The Problem of Happiness in Social Justice Education

Abstract

In this paper, we investigate the affect of happiness in its educational context. More specifically, we analyze the importance of problematizing happiness as an emotional practice in social justice education. To contextualize our analysis, we enumerate two theoretical perspectives endorsing happiness in education. Thereafter, we describe common school-based practices wherein happiness is celebrated and fostered. Further, we elaborate a critical perspective on educational happiness based on the work of Sarah Ahmed, and on the recognitive political theory of Axel Honneth. We will use the work of Ahmed and Honneth to illustrate ways in which happiness actually functions to serve unjust relations in education. Finally, we argue that educators should consider both positive and negative consequences of encouraging happiness in education.