Ambiguous Engagements: Exploring Affective Qualities within the Teaching of Norms and Equality

Autor/in	Gunnarsson, Karin
Titel	Ambiguous Engagements: Exploring Affective Qualities within the Teaching of Norms and Equality
Quelle	In: Pedagogy, Culture and Society, 30 (2022) 2, S.185-199 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2020.1793380
Schlagwörter	Behavior Standards; Social Behavior; Equal Education; Psychological Patterns; Foreign Countries; Feminism; