Fugitive pedagogies of dread for radical futurity

Affective, ontological, and political implications

Datos Bibliográficos

ID12425565
AutoresM Zembylas (0000-0001-6896-7347, Twitter (United States), autor de correspondencia)
Año2023
Volumen46
Número1
Páginas154-169
Fecha de publicación2023-07-07
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaThe Review of Education Pedagogy & Cultural Studies (JOURNAL)
Identificadores de la revistaISSN: 1071-4413 • E-ISSN: 1556-3022
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/10714413.2023.2230859
OpenAlexW4383557032
IdiomaEN
Citas recibidas6
Referencias citadas30

The purpose of this paper is to suggest that the concept of fugitive pedagogies of dread contributes to affective, ontological and political reorientations of dread in teaching and learning for/about the future. To do so, the paper puts in conversation the concepts of “fugitivity” (from Black liberatory practices), “anticipation” and “radical futurity” (from the field of Future Studies in education), and the notion of “dread” as a political affect/emotion (from the recent affective turn in the social sciences and humanities). It is argued that the concept of “fugitive pedagogies of dread” enables students and educators to contest monolithic understandings of “dreadful” visions of futures and reframe dread as a contingent and transformative possibility. The paper concludes by discussing the pedagogical and theoretical implications of this concept for scholars and educators in the fields of education, pedagogy and cultural studies

Aesthetics · Anticipation (artificial intelligence · CONTEST · Conversation · Epistemology · Field (mathematics · Pedagogy · Political science · Politics · Sociology · Transformative learning · Vision · Critical and Liberation Pedagogy · Educational Environments and Student Outcomes · Global Educational Policies and Reforms · Philosophy