Two recent lines of inquiry that have emerged in educational philosophy and research are the turn to affect theory and the call for decolonising education. Although there have been some efforts to bring these two lines of inquiry together and inform educational philosophy and research, there is still important conceptual work to be done,…

Providing spaces for adolescents to make sense of the world around them is often the work of educators, specifically those in Language Arts classrooms. In the current historical moment, adolescents often must make sense of the ways socio-political conflict impacts their world. Displacement, often an effect of socio-political conflict, is…

The purpose of this paper is to explore how teachers understand the role of affects and emotions in manifestations of the nation and nationalism in schools. In particular, the paper examines how teachers' political orientations -- conservative or progressive -- are entangled with their understandings of 'affective nationalism.' To do so, the…

The term "respect for diversity" has gained prominence in many policy and curricular developments aimed at promoting reconciliation and pluralism. To explore the understandings of "respect for diversity" held by children in a society that has both emerged from conflict and is increasingly multicultural, 15 group interviews were…

This article explores to what extent a problem-based learning unit in combination with cooperative learning and affectively oriented teaching methods facilitates intercultural learning. As part of the study, students reflected on critical incidents, which display misunderstandings or conflicts that arise as a result of cultural differences. In…

Drawing into a discussion of the politicisation of emotion, this paper develops a framework to analyse some of the processes and strategies by which educational policies and pedagogical practices "emotionalise" the representation of refugees in conflict-ridden societies such as Cyprus and explores the implications for peace education. In…

Fifth grade students with socially deprived family backgrounds met weekly with a teacher for twenty minute discussions. They progressed from a need to resolve conflict, through sharing of thinking and objectives, to a degree of self-understanding and an awareness of one another's needs. (Author/JB)