Animate Affects: Censorship, Reckless Pedagogies, and Beautiful Feelings

Autor/in	Niccolini, Alyssa
Titel	Animate Affects: Censorship, Reckless Pedagogies, and Beautiful Feelings
Quelle	In: Gender and Education, 28 (2016) 2, S.230-249 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2015.1121205
Schlagwörter	Student Teachers; Homosexuality; Poetry; Teaching Methods; Student Teaching; Dismissal (Personnel); Instructional Materials; Curriculum; Catholic Schools; Affective Behavior + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Homosexualität; Lyrik; Poesie; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching practice; Unterrichtspraxis; Dismissal; Entlassung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Curricula; Lehrplan; Rahmenplan; Katholische Schule; Affective disturbance; Active behaviour; Affektive Störung
Abstract	This paper argues that affect bears a potent teaching capacity. To do so, it explores the intensities that built around a student-teacher's dismissal from a US school placement. In this incident, the topic of homophobia in a poetry lesson elicited a buzz among students that enacted a pedagogy that exceeded the speaking subject. It was these animating capacities of affect, the author argues, that were deemed particularly threatening by the school. Affect as pedagogy puts pressure on legacies that position the human, usually the teacher, as the sole locus of pedagogy in the classroom and that privilege telos-driven notions of curricular "progress." The paper concludes by drawing connections between the animating capacities of affect and larger debates around trigger warnings on curricular materials. The author suggests that, rather than seeking to foreclose intensities in classrooms, educators might pay more attention to how affect offers richly generative, but often overlooked, sites of pedagogical force. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01