Political anger, affective injustice, and civic education

Journal of Philosophy of Education 57 (6):1176-1192 (2024)
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Abstract

This article analyses arguments and concerns about the emergence of feelings of anger amongst students, when issues of injustice are encountered in the study of the subject civic education. The aim is to determine the extent to which such concerns supply grounds for regulating anger as counterproductive. In particular, it is argued that to encourage students to forgo all feelings of anger that might be aroused by issues of injustice that students have encountered in civic education—in the name of positive psychology and students’ well-being—not only constitutes a form of ‘affective injustice’, but also unfairly asks students to engage in harmful emotion regulation that reproduces existing exclusions. A crucial task for civic education is to provide learning spaces in which teachers and students can explore the affective complexities of political anger and its consequences.

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References found in this work

Affective injustice and fundamental affective goods.Francisco Gallegos - 2021 - Journal of Social Philosophy 53 (2):185-201.
Commemoration and Emotional Imperialism.Alfred Archer & Benjamin Matheson - 2022 - Journal of Applied Philosophy 39 (5):761-777.
"On Anger, Silence and Epistemic Injustice".Alison Bailey - 2018 - Royal Institute of Philosophy Supplement 84:93-115.

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