Pub Date : 2022-02-01DOI: 10.1080/01596306.2022.2030594
João M. Paraskeva
ABSTRACT Drawing on Pepetela’s novel The Generation of Utopia, the article situates and dissects the role of a group of intellectuals within a radical critical curriculum river, working towards a more just society and education, and enhancing a utopian generation. The article emphasizes the erroneous persistence of intellectuals associated with such generation in working fundamentally within a Modern Western Eurocentric platform; it underlines how the battles between dominant and counter-dominant traditions could not avoid the epistemicidal nature of the curriculum and drove the field into a theoretical involution, a regression. The paper argues for the need to decolonize Modern Western Eurocentric counter-dominant approaches; and advances the itinerant curriculum theory, as a just approach to champion the struggle against the curriculum epistemicide – a decolonial turn. The article ends calling for ‘the death’ of traditional ways to produce critical theory – Eurocentric fully saturated – as a way to de-link the critical theoretical out of the coloniality matrix, and in so doing, honoring the rich legacy of the generation of utopia.
{"title":"The generation of the utopia: Itinerant curriculum theory towards a ‘futurable future’","authors":"João M. Paraskeva","doi":"10.1080/01596306.2022.2030594","DOIUrl":"https://doi.org/10.1080/01596306.2022.2030594","url":null,"abstract":"ABSTRACT Drawing on Pepetela’s novel The Generation of Utopia, the article situates and dissects the role of a group of intellectuals within a radical critical curriculum river, working towards a more just society and education, and enhancing a utopian generation. The article emphasizes the erroneous persistence of intellectuals associated with such generation in working fundamentally within a Modern Western Eurocentric platform; it underlines how the battles between dominant and counter-dominant traditions could not avoid the epistemicidal nature of the curriculum and drove the field into a theoretical involution, a regression. The paper argues for the need to decolonize Modern Western Eurocentric counter-dominant approaches; and advances the itinerant curriculum theory, as a just approach to champion the struggle against the curriculum epistemicide – a decolonial turn. The article ends calling for ‘the death’ of traditional ways to produce critical theory – Eurocentric fully saturated – as a way to de-link the critical theoretical out of the coloniality matrix, and in so doing, honoring the rich legacy of the generation of utopia.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"43 1","pages":"347 - 366"},"PeriodicalIF":1.7,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42105241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-21DOI: 10.1080/01596306.2021.2025002
Ji-hye Kim
ABSTRACT The purpose of this paper is to historicize the traveling idea of teacher professionalism in the context of South Korea and to investigate how the idea is culturally translated and negotiated together with the traditional notion of a teacher. In doing so, this paper problematizes the modern idea of ‘teachers as professionals’ and its translation through the idea of territorialization. The investigation on the modern episteme of teachers revealed the colonialization of modernization as scientization. In doing so, multiple classifications and ordering practices occurred in the making of professional teachers as a particular kind of people were discussed. Simultaneously, the study also made clear that the traditional episteme has not disappeared nor simply westernized. Rather, the result showed that the modern understanding of a teacher was re-territorialized with traditional episteme and it created new subjectivities of Korean teachers as professional Confucian teachers.
{"title":"Historicizing Korean teacher professionalism and the making of a professional Confucian teacher","authors":"Ji-hye Kim","doi":"10.1080/01596306.2021.2025002","DOIUrl":"https://doi.org/10.1080/01596306.2021.2025002","url":null,"abstract":"ABSTRACT The purpose of this paper is to historicize the traveling idea of teacher professionalism in the context of South Korea and to investigate how the idea is culturally translated and negotiated together with the traditional notion of a teacher. In doing so, this paper problematizes the modern idea of ‘teachers as professionals’ and its translation through the idea of territorialization. The investigation on the modern episteme of teachers revealed the colonialization of modernization as scientization. In doing so, multiple classifications and ordering practices occurred in the making of professional teachers as a particular kind of people were discussed. Simultaneously, the study also made clear that the traditional episteme has not disappeared nor simply westernized. Rather, the result showed that the modern understanding of a teacher was re-territorialized with traditional episteme and it created new subjectivities of Korean teachers as professional Confucian teachers.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"43 1","pages":"405 - 422"},"PeriodicalIF":1.7,"publicationDate":"2022-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46188283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-14DOI: 10.1080/01596306.2022.2026890
Trevor Tsz-lok Lee
ABSTRACT This article explores single-mothers’ experiences regarding the schooling of their children. Because most research on home-school relations has been derived from samples of two-parent families, little is known about single parents’ perspectives on their children’s education. Drawing on in-depth interviews with eight single mothers in Hong Kong using a textural sociological approach, this article illuminates the essential, hard-to-capture qualities of single-mothers’ everyday lives focusing on how they manage childrearing priorities, how they rationalize their childrearing beliefs and practices, and how they navigate relationships with their children’s teachers, schools and the wider community. The implications include identifying ways for schools and teachers to support single-mother families in their children’s education. The study also extends the existing literature on home-school relations providing a textural understanding of diverse family lives.
{"title":"Towards a textural sociological approach to single mothers’ voices: a study of Hong Kong mothers","authors":"Trevor Tsz-lok Lee","doi":"10.1080/01596306.2022.2026890","DOIUrl":"https://doi.org/10.1080/01596306.2022.2026890","url":null,"abstract":"ABSTRACT This article explores single-mothers’ experiences regarding the schooling of their children. Because most research on home-school relations has been derived from samples of two-parent families, little is known about single parents’ perspectives on their children’s education. Drawing on in-depth interviews with eight single mothers in Hong Kong using a textural sociological approach, this article illuminates the essential, hard-to-capture qualities of single-mothers’ everyday lives focusing on how they manage childrearing priorities, how they rationalize their childrearing beliefs and practices, and how they navigate relationships with their children’s teachers, schools and the wider community. The implications include identifying ways for schools and teachers to support single-mother families in their children’s education. The study also extends the existing literature on home-school relations providing a textural understanding of diverse family lives.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"44 1","pages":"548 - 561"},"PeriodicalIF":1.7,"publicationDate":"2022-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45756247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-11DOI: 10.1080/01596306.2021.2023259
T. Popkewitz
ABSTRACT The Organization of Economic, Cooperation and Development’s Programme for International Student Assessment (OECD’s PISA) is explored as a site of science as an actor managing a social life. Its calculations form at the interstices of multiple historical lines as a comparative reason about nations, societies, and populations. That reason is explored as (1) the affective structuring of desires; (2) the inscription of comparative principles that differentiate and distributes differences; (3) a particular modern ‘homeless’ consciousness of a global knowledge entangled with (4) cybernetics theory and the school alchemy, translations of the science and mathematics into the territory of schooling; and (5) ranking, charts and graphs that produce a visual culture through numbers as objects of desire. The analysis brings into view the affective structure of an imperial presence of empirical facts that differentiates people under banners of future progress, modernization, and the good life.
{"title":"International assessments as the comparative desires and the distributions of differences: infrastructures and coloniality","authors":"T. Popkewitz","doi":"10.1080/01596306.2021.2023259","DOIUrl":"https://doi.org/10.1080/01596306.2021.2023259","url":null,"abstract":"ABSTRACT The Organization of Economic, Cooperation and Development’s Programme for International Student Assessment (OECD’s PISA) is explored as a site of science as an actor managing a social life. Its calculations form at the interstices of multiple historical lines as a comparative reason about nations, societies, and populations. That reason is explored as (1) the affective structuring of desires; (2) the inscription of comparative principles that differentiate and distributes differences; (3) a particular modern ‘homeless’ consciousness of a global knowledge entangled with (4) cybernetics theory and the school alchemy, translations of the science and mathematics into the territory of schooling; and (5) ranking, charts and graphs that produce a visual culture through numbers as objects of desire. The analysis brings into view the affective structure of an imperial presence of empirical facts that differentiates people under banners of future progress, modernization, and the good life.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"43 1","pages":"460 - 482"},"PeriodicalIF":1.7,"publicationDate":"2022-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43285984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-07DOI: 10.1080/01596306.2021.2021644
Donald S. Blumenfeld-Jones
ABSTRACT The distinction between ‘self’ and ‘identity’ is explored using James Baldwin’s work and Western anthropology’s assignment of ‘self’ only to Western dominant cultures. Anthropologists perform epistemicide on these ‘less advanced’ cultures by reducing them to identification with the group with no inner life. Identity is then explored as an artifact of language through de Saussure, Derrida, and Foucault. Emmanuel Levinas’ analysis of how we craft identities (through discourse) departs from discourse through a self (transcendent and unclassifiable through language). Levinas’ approach to ethics depends on what language cannot deliver, an awareness of an Other as radically separate. The Other escapes linguistic machinations and establishes our individual identities. Responsibility emerges for the infinite Other by recognizing we cannot control another. Ironically, we are connected to an Other through humility of not knowing the Other which fulfills our desire for knowing (by not knowing), what Levinas terms ‘metaphysical desire’.
