Feminist new materialisms account for the agency of the body and the ways it is entangled with, in and through its environment. Similarly, affect scholars have putwords to the bodily feelings and attunements that we can’t describe. In this paper, we provide a brief survey of feminist thought that established the scholarly landscape and appetite for the turn to affect and offer this as a theoretical tool for thinking through the child body. Feminist affect is used here as a resource for understanding embodied change in children who are living with intergenerational trauma. Through analysing data from the Interfaith Childhoods project, we explore art as a way to affectively rework trauma in three case studies with refugee children from our Australian fieldwork sites. Our new materialist arts based approaches map embodied changes in children that speak to how bodies inherit and are affected by things that often can’tbe described. Specifically, in relation to their religious, cultural and refugee histories (Van der Kolk 2014, Menakem 2017), we offer the analysis in this paper as a routetowards understanding children’s bodily experience and expression, in ways that havebeen made possible by affective lines of inquiry pioneered by feminist scholarship.
Using a feminist, new materialist frame to activate ethico-political research exploring religion and gender at a community level both on Instagram and in arts workshops, we show how sharing ethnic backgrounds, religious beliefs, gender identities and sexualities through art practice entangles a diffraction of differences as ‘togetherness’. Such entanglement creates cross-cultural interfaith understandings and gender diverse acceptance and inclusion online. We use diffraction, intra-action and entanglement as a way of framing our understanding of this ‘togetherness’ and show that human feelings rely on more-than-human assemblages; they rely on homelands, countries, wars, places of worship, orientations, attractions, aesthetics, art and objects of attachment. The feelings of ‘community’ and ‘belonging’ that we discuss are therefore direct products of human and non-human interactions, which we explore through arts-based research. In this article, we apply Karen Barad’s feminist new materialist theories of ‘diffraction’, ‘intra-action’ and ‘entanglement’ to ways of thinking about human experience as intra-acting with aspects of the world that we classify as non-human. We use these new materialist frames to reconceptualize the human feelings of ‘community’, ‘belonging’ and ‘what really matters’ in feminist and intra-religious collaborative art practices and Instagram-based art communities. To better understand and encourage communities of difference, we argue that the feelings of ‘community’ and ‘belonging’, which are central to human subjectivity and experience, are produced by more-than-human assemblages and are central to identity. The methodologies we present are community focused, intra-active, arts-based research strategies for interrogating and understanding expressions of ‘community’ and ‘belonging’. We identify how creative methods are a significant and useful way of knowing about communities and argue that they are important because they are grounded in being with communities, showing that the specificity of their materiality needs to be considered.
T he goal of this chapter is to assess and discuss research and knowledge concerning the signi cance of Social and Emotional Learning (SEL) in educational practices. The chapter rst discusses the nature of learning, which is inherently social, relational and a ective. The concept and de nitions of SEL are introduced to synthesize the debate around how social and emotional experiences interact with the learning processes. Then the development of socio-emotional skills across the lifespan with regards to neurobiological, social, and cultural factors is discussed, highlighting the important role of assessment in bringing a disciplined focus to SEL in schools. Applied research that describes interventions, programmes and policies geared towards promoting SEL and that can inform educational practices is then presented. The chapter concludes by recommending that SEL practices and policies should be responsive to context and culture, be informed by neurobiological development, and take into account educators' social and emotional capacities.
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