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This interdisciplinary, international collection examines how
sophisticated digital practices and technologies exploit and
capitalize on emotions, with particular focus on how social media
are used to exacerbate social conflicts surrounding racism,
misogyny, and nationalism. Radically expanding the study of media
and political communications, this book bridges humanities and
social sciences to explore affective information economies, and how
emotions are being weaponized within mediatized political
landscapes. The chapters cover a wide range of topics: how
clickbait, "fake news," and right-wing actors deploy and weaponize
emotion; new theoretical directions for understanding affect,
algorithms, and public spheres; and how the wedding of big data and
behavioral science enables new frontiers of propaganda, as seen in
the Cambridge Analytica and Facebook scandal. The collection
includes original interviews with luminary media scholars and
journalists. The book features contributions from established and
emerging scholars of communications, media studies, affect theory,
journalism, policy studies, gender studies, and critical race
studies to address questions of concern to scholars, journalists,
and students in these fields and beyond.
This collection brings into dialogue authors from a range of
disciplines and perspectives to address the thorny question of how
to balance the demands of « democratic dialogue with the reality of
a world in which each voice does not carry equal weight. Should
rules be in place, for example, that correct for such imbalances by
privileging some voices or muting others? Should separate spaces be
created from traditionally disadvantaged groups to speak only among
themselves? Is democratic dialogue in an inclusive sense even a
possibility in a world divided by multiple dimensions of power and
privilege? Leading theorists from several countries share a concern
for social justice and present radically different interpretations
of what democracy means for educational practice. In a format
unusual for such collections, the essays speak directly to each
other about significant moral, philosophical, and practical
differences regarding how to effectively engage students as
critical participants in classrooms fraught with power and
difference. The authors draw from philosophy, critical race theory,
sociology, feminist, and poststructural studies to address topics
including hate speech, freedom of expression, speech codes, the
meanings of silence, conceptions of voice and agency, and «
political correctness. They explore honestly and self-critically
the troubling and disturbing dimensions of speech and silence that
situate the classroom as a volatile microcosm of contemporary
political contradictions.
This book focuses on the ways emotions are conceived and enacted within educational settings. Boler combines a theoretical approach with examples taken from her teaching in order to provide both an insightful and practical guide for teachers and other interested scholars in the field. Boler draws on feminist theory, pedagogical theory, philosophy, psychoanalysis and cultural studies to explore the complexities of emotion and power.
This interdisciplinary, international collection examines how
sophisticated digital practices and technologies exploit and
capitalize on emotions, with particular focus on how social media
are used to exacerbate social conflicts surrounding racism,
misogyny, and nationalism. Radically expanding the study of media
and political communications, this book bridges humanities and
social sciences to explore affective information economies, and how
emotions are being weaponized within mediatized political
landscapes. The chapters cover a wide range of topics: how
clickbait, "fake news," and right-wing actors deploy and weaponize
emotion; new theoretical directions for understanding affect,
algorithms, and public spheres; and how the wedding of big data and
behavioral science enables new frontiers of propaganda, as seen in
the Cambridge Analytica and Facebook scandal. The collection
includes original interviews with luminary media scholars and
journalists. The book features contributions from established and
emerging scholars of communications, media studies, affect theory,
journalism, policy studies, gender studies, and critical race
studies to address questions of concern to scholars, journalists,
and students in these fields and beyond.
How can discerning critical hope enable us to develop innovative
forms of teaching, learning and social practices that begin to
address issues of marginalization, privilege and access across
different contexts? At this millennial point in history, questions
of cynicism, despair and hope arise at every turn, especially
within areas of research into social justice and the struggle for
transformation in education. While a sense of fatalism and despair
is easily recognizable, establishing compelling bases for hope is
more difficult. This book addresses the absence of sustained
analyses of hope that simultaneously recognize the hard edges of
why we despair. The volume posits the notion of critical hope not
only as conceptual and theoretical, but also as an action-oriented
response to despair. Our notion of critical hope is used in two
ways: it is used firstly as a unitary concept which cannot be
disaggregated into either hopefulness or criticality, and secondly,
as an analytical concept, where critical hope is engaged and
diversely theorized in ways that recognize aspects of individual
and collective directions of critical hope. The book is divided
into four sub-sections: Critical Hope in Education Critical Hope
and a Critique of Neoliberalism Critical Race Theory/Postcolonial
Perspectives on Critical Hope Philosophical Overviews of Critical
Hope. Education can be a purveyor of critical hope, but it also
requires critical hope so that it, as a sector itself, can be
transformative. With contributions from international experts in
the field, the book will be of value to all academics and
practitioners working in the field of education.
This book focuses on the ways emotions are conceived and enacted within educational settings. Boler combines a theoretical approach with examples taken from her teaching in order to provide both an insightful and practical guide for teachers and other interested scholars in the field. Boler draws on feminist theory, pedagogical theory, philosophy, psychoanalysis and cultural studies to explore the complexities of emotion and power.
How can discerning critical hope enable us to develop innovative
forms of teaching, learning and social practices that begin to
address issues of marginalization, privilege and access across
different contexts? At this millennial point in history, questions
of cynicism, despair and hope arise at every turn, especially
within areas of research into social justice and the struggle for
transformation in education. While a sense of fatalism and despair
is easily recognizable, establishing compelling bases for hope is
more difficult. This book addresses the absence of sustained
analyses of hope that simultaneously recognize the hard edges of
why we despair. The volume posits the notion of critical hope not
only as conceptual and theoretical, but also as an action-oriented
response to despair. Our notion of critical hope is used in two
ways: it is used firstly as a unitary concept which cannot be
disaggregated into either hopefulness or criticality, and secondly,
as an analytical concept, where critical hope is engaged and
diversely theorized in ways that recognize aspects of individual
and collective directions of critical hope. The book is divided
into four sub-sections: Critical Hope in Education Critical Hope
and a Critique of Neoliberalism Critical Race Theory/Postcolonial
Perspectives on Critical Hope Philosophical Overviews of Critical
Hope. Education can be a purveyor of critical hope, but it also
requires critical hope so that it, as a sector itself, can be
transformative. With contributions from international experts in
the field, the book will be of value to all academics and
practitioners working in the field of education.
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