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This article argues that it is important to understand militarism in schools as an affectively felt practice that reproduces particular feelings in youth and the society. The analysis draws on affect theory and especially feminist scholarly work that theorises  militarism as affect  to consider how militarism is affectively lived in schools. In particular, the article examines the ethical and political implications of affective militarism in schools and suggests an ‘affective methodology’ for exploring militarism’s affective logics in schools. It is also suggested that resisting militarism in schools involves a serious ethico-political dilemma, namely, how to engage with the value of honouring fallen soldiers without inadvertently condoning the moral and political ideology of militarism. In seeking insights into the affective dimensions of militarism in schools, it is crucial to identify the complicated, productive  and  ambivalent intersections between militarism in schools and broader moral and political economies of military cultures.

The Affective Dimensions of Militarism in Schools: Methodological, Ethical and Political Implications