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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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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (www.oxfordscholarship.com). (c) Copyright Oxford University Press, 2019. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 14 November 2019

Theoretical Positioning

Theoretical Positioning

(p.24) (p.25) 2 Theoretical Positioning
Emotion and Traumatic Conflict

Michalinos Zembylas

Oxford University Press

This chapter situates theoretically the basic constructs of the book—trauma, healing, reconciliation—drawing from psychoanalytic and sociopolitical perspectives of trauma and emotion. The chapter discusses the links between emotion and critical pedagogy, emphasizing how emotions can be engaged as critical and transformative forces in peace education. While the emotions of trauma are a very real, and a very devastating feature of life in conflict and post-conflict societies, it is argued that educators can work toward peacebuilding, healing, and reconciliation through devising critical pedagogies that do not remain stuck in trauma or stay too firmly grounded in such binary pairings as oppressor/oppressed, master/slave, and power/freedom. The chapter ends by discussing how the notion of critical emotional praxis intersects with both critical pedagogy and critical peace education, and by explaining the importance of this intersection for analyzing the empirical research in the chapters that follow.

Keywords:   critical emotional praxis, trauma, healing, reconciliation, critical peace education, critical pedagogy, troubled knowledge

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