Illocution is speech that has an effect on the world. Perlocutionary speech-acts can be a means to creating a more just world by appealing to the emotions of the listener. According to liberal democratic theory, however, forms of speech that cannot result in universal agreement among citizens should not be a part of democratic deliberations.
Critics of Habermas have argued that removing feeling from politics is not only impractical, but that deliberation stripped of emotion is unlikely to motivate anybody to take social action. Moreover, in a majority-rule system of government total agreement is never achieved in practice. In order to promote this final principle of CAL in the civics classroom, students could analyze examples of speeches throughout history that have brought about social change and inspired civic action.
For example, students could analyze the rhetorical devices of civil rights activists to raise consciousness of racial injustice. After identifying social causes with which they identify, students could write their own speeches modeled after the rhetorical effects of Hamer and other civil rights activists to bring about racial equality. I will conclude this exploration of CAL and its implementation in the civics classroom by revisiting the implications of agonistic political theory Mouffe, ; Ruitenberg, Agonistic political theory has important implications for how educators can prepare youth as affective citizens.
According to the agonistic model, civic education that teaches the skills of democratic consensus-making alone fails to impart the skills and knowledge necessary to disrupt the current hegemonic order and replace it with one that is consistent with liberty and equality for all. According to Mouffe, too great an emphasis on achieving consensus through dialogue has left citizens without the drive to participate in democratic life.
Partisan identities help to fulfill the affective dimension of politics, and give people a cause in which they can believe. Mouffe points to the rise of extreme-right political parties in Europe as evidence of the failure of the consensus model of politics.
In recent times, right-wing populism in the U. Instead, agonistic political relations can channel the affective dimension of politics into counter-hegemonic projects that seek social justice. Prior research has shown that teachers are reluctant to introduce partisan political topics in the classroom, and even more so during times of affective polarization Hess and McAvoy, Faced with a lack of civility in public discourse, some educators shy away from discussion of politics altogether, or emphasize consensus as the antidote to hyper-partisanship.
However, in their study of political classrooms, Hess and McAvoy found that several benefits accrue from discussing partisan differences. Another benefit of teaching about partisanship in the civics classroom is it provides a democratic outlet for the conflict that is inevitable in pluralistic societies, and can reduce partisan animus. Students can see members of the opposing party as political adversaries, not enemies.
Teaching students to treat their political opponents as adversaries requires a different approach than teaching them to seek consensus with those with whom they disagree. Put another way, CAL involves the ability to reflect upon the emotional attachments one has to particular viewpoints. Finally, when exploring their partisan identities, youth must learn to analyze the role of power relations. Social studies classrooms, too, are embedded in a political context and set of power relations, and therefore play an important role in bringing about a more just social order.
Civic education plays a critical role during periods of heightened political polarization. If democracy is to function, and America is to live up to its ideals of liberty and justice for all, then our youngest citizens must develop the skills to navigate ideological divides, consider alternative perspectives, and listen to viewpoints that conflict with their own worldviews.
However, presently civic educators have approached this pedagogical challenge from a cognitivist standpoint. Whereas empathy of a variety of types is frequently held up as a goal of social studies education, research has not sufficiently theorized the role of emotion in the civics classroom. Moreover, democratic theory underlying civic education approaches has drawn primarily from liberalism, which places emphasis on rational deliberation as the best means of establishing just ends.
However, agonistic political theory challenges universal consensus as the goal of democratic deliberation, and instead welcomes conflict as a core feature of pluralistic societies. CAL is a framework that can be adapted and implemented in the civics classroom as a necessary means for educating political emotions and preparing youth for engaged citizenship.
However, greater research is needed that both documents the circulation of emotion in social studies classrooms to create affective boundaries, and the effects of greater attention to emotion in the social studies classroom, both at the K level, and in teacher education. Notably, all but Omar were born in the U. National Center for Biotechnology Information , U. The Journal of Social Studies Research.
Published online Jul Patrick Keegan. Author information Article notes Copyright and License information Disclaimer. Purdue University Northwest, Technology , S. Published by Elsevier, Inc. Elsevier hereby grants permission to make all its COVIDrelated research that is available on the COVID resource centre - including this research content - immediately available in PubMed Central and other publicly funded repositories, such as the WHO COVID database with rights for unrestricted research re-use and analyses in any form or by any means with acknowledgement of the original source.