{"title":"The discourses of self and identity: a Levinasian approach to rethinking discourse","authors":"Donald S. Blumenfeld-Jones","doi":"10.1080/01596306.2021.2021644","DOIUrl":"https://doi.org/10.1080/01596306.2021.2021644","url":null,"abstract":"ABSTRACT The distinction between ‘self’ and ‘identity’ is explored using James Baldwin’s work and Western anthropology’s assignment of ‘self’ only to Western dominant cultures. Anthropologists perform epistemicide on these ‘less advanced’ cultures by reducing them to identification with the group with no inner life. Identity is then explored as an artifact of language through de Saussure, Derrida, and Foucault. Emmanuel Levinas’ analysis of how we craft identities (through discourse) departs from discourse through a self (transcendent and unclassifiable through language). Levinas’ approach to ethics depends on what language cannot deliver, an awareness of an Other as radically separate. The Other escapes linguistic machinations and establishes our individual identities. Responsibility emerges for the infinite Other by recognizing we cannot control another. Ironically, we are connected to an Other through humility of not knowing the Other which fulfills our desire for knowing (by not knowing), what Levinas terms ‘metaphysical desire’.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"43 1","pages":"423 - 440"},"PeriodicalIF":1.7,"publicationDate":"2022-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48184740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-04DOI: 10.1080/01596306.2021.2012425
Giuliana Mandich
ABSTRACT In this article, I connect two topics that are relevant to debates in educational studies today: an understanding of how educational discourses and practices convey and produce a definite kind of future, and the debate on what has been defined as the ‘turn to character’. I do so by means of interviews with secondary school teachers in Sardinia (Italy), discussing how participants conveyed a discourse characterized by an individualized view of their students’ futures (residing mainly within their character) and a narrowly ‘institutionalized’ view of the responsibility of the school in helping them to shape it. Both discourses allowed teachers to avoid taking on more of a direct, personal, and caring sense of responsibility regarding their students’ futures. I argue that, in order to reinforce the role of education in empowering students’ capacity to aspire, a stronger anticipatory responsibility must be activated.
{"title":"Turning to character: teachers’ narratives of youth futurity and educational responsibility","authors":"Giuliana Mandich","doi":"10.1080/01596306.2021.2012425","DOIUrl":"https://doi.org/10.1080/01596306.2021.2012425","url":null,"abstract":"ABSTRACT In this article, I connect two topics that are relevant to debates in educational studies today: an understanding of how educational discourses and practices convey and produce a definite kind of future, and the debate on what has been defined as the ‘turn to character’. I do so by means of interviews with secondary school teachers in Sardinia (Italy), discussing how participants conveyed a discourse characterized by an individualized view of their students’ futures (residing mainly within their character) and a narrowly ‘institutionalized’ view of the responsibility of the school in helping them to shape it. Both discourses allowed teachers to avoid taking on more of a direct, personal, and caring sense of responsibility regarding their students’ futures. I argue that, in order to reinforce the role of education in empowering students’ capacity to aspire, a stronger anticipatory responsibility must be activated.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"44 1","pages":"495 - 508"},"PeriodicalIF":1.7,"publicationDate":"2022-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47388095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/01596306.2021.2023099
Maria Paulina Arango, S. Zuilkowski
ABSTRACT With the purpose of ending wars, international organizations and governments promote reintegration projects that seek to transform combatants affiliated with illegal armed groups into citizens through education. The assumption behind these efforts is that through education, ex-combatants will become economically independent, overcome marginalization, experience personal transformations, and integrate into communities. This paper questions this optimistic narrative of education by highlighting the differentiated meanings of education for ex-combatants reintegrating in urban Colombia. Listening to the voices of ex-combatants who have engaged in technical and vocational education programs, this paper compares policy narratives with ex-combatants’ narratives regarding the role of education in the reintegration process. The analysis reveals how for ex-combatants, education is a complex social practice that redistributes resources and contributes to positive psychosocial and empowerment transformations. At the same time, it is a process of insertion into an individualistic system and adaptation to unequal participation within the country’s socio-economic hierarchy.
