pedagogisk filosofi. I and Claudia have written the introductionContributions from Karin Gunnarsson and Simon Ceder, Aislinn O’Donnell, Rebecca Adami, Lovisa Bergdahl and Claudia Schumann. The whole issue can be read online, for free. I also contribute with the article: “Inhabiting a Place in the Common: Profanation and Biopolitics in Teaching”.

TESTIMONY AND NARRATIVE AS A POLITICAL RELATION: THE QUESTION OF ETHICAL JUDGEMENT IN EDUCATION

With the starting point in the film 12 Angry Men the article discussess testimony, narrative and listening in relation to educational settings. Co-written with Rebecca Adami. Journal of Philosophy of Education, Volume 49, Issue 1, 2015.

VOICES FROM THE PAST: ON REPRESENTATIONS OF SUFFERING IN EDUCATION

How can the use of testimonies, as representations of suffering, be understood in education? In this article I discuss what kind of potential the use of testimonies can have for pedagogical transformation, drawing on Mollenhauer, Sontag, Agamben and Spivak. Ethics and Education, Volume 10, Issue 2, 2015.