Interrogating the emotional turn: Making connections with Foucault and Deleuze

Article

Tamboukou, M. 2003. Interrogating the emotional turn: Making connections with Foucault and Deleuze. European Journal of Psychotherapy, Counselling & Health. 6 (3), pp. 209-223.
AuthorsTamboukou, M.
Abstract

In this paper I use theoretical insights from Foucault, Deleuze and Guattari
to explore what I have called ‘the emotional turn’ in education. In following
trails of the pedagogical repercussions of the Foucauldian notion of the
care of the self, I trace various ways that it has been used and transformed
in discourses of progressive pedagogy. The Foucauldian conceptualization of
the care of the self is further making connections with the Deleuzian notion
of desire and affect. What I suggest is that revisiting education as a site
of intense power relations at play, but also as a plane for the production of
intense flows of desire and affect, can perhaps create moments for thinking
critically about the possible dangers of current discourses revolving around
emotional learning.

Keywordsemotions, affects, care of the self, desire, power, machines, education When
JournalEuropean Journal of Psychotherapy, Counselling & Health
Journal citation6 (3), pp. 209-223
ISSN1364-2537
Year2003
Accepted author manuscript
License
CC BY-ND
Web address (URL)http://dx.doi.org/10.1080/0967026042000269656
http://hdl.handle.net/10552/172
Publication dates
PrintSep 2003
Publication process dates
Deposited05 May 2009
Additional information

Citation:
Tamboukou, M. (2003) ‘Interrogating the emotional turn: Making connections with Foucault and Deleuze.’ Eur. J. of Psychotherapy, Counselling & Health 6 (3) 209-223.

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The paradox of being a woman teacher
Tamboukou, M. 2000. The paradox of being a woman teacher. Gender and Education. 12 (4), pp. 463-478.
Erasing sexuality from the blackboard
Tamboukou, M. 2002. Erasing sexuality from the blackboard. Australian Feminist Studies. 17 (38), pp. 135-149.
Writing Feminist Genealogies
Tamboukou, M. 2003. Writing Feminist Genealogies. Journal of Gender Studies. 12 (1), pp. 5-19.
Visual Silences, Nomadic Narratives
Tamboukou, M. 2008. Visual Silences, Nomadic Narratives. Auto/biography Yearbook.
Nomadic subjects: Young black women in Britain
Tamboukou, M. and Ball, Stephen J. 2002. Nomadic subjects: Young black women in Britain. Discourse: Studies in the Cultural Politics of Education. 23 (3), pp. 267-284. https://doi.org/10.1080/0159630022000029777
Tracing heterotopias: writing women educators in Greece
Tamboukou, M. 2004. Tracing heterotopias: writing women educators in Greece. Gender and Education. 16 (2), pp. 187-207.
Rethinking the political subject: narratives of parrhesiastic acts
Tamboukou, M. 2005. Rethinking the political subject: narratives of parrhesiastic acts. International Journal of Critical Psychology.
Power, desire and emotions in education: revisiting the epistolary narratives of three women in apartheid South Africa
Tamboukou, M. 2006. Power, desire and emotions in education: revisiting the epistolary narratives of three women in apartheid South Africa. Gender and Education. 18 (3), pp. 231-250.
Re-imagining the narratable subject
Tamboukou, M. 2008. Re-imagining the narratable subject. Qualitative Research. 8 (3), pp. 283-292.
Machinic Assemblages: Women, Art Education and Space.
Tamboukou, M. 2008. Machinic Assemblages: Women, Art Education and Space. Discourse: Studies in the Cultural Politics of Education. 29 (3), pp. 359-375.