Abstract Heightened political polarization challenges civic educators seeking to prepare youth as citizens who can navigate affective boundaries.
Keywords: affect, citizenship, political polarization, literacy, civic education, emotion. Introduction Increasing political polarization challenges civic educators to prepare youth as citizens who can navigate ideological and affective boundaries. Literature review 2. Educating political emotions in the social studies In order to become active, informed, and engaged citizens, youth must develop a critical awareness of emotion and its role in politics. Challenges to deliberative models of civic education The lack of attention to emotion in social studies education is due in part to the pervasiveness of liberal assimilationist conceptions of the public sphere, which advocate a strict separation of public and private spheres in order to reach agreement on universal rules of civil discourse and ensure equality Rawls, Examining why we feel what we feel The first principle of CAL is for students to examine not only what they feel, but why they feel that way.
Interrogating the production and circulation of objects of emotion in everyday politics The third principle of CAL focuses on the affective politics of emotions, notably fear, to manipulate the populace into supporting particular policy decisions.
For example, after studying the discourse of fear of migrants used by Trump in his public comments, students could analyze the circulation of emotion in remarks made by President Obama at a naturalization ceremony in Just about every nation in the world, to some extent, admits immigrants. Focusing on the performativity of emotions to achieve social justice The fourth and final principle of CAL focuses on how emotions can create a more just society.
Discussion I will conclude this exploration of CAL and its implementation in the civics classroom by revisiting the implications of agonistic political theory Mouffe, ; Ruitenberg, Conclusion Civic education plays a critical role during periods of heightened political polarization. References Abowitz K. Routledge; New York, NY: The cultural politics of emotion. Talking to strangers: Anxieties of citizenship since Brown v. Board of Education. Discourse: Studies in the Cultural Politics of Education.
Emotions in the curriculum of migrant and refugee students. Curriculum Inquiry. How to do things with words. Diversity, group identity, and citizenship education in a global age. Educational Researcher. Routledge; New York: Teaching history for the common good. Southern Poverty Law Center; , March Feeling power: Emotions and education. Routledge; London: Critical affect literacy: A call to action in a Trump administration.
Action in Teacher Education. The speeches of Fannie Lou Hamer: To tell it like it is. University Press of Mississippi; A dream and a bus: Black critical patriotism in elementary social studies standards. Verso; London, UK: Frames of war: When is life grievable? The civic mission of schools. American Educational Research Journal. An updated theoretical and practice model for promoting historical empathy. Social Studies Research and Practice.
Beacon Press; Boston, MA: Latino cultural citizenship: Claiming identity, space, and rights. Proximity by design? Affective citizenship and the management of unease. We need to do more research into the effectiveness of citizenship in the development of positive values. However, it is also clear that we have to keep some kind of realistic perspective on the influence of education for citizenship or any kind of other civic or political education. Education for citizenship throws up the central questions as to what sort of education we want.
However, while there are clear benefits from education for citizenship programmes, we must be clear that no programme of education can guarantee democratic participation nor an acceptance of societal norms.
Other factors, particularly socio-economic ones have a strong impact, particularly where it is perceived that governments have let down the aspirations of the population. Alerby, E.
Benton, T. Burke, C. Cruddas, L. Hahn, C. Hannam, D. Holden, C. Kennedy, K. Kerr, D. Lister, R. Lundy, L. Macbeath, J. Macintyre, D. Maitles, H. Osler, A. Pattie, C. Puolimatka, T. Ritchie, A.
Rooney, K. Schulz, W. Thornberg, R. Whiteley, P. Whitty, G. The development of conflict-sensitive approaches highlights how sustainable development can be made more effective through a consideration of peace and security. Despite numerous challenges and obstacles, which are far greater now than prior to the events of August , there are still many ways for the international community to help education move forward in Afghanistan.
In addition, a certain amount of factual knowledge is a prerequisite for becoming an engaged citizen, as civic learning involves students coming to understand the democratic processes of a community, its history, the problems it faces, and the richness of its diversity. And civic learning opportunities can be taught both in and outside of the classroom, as co-curricular learning opportunities, projects embedded in a class, or as a requirement of a general education curriculum.
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