6533b852fe1ef96bd12ab668

RESEARCH PRODUCT

Affective Rhetoric and ‘Sticky Concepts’ in European Education Policy Documents

Aino-kaisa KoistinenTuuli LähdesmäkiSusanne C. Ylönen

subject

Trace (semiology)Project commissioningmedia_common.quotation_subjectRhetoricRhetorical questionSociologyEducation policyAffect (psychology)Epistemologymedia_common

description

Concepts carry not only meanings but also affective associations and cultural connotations. In this chapter, we elaborate on the affective dimensions of European education policy documents. Many of the conceptual densities discussed in this book form affective peaks or rhetorical pinnacles that transmit the idea of intercultural dialogue—and the values attached to it—more effectively than the definitions of the concept alone are able to do. Drawing on theories of affect, we trace the affective transmission of ideals and values in the education policy documents and examine what kind of affects and affective connotations ‘stick’ to the concept of intercultural dialogue. We suggest affective rhetoric is used in European education policy documents to legitimize the commissioning bodies’ attempts to advance intercultural dialogue.

yearjournalcountryeditionlanguage
2020-01-01
https://doi.org/10.1007/978-3-030-41517-4_5