Epistemic Pushback and Harm to Educators
In this chapter I consider the harm to educators that may result from the set of phenomena that Alison Bailey calls “privilege-evasive epistemic pushback.” While Bailey and others have noted that this kind of pushback in the classroom manifests in student
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Incarnating Feelings, Constructing Communities “Emotions engender emotions. And, working with emotions in the academic context is a very serious and complex endeavor because they put the researcher (he or she) in the challenging situation of recognizing themselves as embodied subjects who also feel. This is probably one of the reasons why they too often receive insufficient attention—both as objects of study and philosophical inquiry. But emotions are important inquiries of study and they are significant as a way of knowing, creating and being in the world. The collection that Allison B. Wolf, Catalina González Quintero and Ana María Forero Angel have put together is a brave and wonderful example of how remarkable, stimulating and productive the challenge of taking emotions seriously in philosophy, anthropology and in daily life can be.” —Gabriela Arguedas Ramírez, Associate Professor of Philosophy and Faculty Member of the Center for Research in Women’s Studies, University of Costa Rica “We know injustice when we feel it. Our emotional responses to structural violence, cruelty, tyranny, and intolerance have epistemic content. They not only tell us about the kinds of people we are, they also call attention to the texture of our engagements with the emotional climate of world-wide uncertainty. We frequently restrain our emotional responses to violence and harm. We are socialized to ignore what our embodied reactions are trying to tell us during intellectual conversations on injustice. These expressions of willful ignorance take the knowledge present in our angry, fearful, or guilty responses out of circulation. When we restrain our emotions we flatten our collective engagement with the issues we care about most. Incarnating Feelings, Constructing Communities, highlights the importance of attending to this affective content that moves silently, often without notice, through our public policy discussions, lived experiences with state violence, and in classrooms where students push back against ideas that make them feel uncomfortable. This remarkable collection of essays highlights the important role that our emotional responses to injustice play in the production of meaning in conversations related to violence, education, and public policy in South America and the United States. The essays in this collection work together to illustrate how collective attention to the affective dimensions of these issues pushes these conversations onto new epistemic terrains that reveal more nuanced and promising directions for future inquiry.” —Alison Bailey, Professor of Philosophy, Illinois State University, USA
Ana María Forero Angel Catalina González Quintero Allison B. Wolf Editors
Incarnating Feelings, Constructing Communities Experiencing Emotions via Education, Violence, and Public Policy in the Americas
Editors Ana María Forero Angel Department of Anthropology, Universidad de los Andes Bogotá, Colombia
Catalina González Quintero Department of Philosophy, Universidad de los Andes Bogotá, Colombia
Allison B. Wolf Departme
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