A Case for Critical Methods:

Hornsby, Elizabeth R.

doi:10.2307/j.ctv193rr0q.7

Cited by 1 publication

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“…Future iterations of courses centering diverse youth's fandom interests ought to make space to interrogate affective divisions in the class, particularly those relating to gender and race. Though there has been a historical evasion of race and its contribution to intersectional experiences of fans in the field of fandom studies (De Kosnik & Carrington, 2019), there is growing scholarship examining sociopolitical divisions in affect among diverse fan populations (Hornsby, 2020; Johnson, 2019; Miller, 2020; Thomas, 2019) that could be useful as tools for meta reflection on divisions around taste and engagement in text-centered learning communities.…”

Section: Discussionmentioning

confidence: 99%

“…However, it is important to recognize the differing affective experiences of fans across ethnic and racial identities, as fans “[bring] their experiences, prejudiced, and ideological lenses to the fan experience” (Hornsby, 2020, p. 19), leading to conflicts about the casting, storylines, and fan desires regarding characters of color in popular media franchises (Thomas, 2019). Particularly, literacies in fan spaces can perpetuate harmful conceptions of race, class, and language hierarchies.…”

Section: Literature Reviewmentioning

confidence: 99%

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Sustaining Textual Passions: Teaching With Texts Youth Love

Jones

Storm

2022

Journal of Literacy Research

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Building on youth literacies in formal learning spaces is a promising direction for asset-based literacy learning designs. However, in response to ways that academic spaces can deaden passionate literacy study, it is important to attend to the resulting affective flows of such practices. This study traces how affect was sustained and dampened in a high school English classroom that intentionally brought together academic and fandom practices. We listened to how affective encounters with the popular text Grey's Anatomy unfolded across the class, with a particular focus on Black, Indigenous, and People of Color (BIPOC) focal students’ experiences. We found derision and dismissal of certain texts and experiences by peers (undergirded by dominant narratives about fandom and literary taste) dampened affective resonance. All the same, collective intensities were sustained through respectful discourse between fans and potential fans as well as BIPOC women's fugitive literacy practices resisting dampening practices of White students.

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