High Passions: Affect and Curriculum Theorizing in the Present

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

doi:10.1007/978-3-030-01352-3_10

Cited by 5 publications

(4 citation statements)

References 38 publications

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“…This idea aligns with notions of bodies and literacies as events, which are constantly reconfigured in interconnected assemblages of objects, spaces, humans, as well as established ideas, memories and feelings (e.g. Burnett et al, 2014; Burnett & Merchant, 2018; Niccolini et al, 2019). Viewing talk and silence in these terms links to and is informed by notions of school literacy, which broadly refer to processes of classroom exchanges and negotiations, informal judgements and formal assessments that make up the evaluative apparatus of schooling and regulate not only literacy in school but also being literate‐schooled (Cook‐Gumperz, 1986).…”

Section: Talk Discourse and Noise In Schooled Bodiesmentioning

confidence: 73%

Vibrancy and stillness in talking school discourse: examining embodied talk in a primary classroom

Kontovourki

2022

Literacy

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This paper complicates oracy by attending to moments of vibrancy and stillness in a public school classroom, where children were expected to follow particular rules that governed their bodily movement and language use. I argue that children's talk in classrooms cannot be separated from the making of meaning at the intersection of human bodies, materials and immaterial forces, including discourses of schooling and schooled literacy. To do so, I utilise teacher interviews and video‐recorded observations from a second grade classroom in the Republic of Cyprus, and analyse those drawing on an understanding of talk as embodied: as occurring through bodies, as part of and in conjunction with bodily movement, regulated and regulating, and yet not fully determining what being a child‐learner in a classroom means. I present findings from this analysis in three interrelated moves as I connect talk and silence to local classroom rules, to discourses of literacy and schooling that discipline the (talking) body, and to the contingency of embodied talk in a particular classroom event. Τhis multilayered reading provides insights into the ways in which oracy is part of an assemblage that, among others, brings together and pulls apart teachers' and children's talk, institutional discourses, and always already vibrant bodies.

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Section: Talk Discourse and Noise In Schooled Bodiesmentioning

confidence: 73%

Vibrancy and stillness in talking school discourse: examining embodied talk in a primary classroom

Kontovourki

2022

Literacy

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“…The recent growth in interest in the role of affect within educational contexts (e.g. Niccolini et al, 2018) is part of a much broader paradigmatic shift within the humanities and the social sciences, often referred to as the affective turn (Clough, 2007), which foregrounds the importance of the body and affective experience. Alongside this philosophically rooted drive to acknowledge the centrality and potentiality of the body as an inherent part of the learning process, there are pragmatic concerns amongst educationalists and psychologists around how to maximise affective engagement within contemporary classrooms (e.g.…”

Section: Affective Pedagogy Versus Affective Knowledgementioning

confidence: 99%

Affective knowledge versus affective pedagogy: the case of native grammar learning

Ainsworth

Bell

2020

Cambridge Journal of Education

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In recent years, there has been a growing interest in the role of affect within education.Within this paper, we make a distinction between affective pedagogy, which we refer to as ways of teaching that are designed to evoke particular emotional states, and affective knowledge, which we refer to as aspects of knowledge or knowing which seem to bring forth particular emotions organically. Using explicit grammar knowledge as a test case, we explore student teachers' affective responses to learning, drawing upon interview data and observations made during a series of grammar courses. We argue that grammar learning is a potential source of pleasure, wonder and intensity. The findings provide an important counter-narrative to the prevailing discourse of grammar as dull and threatening. We also draw broader conclusions about the significance of affect in education, drawing upon affect theory and recent work on epistemic emotions.

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“…Affective encounters make us "more than one," enabling other social bodies, spaces, and things to extend into us and register in diverse, multisensory, and multitemporal ways (cf. Dernikos, 2018a ;Kinnunen and Kolehmainen, 2018 ;Niccolini, Dernikos, Lesko, and McCall, 2018 ;Renold and Mellor, 2013 ). After all, one cannot affect without being affected.…”

Section: Feelings and Emotions: Wtf Is Affect?mentioning

confidence: 99%

Mapping the Affective Turn in Education

Dernikos¹,

Lesko²,

McCall³

et al. 2020

129

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Passions are high in education, and this edited volume offers bold new ways to conceive of the affective intensities shaping our present historical moment. Concerns over school practices deemed "ineffective," "disruptive," "irrational," or even "promising" are matters modulated by and through feelings, such as, optimism, shame, enhanced concentration, or empathy. The recent turn to affect offers vibrant methodological and theoretical material for an educational present marked by high stakes rhetoric, heated debate, teacher and student vulnerabilities, and extreme educational measures. Affect studies are a part of new materialist and post-humanist turns, and this volume connects these new theoretical directions within education. This comprehensive volume on affect crosses educational subfields and responds to the transdisciplinary interest in thinking through pedagogy, education, and feeling. This comprehensive reader addresses affect in education from a wide range of styles, topics, and perspectives. This collection offers an introduction to theory, empirical research studies, interviews with affect studies scholars, and an assessment of the current and future significance of affect studies in education. Contributors utilize a range of theoretical and interpretive approaches to thinking with and through schooling phenomena. Interviews with affect scholars in the humanities and social sciences address affective dimensions of teaching. The editors' introduction, different foci, and interdisciplinary genres of writing help readers feel their ways into what affect studies in education does and might do. This field-defining collection will be of interest to a range of readers-from graduate students to established scholars-with varying levels of expertise and familiarity putting affect theories to work in education. All the contributions are accessible to those new to the theory, methods, and debates in this vibrant area of educational studies.

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High Passions: Affect and Curriculum Theorizing in the Present

Cited by 5 publications

References 38 publications

Vibrancy and stillness in talking school discourse: examining embodied talk in a primary classroom

Vibrancy and stillness in talking school discourse: examining embodied talk in a primary classroom

Affective knowledge versus affective pedagogy: the case of native grammar learning

Mapping the Affective Turn in Education

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