Jacques Derrida famously stated in Specters of Marx that a justice worthy of the name must call us to render justice not only to the living but also to the dead. In The Politics and Pedagogy of Mourning, Timothy Secret argues that offering a persuasive account of such a duty requires establishing a discussion among the 20th century's three key thinkers on death – Heidegger, Levinas and Freud. Despite arguing that none of these three figures' discourses offers us a complete account of our duty to the dead and that it remains impossible to unify them into a single, consistent and correct approach, Secret nevertheless offers an account of how Derrida managed to produce an always singular articulation of these discourses in each of the acts of eulogy he offered for his philosophical contemporaries. This is one of the first monographs to pay particular attention to the key role any contemporary account of the ethics of eulogy must grant to the revolutionary theoretical work on the materiality of crypts and phantoms offered by the psychoanalysts Nicolas Abraham and Maria Torok. Their work is shown to supplement major limitations in traditional philosophical accounts of the ethical relation. The account of eulogy as a privileged space where different discourses act on each other under the pressure of responding responsibly to an always singular loss proves itself essential reading not only for those interested in understanding Derrida's overtly political works, but also offers an account of a performative training in negotiating aporias that arise in political society – the result of which is a pedagogy in the art of civility whose relevance today is more timely than ever.

During the 1975–76 academic year, Jacques Derrida delivered a seminar, La vie la mort (Life Death), at the École normale supérieure, in Paris. Based on archival translations of this untapped but soon-to-be-published seminar, The Reproduction of Life Death offers an unprecedented study of Derrida’s engagement with molecular biology and genetics, particularly the work of the biologist François Jacob. Structured as an itinerary of “three rings,” each departing from and coming back to Nietzsche, Derrida’s seminar ties Jacob’s logocentric account of reproduction to the reproductive program of teaching that characterizes the academic institution, challenging this mode of teaching as auto-reproduction along with the concept of “academic freedom” on which it is based. McCance also brings Derrida’s critique of Jacob’s theory of auto-reproduction together with his reading of reproductivity, the tendency to repeat-reproduce, that is theorized and enacted in Freud’s Beyond the Pleasure Principle. The book further shows how Derrida’s account of life death relates to his writings on autobiography and the signature and to such later concerns as the question of the animal. McCance brings extensive archival research together with a deep knowledge of Derrida’s work a background in genetics to offer a fascinating new account of an encounter between philosophy and the hard sciences that will be of interest to theorists in a wide range of disciplines concerned with the question of life.

This book sustains a critical glance at the ways in which we attend to the corpse, tracing a trajectory from encounter toward considering options for disposal: veneered mortuary internment, green burial and its attendant rot, cremation and alkaline hydrolysis, donation and display, and ecological burial. Through tracing the possible futures of the dead that haunt the living, through both the stories that we tell and physical manifestations following the end of life, we expose the workings of aesthetics that shape corpses, as well as the ways in which corpses spill over, resisting aestheticization. This book creates a space for ritualized practices surrounding death: corpse disposal; corpse aesthetics that shape both practices attendant upon and representations of the corpse; and literary, figural, and cultural representations that deploy these practices to tell a story about dead bodies—about their separation from the living, about their disposability, and ultimately about the living who survive the dead, if only for a while. There is an aesthetics of erasure persistently at work on the dead body. It must be quickly hidden from sight to shield us from the certain trauma of our own demise, or so the unspoken argument goes. Experts—scientists, forensic specialists, death-care professionals, and law enforcement—are the only ones qualified to view the dead for any extended period of time. The rest of us, with only brief doses, inoculate ourselves from the materiality of death in complex and highly ritualized ceremonies. Beyond participating in the project of restoring our sense of finitude, we try to make sense of the untouchable, unviewable, haunting, and taboo presence of the corpse itself.

Jacques Derrida famously stated in Specters of Marx that a justice worthy of the name must call us to render justice not only to the living but also to the dead. In The Politics and Pedagogy of Mourning, Timothy Secret argues that offering a persuasive account of such a duty requires establishing a discussion among the 20th century's three key thinkers on death – Heidegger, Levinas and Freud. Despite arguing that none of these three figures' discourses offers us a complete account of our duty to the dead and that it remains impossible to unify them into a single, consistent and correct approach, Secret nevertheless offers an account of how Derrida managed to produce an always singular articulation of these discourses in each of the acts of eulogy he offered for his philosophical contemporaries. This is one of the first monographs to pay particular attention to the key role any contemporary account of the ethics of eulogy must grant to the revolutionary theoretical work on the materiality of crypts and phantoms offered by the psychoanalysts Nicolas Abraham and Maria Torok. Their work is shown to supplement major limitations in traditional philosophical accounts of the ethical relation. The account of eulogy as a privileged space where different discourses act on each other under the pressure of responding responsibly to an always singular loss proves itself essential reading not only for those interested in understanding Derrida's overtly political works, but also offers an account of a performative training in negotiating aporias that arise in political society – the result of which is a pedagogy in the art of civility whose relevance today is more timely than ever.

