Virtuous Subjects: A Critical Analysis of the Affective Substance of Social Studies Education

Abstract

This essay invites social studies educators to consider critical theoretical insights related to affect, emotions, and feelings from what has been termed “the affective turn” in social sciences and humanities scholarship. Developments in theorizing affect and recent research in social studies education are related to affective elements of social studies. Two specific affects—pride and shame—are considered within specific contexts of teaching civics and teaching history. The affective dimensions of social studies education require critical reflection and analysis to understand the complex nature of affect in social studies education.

Keywords:

• affect
• emotion
• civics education
• history education
• political feelings

Acknowledgments

This article was originally accepted for publication in the special issue on critical theory and social studies education in honor of the late Cleo Cherryholmes (Volume 41, Number 4), guest edited by Jack L. Nelson and William B. Stanley. The article illustrates how ideas from critical studies can be brought to bear on issues of teaching and curriculum in the social studies.

Notes

Editors’ Note: Mark Helmsing is a doctoral student in social studies education at Michigan State University, having worked with Cleo Cherryholmes and participating in a weekly study group on critical theory that Cleo co-founded with David Labaree.