This project addresses the affective turn in social science didactics. The place of emotions in social science education is a newly risen topic in social science education. The social science classroom has often been seen as a place where emotions do not belong, the classroom only leaves space for rationality. At the same time education in democracy and school values has often encouraged the students to “talk about feelings”. This has shaped an ambivalent relation to emotions in school. In the last couple of years emotions has been researched on as “sensitive issues” or “controversial issues” in classroom. Deliberative democracy has been the main method used in school and educational science to let the communicative democracy develop. The frame for this project is instead theory of agonistic democracy, or radical democracy. This project is directed at emotions that are controlled, directed and restricted. The students mainly in focus are those who attend high-status schools, get the highest grades, and has a social background sometimes can be described as “privileged” or “Elite”. The project has a critical view on “study-up”-perspectives in research and uses ethnographical methodology.