This book uses affect theory to analyze the rise of right-wing populism in recent years and discusses the pedagogical implications for democratic education. It provides examples of how affect and emotion play a crucial role in the rise and reproduction of current right-wing populism. The author suggests ideas about affective pedagogies for educators to use (along with recognizing the risks involved) to renew democratic education. The chapters lay out the importance of harnessing the power of affective experiences and adopting strategic pedagogical approaches to provide affirmative practices that move beyond simply criticizing right-wing populism. The book consequently undermines the power of fascist and right-wing tendencies in public life and educational settings without stooping to methods of indoctrination. This volume is a valuable resource for researchers and policy-makers in education, political science and other related fields, who can utilize the affective complexities involved in combatting right-wing populism to their advantage.

How does the way in which a democratic polity mourn its losses shape its political outcomes? How might it shape those outcomes? American Mourning: Tragedy, Democracy, Resilience answers these questions with a critical study of American public mourning. Employing mourning as a lens through which to view the shortcomings of American democracy, it offers an argument for a tragic, complex, and critical mode of mourning that it contrasts with the nationalist, romantic, and nostalgic responses to loss that currently dominate and damage the polity. Offering new readings of key texts in Ancient political thought and American political history, it engages debates central to contemporary democratic theory concerned with agonism, acknowledgment, hope, humanism, patriotism, and political resilience. The book outlines new ways of thinking about and responding to terrorism, racial conflict, and the problems of democratic military return.

In 2012, Chicago's school year began with the city's first teachers' strike in a quarter century and ended with the largest mass closure of public schools in U.S. history. On one side, a union leader and veteran black woman educator drew upon organizing strategies from black and Latinx communities to demand increased school resources. On the other side, the mayor, backed by the Obama administration, argued that only corporate-style education reform could set the struggling school system aright. The stark differences in positions resonated nationally, challenging the long-standing alliance between teachers' unions and the Democratic Party. Elizabeth Todd-Breland recovers the hidden history underlying this battle. She tells the story of black education reformers' community-based strategies to improve education beginning during the 1960s, as support for desegregation transformed into community control, experimental schooling models that pre-dated charter schools, and black teachers' challenges to a newly assertive teachers' union. This book reveals how these strategies collided with the burgeoning neoliberal educational apparatus during the late twentieth century, laying bare ruptures and enduring tensions between the politics of black achievement, urban inequality, and U.S. democracy.

Does one's gender, race, skin color, nationality, cultural upbringing, or religious background have any impact upon the manner in which people from varying cultural environments choose to mourn their loss and resolve grief?"

Do the emotional responses of students and to traumatic conflict constitute insurmountable obstacles in peace education efforts? How do hegemonic narratives shape the emotions of ethnic identity and collective memory, and what can be done pedagogically to transform the powerful influence of such narratives and emotions? Can peace education efforts that foreground emotion in critical ways become a productive pedagogical intervention in conflicted societies? Emotion and Traumatic Conflict takes us through an ethnographic journey into a specific site of conflict to show how emotions are entangled with educational efforts towards peacebuilding, healing, and reconciliation. While sociologists, anthropologists, historians, and political scientists have long analyzed the emotional dynamics of conflict and peace, rarely have educators looked into the emotional complexities of traumatic conflict, the impact of emotion in everyday school interactions and pedagogical practices, and the consequences of the role of emotion in what has become known as "critical peace education." This book not only offers an analysis of the emotional consequences of traumatic conflict in schools, it also develops an innovative, compelling, and cross-disciplinary perspective on the entanglement of emotion, power, politics, trauma, healing, and critical education. The book provides a detailed ethnographic analysis of the ideological appropriation of emotions of conflict in schools, yet it pushes boundaries further through a theorization of the consequences of this appropriation and the pedagogical interventions required to challenge, undermine, or subvert this process. Zembylas argues that these pedagogical interventions, rooted in both psychoanalytic and socio-political perspectives of trauma and emotion, ought to engage emotions as critical and transformative forces in peace education. Grounded in recent literature on affect and emotion that spans the social sciences, Zembylas's analysis of the emotions of traumatic conflict in education offers a provocative proposal for the role of critical peace education in healing and reconciliation.

In Mourning in America, McIvor addresses significant and urgent questions about how citizens can mourn traumatic events and enduring injustices in their communities. McIvor offers a framework for analyzing the politics of mourning, drawing from psychoanalysis, Greek tragedy, and scholarly discourses on truth and reconciliation.