Fugitive pedagogies of dread for radical futurity

Affective, ontological, and political implications

Bibliographic Data

ID12425565
AuthorsM Zembylas (0000-0001-6896-7347, Twitter (United States), corresponding author)
Year2023
Volume46
Issue1
Pages154-169
Publication date2023-07-07
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueThe Review of Education Pedagogy & Cultural Studies (JOURNAL)
Journal identifiersISSN: 1071-4413 • E-ISSN: 1556-3022
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/10714413.2023.2230859
OpenAlexW4383557032
LanguageEN
Citations received6
References cited30

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