{"title":"Differentiated meanings of education in the reintegration of ex-combatants in Colombia","authors":"Maria Paulina Arango, S. Zuilkowski","doi":"10.1080/01596306.2021.2023099","DOIUrl":"https://doi.org/10.1080/01596306.2021.2023099","url":null,"abstract":"ABSTRACT With the purpose of ending wars, international organizations and governments promote reintegration projects that seek to transform combatants affiliated with illegal armed groups into citizens through education. The assumption behind these efforts is that through education, ex-combatants will become economically independent, overcome marginalization, experience personal transformations, and integrate into communities. This paper questions this optimistic narrative of education by highlighting the differentiated meanings of education for ex-combatants reintegrating in urban Colombia. Listening to the voices of ex-combatants who have engaged in technical and vocational education programs, this paper compares policy narratives with ex-combatants’ narratives regarding the role of education in the reintegration process. The analysis reveals how for ex-combatants, education is a complex social practice that redistributes resources and contributes to positive psychosocial and empowerment transformations. At the same time, it is a process of insertion into an individualistic system and adaptation to unequal participation within the country’s socio-economic hierarchy.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"44 1","pages":"509 - 521"},"PeriodicalIF":1.7,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47661594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-29DOI: 10.1080/01596306.2021.2019889
S. Kelly, Lester-Irabinna Rigney
ABSTRACT Colonial settler societies’ differing concepts and experiences of time entangle in enactments of curriculum knowledge and the governing of human subjects. This article examines how an Anglo-Eurocentric historical representation of time is used as a principle of reason to establish the conditions of epistemic progress through the curriculum and culturally accounts for human agency, a teleological understanding of human development, and representations of the individual as a subject of knowledge. Here we question how representations of temporality are deployed in curricula to problematise human potential and the subjectification of individuals through the promise of securing human flourishing. We connect this discussion to the way people of the First Nations of Australia report their understanding of time as a principle to order an immanent experience of materiality, recurrence and becoming. This dialogue foregrounds how differing cultural conceptions of time establish conditions of possibility for experiencing and understanding the world.
{"title":"Unsettling the reason of time: Indigenist epistemology and the child in the Australian curriculum","authors":"S. Kelly, Lester-Irabinna Rigney","doi":"10.1080/01596306.2021.2019889","DOIUrl":"https://doi.org/10.1080/01596306.2021.2019889","url":null,"abstract":"ABSTRACT Colonial settler societies’ differing concepts and experiences of time entangle in enactments of curriculum knowledge and the governing of human subjects. This article examines how an Anglo-Eurocentric historical representation of time is used as a principle of reason to establish the conditions of epistemic progress through the curriculum and culturally accounts for human agency, a teleological understanding of human development, and representations of the individual as a subject of knowledge. Here we question how representations of temporality are deployed in curricula to problematise human potential and the subjectification of individuals through the promise of securing human flourishing. We connect this discussion to the way people of the First Nations of Australia report their understanding of time as a principle to order an immanent experience of materiality, recurrence and becoming. This dialogue foregrounds how differing cultural conceptions of time establish conditions of possibility for experiencing and understanding the world.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"43 1","pages":"386 - 404"},"PeriodicalIF":1.7,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48420690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-28DOI: 10.1080/01596306.2021.2021860
A. Poole
ABSTRACT Previous work on working-class academics has highlighted recurring themes, such as micro-aggressions, imposter syndrome, liminality, exclusion, invisibility and habitus. These themes have been encapsulated in a number of metaphors, such as ‘the ghost’ and ‘the phantom-limb’, both of which connote absence, silence and marginalisation. Whilst these metaphors vividly describe the lived experiences of working-class academics, it is necessary to make room for a more positive space in which academics can construct alternative futures. It is necessary to develop a ‘politics of critical hope’. A politics of critical hope seeks to move beyond linear narratives of victimhood, anger and heroic narratives of overcoming. This conceptual paper develops a critical hope that interrogates and repurposes dominant epistemologies in order to foster a bricolage of reparative and empathetic truths. It gestures towards an intersectional politics of academic work, compelling us to recognise that empowerment/ disempowerment is highly complex and stratified in nature.
