Feeling Education

Dernikos, Bessie P.; Lesko, Nancy; McCall, Stephanie D.; Niccolini, Alyssa D.

doi:10.4324/9781003004219-2

Cited by 36 publications

(27 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…While sensory education and embodied learning have traditionally been suppressed (Thyssen and Grosvenor, 2019), more recently, increasing efforts have been made to enact learning and education while taking into account their sensory and sensuous aspects (Todd et al, 2021), often in relation to the affective turn (Dernikos et al, 2020b). The senses, the body, and the affect have been addressed in organization studies—either in a singular or in an entangled way—in critical reflection (Rigg, 2018) as well as in professional (Antonacopoulou and Taylor, 2019) and entrepreneurial practice (Vogt et al, 2021).…”

Section: “If a (Queer) Revolt Is To Come”mentioning

confidence: 99%

“If a (queer) revolt is to come”: Toward a sensuous pedagogy for dis/orienting management learning

Steyaert

2022

Management Learning

View full text Add to dashboard Cite

This article embarks on a hopeful exploration of queer phenomenology in order to reorient management learning toward the senses, the body, and the spaces of learning and teaching we inhabit during education. Starting from Michel Serres’ long-standing provocation that “If a revolt is to come, it will have to come from the five senses,” I ask whether and how we might reissue his timely call amid today’s understandings of sensuous and embodied learning as the “conditions of arrival” have changed considerably since its first articulation. Therefore, I propose to queer such a sensorial revolt by turning to Ahmed’s queer phenomenology as her understanding of dis/orientation as “the sixth sense” enables us to sensuously reorient management learning. To concretize and illustrate sensuous learning through dis/orientation, I draw on Fabian Ramos and Laura Roberts “pedagogy of wonder,” which forms part of their decolonial feminist educational work. In the epilogue, I introduce a new angle by revisiting Matthew Lopez’s play The Inheritance and suggest that my queer attempt to refuse the inheritance of heteronormative learning and education also enables generations of diverse people to learn, in sensuous ways, from each other and from each other’s otherness.

show abstract

Section: “If a (Queer) Revolt Is To Come”mentioning

confidence: 99%

“If a (queer) revolt is to come”: Toward a sensuous pedagogy for dis/orienting management learning

Steyaert

2022

Management Learning

View full text Add to dashboard Cite

show abstract

“…A visceral prompt' (p. 79). Dernikos et al (2020) depict affect as 'scratchings'the 'flickers and ruptures' (p. 4) that push bodily sensations in different (new) directions. Affects, for Seigworth and Gregg (2010), are the forces that arise 'in the midst of in-between-ness' (p. 1) while, for Stewart (2007), affects are simply ordinary -'things that happen' but, these 'things that happen' can be 'funny, perturbing or traumatic' (p. 2).…”

Section: Dillonmentioning

confidence: 99%

“…Our intent was to uplift the young people's expressions in order to (re)present their experiences through an affective medium. To do so, we engaged with recurring tensions, including the sense of competition juxtaposed with allyship, that were both normative and transformative (Dernikos et al, 2020;Faulkner, 2017). We played with fonts, spacing and text placement, remembering that formatting is key to this arts-based, experimental practice (Faulkner, 2017;Fitzpatrick, 2018;Glesne, 1997;Richardson, 2000).…”

Section: Poetic Inquiry and (Re)presentationmentioning

confidence: 99%

Beyond the BEEPs: affect, FitnessGram®, and diverse youth

Safron

Landi²

2021

Sport, Education and Society

View full text Add to dashboard Cite

This paper draws on two separate research projects, one with Black and Latinx youth in the United States and another with LGBTQ+ youth in New Zealand, to explore the affective experiences of young people with the FitnessGram® assessment. We specifically use affect theory through poetic inquiry to entangle interview data from young participants about their experiences with FitnessGram®. We then (re)present the data through poetic forms. We argue the turn to affect and poetic inquiry allows us, as researchers, to respond to dominant discourses around FitnessGram® (and young bodies) in critical and creative ways. And, we embrace the experimental, open-ended potential of poetic (re)presentation to bring awareness to the youths' experiences and to encourage others (researchers, educators, practitioners, policymakers) to engage differently as well. We hope, through such aesthetic forms, we can start to value the affects of FitnessGram® on youth and think divergently about this popular practice.

show abstract

“…As noted previously, there was very little talk at all happening during the play, but there were lots of human and nonhuman bodies moving together. Likewise, always in the frame, but perhaps barely perceptible, were sounds—sounds extending into bodies and bodies extending into sounds (Dernikos et al, 2020), sounds that launched an alternative to the white supremacist world of Man. These sounds, entangled with fleshy bodies- blackness -costumes-cardboard swords/shields-superhero comics-air-dirt-capes (and so on), created intensities that fueled the boys’ play, enabling them to use their bodies to improvise, “re-mix” (Weheliye, 2005), and write stories.…”

Section: Swords and Shields: Re-turning To The Eventmentioning

confidence: 99%

Refusals,Re-Turns, and Retheorizations of Affective Literacies: A Thrice-Told Data Tale

Thiel

Dernikos

2020

Journal of Literacy Research

Self Cite

View full text Add to dashboard Cite

In this article, we playfully revisit the same data scene, but from three different perspectives. We call these revisits re-turns to data. These re-turns draw upon moments with young boys playing at a makerspace located in a multiracial, working-class community. This idea of re-turn is not simply about revisiting a data scene; it is about re-sensing the social and what it means to be human through feeling with blackness. We offer Crawley’s theory of sonic epistemologies as a way to think and feel blackness, that is, to create otherwise worlds/knowledges/subjects. We argue that tuning into the sonic—or feeling with blackness—can help literacy educators thinking with affect to sense and develop nonhumanist ways of knowing/being/doing literacy, while simultaneously acknowledging the potential dangers of reinscribing whiteness. We propose that retheorizing affect in relation to blackness is necessary for literacy education, research, and ultimately, collective healing and justice.

show abstract

Feeling Education

Cited by 36 publications

References 0 publications

“If a (queer) revolt is to come”: Toward a sensuous pedagogy for dis/orienting management learning

“If a (queer) revolt is to come”: Toward a sensuous pedagogy for dis/orienting management learning

Beyond the BEEPs: affect, FitnessGram®, and diverse youth

Refusals,Re-Turns, and Retheorizations of Affective Literacies: A Thrice-Told Data Tale

Contact Info

Product

Resources

About