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Building on sociolegal work, the paper explains how human rights legal frameworks generate embodied, affective experiences that shape learners’ understanding of justice. It shows how affective justice can counter critiques that emotional engagement with human suffering becomes “cheap sentimentality.” The paper also outlines future research to deepen critical, ethically grounded responses to global injustice through HRE.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/current-issues-in-comparative-education-cice-volume-26-issue-2-special-issue-2024-rethinking-emotional-engagement-in-human-rights-education-through-affective-justice/600444/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/current-issues-in-comparative-education-cice-volume-26-issue-2-special-issue-2024-rethinking-emotional-engagement-in-human-rights-education-through-affective-justice/600444.png","ImageObject",300,407,{"name":92,"@type":93},"OmBimo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the paper identify in Human Rights Education (HRE)?","Question",{"text":112,"@type":113},"The paper argues that sentimentalism in HRE can evoke strong emotions without fostering deeper critical engagement, risking oversimplification and superficial responses rather than sustained commitment to justice.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper define affective justice in the context of HRE?",{"text":117,"@type":113},"Affective justice is presented as a framework highlighting how human rights legal structures produce embodied, affective experiences that enable learners to engage more deeply with justice, while linking emotional engagement to structural dimensions of power and history.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the paper contrast affective justice with “cheap sentimentality”?",{"text":121,"@type":113},"The paper uses the concern about “cheap sentimentality” to show that emotional engagement alone may lack ethical and thoughtful reflection; affective justice is proposed as a way to enrich HRE theory and practice while avoiding that pitfall.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600444,1792167013,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Current Issues in Comparative Education (CICE), Volume 26, Issue 2, Special Issue 2024  \nRethinking Emotional Engagement in Human Rights Education through Affective Justice  \nMichalinos Zembylas  \nOpen University of Cyprus and Nelson Mandela University, South Africa  \nThis conceptual paper suggests the notion of ‘affective justice’ as a means to critically address the problem of sentimentalism within Human Rights Education (HRE). Originating in sociolegal studies affective justice focuses on how legal frameworks for human rights generate embodied, affective experiences that allow learners to engage deeply with notions of justice. By examining how these affective dimensions shape learners’ understanding of human rights, the paper argues that affective justice offers a valuable framework for countering critiques that emotional engagement with humansuffering risks devolving into ‘cheap sentimentality.’ The analysis suggests that affective justice not only enriches HRE theory but also fosters meaningful, reflective practices among learners. The paper concludes by outlining future research directions to further explore how affective justice might be applied in educational contexts to deepen critical engagement with human rights and promote ethically grounded responses to global injustice.  \nKeywords: sentimentalism, Human Rights Education; affective justice; theory; emotion/affect.  \nIntroduction  \nSentimentalism in Human Rights Education (HRE) refers to the tendency to evoke strong emotions in learners through exposure to stories of suffering or injustice without fostering deeper and more critical engagement (Zembylas, 2016) . The intention is for learners to develop more empathy, sympathy, and compassion through such exposure. However, while emotional responses can be powerful in the process of learning about human rights, sentimentalism risks oversimplifying complex issues. This may entail reducing learners’ reactions to transient feelings of pity or sympathy that may not translate into meaningful understanding or action. Hannah Arendt (1994) used the term“cheap sentimentality” to warn against emotional engagement that lacks a foundation in thoughtful and ethical reflection as it can lead to superficial responses rather than a sustained commitment to justice (p. 251) . Applied to this conceptual paper, the design and implementation of HRE can run the risk of falling into the trap of “cheap sentimentality” Arendt (1994) discussed. An ongoing challenge for HRE scholars and practitioners is the question of how to develop theory and practice that circumvent superficial sentimentalism and guide learners toward a balanced approach combining affective engagement with critical analysis and ethical responsibility.  \n© 2024, Zembylas. CC BY 4.0 . Current Issues in Comparative Education 26(2), 77-93.  \nRethinking Emotional Engagement in Human Rights Education through Affective Justice  \nThis conceptual paper introduces the notion of affective justice as a tool to critically address the risks of sentimentalism in HRE. Originating in sociolegal studies, affective justice emphasizes how legal frameworks for human rights produce embodied, affective experiences that enable deeper engagement with justice (Clarke, 2019) . Kamari Maxine Clarke (2019) defines affective justice as “people’s embodied engagements with the production of justice through particular structures of power, history, and contingencies”(p. 5) . Clarke (2019) highlights the need for a balanced approach that combines emotional engagement with awareness of the structural dimensions of justice and power. This paper draws on affective justice to explore how human rights as legal instruments shape affective and embodied experiences, through which learners interpret and enact their understandings of human rights and justice. By examining how emotions influence learners’ perceptions, this paper argues that affective justice provides a robust framework to counter critiques that emotional engagement with human suffe","cbCaieqMPVBhkCei","https://ap.wps.com/l/cbCaieqMPVBhkCei","pdf",238417,17,"English","# Introduction\n# Conceptual basis: Affective justice\n# Sentimentalism and “cheap sentimentality”\n# Three interrelated components of affective justice\n# Addressing two critiques in HRE","[{\"question\":\"What problem does the paper identify in Human Rights Education (HRE)?\",\"answer\":\"The paper argues that sentimentalism in HRE can evoke strong emotions without fostering deeper critical engagement, risking oversimplification and superficial responses rather than sustained commitment to justice.\"},{\"question\":\"How does the paper define affective justice in the context of HRE?\",\"answer\":\"Affective justice is presented as a framework highlighting how human rights legal structures produce embodied, affective experiences that enable learners to engage more deeply with justice, while linking emotional engagement to structural dimensions of power and history.\"},{\"question\":\"Why does the paper contrast affective justice with “cheap sentimentality”?\",\"answer\":\"The paper uses the concern about “cheap sentimentality” to show that emotional engagement alone may lack ethical and thoughtful reflection; affective justice is proposed as a way to enrich HRE theory and practice while avoiding that pitfall.\"}]","Current Issues in Comparative Education (CICE) - Volume 26 - Issue 2 - Special Issue 2024 - Rethinking Emotional Engagement in Human Rights Education through Affective Justice | PDF",1792090706,43]