From tolerance work to pedagogies of unease: affective investments in Danish antiracist education
| Autor: | Dorthe Staunæs, Manté Vertelyté |
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| Rok vydání: | 2021 |
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| Zdroj: | Vertelyté, M & Staunæs, D 2021, ' From Tolerance Work to Pedagogies of Unease: Affective Investments in Danish Antiracist Education ', Nordic Journal of Studies in Educational Policy, vol. 7, no. 3, pp. 126-135 . https://doi.org/10.1080/20020317.2021.2003006 Nordic Journal of Studies in Educational Policy, Vol 7, Iss 3, Pp 126-135 (2021) |
| ISSN: | 2002-0317 |
| DOI: | 10.1080/20020317.2021.2003006 |
| Popis: | Matters of race, racism and racialization has been part of the Danish education research history, yet fluctuating across time from being all-encompassing affective matter to vanishing from research and public debates. Reading Danish knowledge archive on antiracist education, the article traces back affective investments and moods that followed the knowledge production on antiracist education since 1970s. The article shows how discourse of tolerance most prominent in the 1980’ and 90’ gave life to a pedagogy of ‘creating good atmospheres’ and ‘happy diversity’ and how from late 1990s onwards the feelings of unease and uncomfortability came to be part of antiracist education research and practice. Lastly, the article suggests that research and practice around antiracist education may analytically be looked for ‘in the air’ and ‘between the lines’ and conceptualized as mood work. Antiracist pedagogies have long been conceptualized and developed by scholars, public intellectuals, teachers and pedagogues in Danish education contexts. By analysing Danish knowledge production on antiracist education from the 1980s to the present, this article traces changing understandings of race and racism in Danish education, as well as accounts for different affective tensions and investments at stake in antiracist pedagogical practice and thinking. We show how the discourse of antiracism as ‘tolerance work’ prevalent in the 1980s and 1990s evolved into an antiracist pedagogy centred on ‘creating good and positive atmospheres’, and how, from the 2000s onward, feelings of unease, embarrassment and anxiety about addressing race have become integrated in antiracist education research and practice. While the first approach towards antiracist education dwells with and use positive and joyous feelings, the second wave addresses a more uncomfortable register of affects. By analysing how different affective intensities have historically been associated with antiracist pedagogies in Denmark, we show how they are inextricable from education policies and politics. |
| Databáze: | OpenAIRE |
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