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The uses of affect in literature education: trajectories of nationalism and solidarity in postcolonial Cyprus

Kemal, Bahriye, Zembylas, Michalinos (2022) The uses of affect in literature education: trajectories of nationalism and solidarity in postcolonial Cyprus. Compare: A Journal of Comparative and International Education, . ISSN 1469-3623. (doi:10.1080/03057925.2022.2110842) (KAR id:91224)

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This article demonstrates how the use of affect in literature education invokes trajectories of nationalism and/or solidarity using the case of postcolonial Cyprus as example. For this, we analyse secondary school literature curricula and textbooks in both Greek-Cypriot and Turkish-Cypriot educational systems. We do so by making use of affect theory – mainly ‘affective nationalism’ and ‘affective solidarity’ – met with Henri Lefebvre’s ‘rhythms’ and ‘truth of space,’ and Raymond Williams’ dominant, emergence, residual positions. Our focus questions are: What social, cultural, political meanings about the ethnic self and ‘Other’ are produced by literature curricula and textbooks? How can affect be used to regulate students and meanings in literature education, and what kind of ‘alternative’ affective meanings emerge? Our analysis shows that literature can be used in educational settings to evoke simultaneously conflicting affective ideologies and feelings. Theoretical and policy implications are discussed for literature education in postcolonial settings.

Item Type: Article
DOI/Identification number: 10.1080/03057925.2022.2110842
Uncontrolled keywords: Affect, literature education, partition, postcolonial Cyprus, nationalism, solidarity
Subjects: P Language and Literature
P Language and Literature > PR English literature
Divisions: Divisions > Division of Arts and Humanities > School of English
Funders: [135] University of Kent
Depositing User: Bahriye Kemal
Date Deposited: 01 Nov 2021 00:59 UTC
Last Modified: 22 Mar 2023 12:05 UTC
Resource URI: (The current URI for this page, for reference purposes)
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