{"title":"From recalcitrance to rapprochement: tinkering with a working-class academic bricolage of ‘critical empathy’","authors":"A. Poole","doi":"10.1080/01596306.2021.2021860","DOIUrl":"https://doi.org/10.1080/01596306.2021.2021860","url":null,"abstract":"ABSTRACT Previous work on working-class academics has highlighted recurring themes, such as micro-aggressions, imposter syndrome, liminality, exclusion, invisibility and habitus. These themes have been encapsulated in a number of metaphors, such as ‘the ghost’ and ‘the phantom-limb’, both of which connote absence, silence and marginalisation. Whilst these metaphors vividly describe the lived experiences of working-class academics, it is necessary to make room for a more positive space in which academics can construct alternative futures. It is necessary to develop a ‘politics of critical hope’. A politics of critical hope seeks to move beyond linear narratives of victimhood, anger and heroic narratives of overcoming. This conceptual paper develops a critical hope that interrogates and repurposes dominant epistemologies in order to foster a bricolage of reparative and empathetic truths. It gestures towards an intersectional politics of academic work, compelling us to recognise that empowerment/ disempowerment is highly complex and stratified in nature.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"44 1","pages":"522 - 534"},"PeriodicalIF":1.7,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41415799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-14DOI: 10.1080/01596306.2021.2012755
Sarah Gerth van den Berg, Chinyere Harris, Rozena Raja
ABSTRACT Mapping the Affective Turn in Education: Theory, Research, Pedagogy gathers nearly two dozen interviews, essays, and reflections on teaching and learning from leading scholars of affect theory and methodology, both within and outside the field of education and curriculum studies. We review this volume alongside a media ‘scratch’: viral recording of a virtual class interrupted by Grandma’s accusations of bringing politics – Black Lives Matter – into English class, student denials, and a teacher’s attempt to get the situation ‘back on track’. Dernikos, Lesko, McCall, and Niccolini’s introduction and chapters they compiled offer ways of reading the affective jumpiness, multiple resonances, and conflicting response-abilities in this scene. We probe the currents of shame; consequences of dysconsciousness; and movements of machinic affects in this media ‘scratch’ as we think about what the affective turn in education has afforded us over a year-long process of writing – and thinking – with this volume.
{"title":"Viral Zoom Karen: attending to ‘the scratch’ with Mapping the Affective Turn in Education","authors":"Sarah Gerth van den Berg, Chinyere Harris, Rozena Raja","doi":"10.1080/01596306.2021.2012755","DOIUrl":"https://doi.org/10.1080/01596306.2021.2012755","url":null,"abstract":"ABSTRACT Mapping the Affective Turn in Education: Theory, Research, Pedagogy gathers nearly two dozen interviews, essays, and reflections on teaching and learning from leading scholars of affect theory and methodology, both within and outside the field of education and curriculum studies. We review this volume alongside a media ‘scratch’: viral recording of a virtual class interrupted by Grandma’s accusations of bringing politics – Black Lives Matter – into English class, student denials, and a teacher’s attempt to get the situation ‘back on track’. Dernikos, Lesko, McCall, and Niccolini’s introduction and chapters they compiled offer ways of reading the affective jumpiness, multiple resonances, and conflicting response-abilities in this scene. We probe the currents of shame; consequences of dysconsciousness; and movements of machinic affects in this media ‘scratch’ as we think about what the affective turn in education has afforded us over a year-long process of writing – and thinking – with this volume.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"44 1","pages":"309 - 321"},"PeriodicalIF":1.7,"publicationDate":"2021-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44502817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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