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Emotion and Traumatic ConflictReclaiming Healing in Education$
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Michalinos Zembylas

Print publication date: 2015

Print ISBN-13: 9780199982769

Published to Oxford Scholarship Online: November 2015

DOI: 10.1093/acprof:oso/9780199982769.001.0001

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Refugees, Emotions, and Critical Peace Education

Refugees, Emotions, and Critical Peace Education

Chapter:
(p.182) (p.183) 10 Refugees, Emotions, and Critical Peace Education
Source:
Emotion and Traumatic Conflict
Author(s):

Michalinos Zembylas

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199982769.003.0010

Drawing into the discussion on the politicization of emotions from previous chapters, this chapter discusses some of the processes and strategies by which educational policies and pedagogical practices “emotionalize” the representation of refugees. This discussion has two main objectives: first, it aims to refine our understanding of how emotions affect the ways in which educational policies and practices reproduce self–other dichotomies through certain representations such as that of the refugee experience; it is argued that these dichotomies are relevant to emotional reactions against peace education initiatives. Second, this chapter examines alternative possibilities of promoting peaceful coexistence, taking into consideration the affective (re)production of refugee representations without undermining the sensitivity of the refugee experience.

Keywords:   refugees, refugee representations, emotions, emotionalization, politicization, critical peace education

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