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

Autor/inn/en	Thiel, Jaye Johnson; Dernikos, Bessie P.
Titel	Refusals, "Re-Turns," and Retheorizations of Affective Literacies: A Thrice-Told Data Tale
Quelle	In: Journal of Literacy Research, 52 (2020) 4, S.482-506 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thiel, Jaye Johnson)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
DOI	10.1177/1086296X20966317
Schlagwörter	Data Analysis; Males; Working Class; Diversity; Blacks; Epistemology; Literacy Education; Affective Behavior; Creative Activities; Teacher Student Relationship; Race; Social Justice; Multilingualism; African Americans; Community Characteristics; Criticism; Racial Differences; Whites; School Community Relationship; After School Programs; Summer Programs; Reggio Emilia Approach; Children; Adolescents; Hispanic Americans; Play; College Faculty; Teacher Attitudes + Suchen Sie Ihr Suchwort? Auswertung; Male; Männliches Geschlecht; Arbeiterklasse; Black person; Schwarzer; Erkenntnistheorie; Affective disturbance; Active behaviour; Affektive Störung; Teacher student relationships; Lehrer-Schüler-Beziehung; Rasse; Abstammung; Soziale Gerechtigkeit; Mehrsprachigkeit; Multilingualismus; Afroamerikaner; Kritik; Rassenunterschied; White; Weißer; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Sommerkurs; Reggio-Pädagogik; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Hispanic; Hispanoamerikaner; Spiel; Fakultät; Lehrerverhalten
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01