ABSTRACT

The purpose of this paper is to explore how teachers understand the role of affects and emotions in manifestations of the nation and nationalism in schools. In particular, the paper examines how teachers’ political orientations – conservative or progressive – are entangled with their understandings of ‘affective nationalism.’ To do so, the authors use data from an exploratory qualitative study with 21 Greek-Cypriot primary and secondary school teachers, who were interviewed about their understandings of nationalism, affect and school practices in the context of ethnically divided Cyprus. The longstanding Cyprus conflict fuels intense national feelings that are manifested in school commemorations, practices, and policies, hence the study explores the extent to which teachers understand these manifestations as affective nationalism. The findings show that teachers’ political orientations are intertwined with how teachers view and evaluate nationalism and its affective dimensions. The analysis provides insights into the different pedagogical and political visions that compete at the intersections of affect, nation, and nationalism in schools.

摘要

本文的目的是探讨教师如何理解影响和情感在学校中民族和民族主义表现中的作用。该论文特别探讨了教师的政治倾向（保守或进步）如何与他们对“情感民族主义”的理解纠缠在一起。为此，作者使用了一项对 21 名希裔塞浦路斯中小学教师进行的探索性定性研究的数据，这些教师接受了采访，了解他们在种族分裂的塞浦路斯背景下对民族主义、情感和学校实践的理解。塞浦路斯长期的冲突激起了强烈的民族感情，这种感情体现在学校的纪念活动、实践和政策中，因此本研究探讨了教师在多大程度上将这些表现形式理解为情感民族主义。研究结果表明，教师的政治取向与教师如何看待和评价民族主义及其情感维度交织在一起。该分析提供了对学校中情感、民族和民族主义交叉点上竞争的不同教学和政治愿景的见解。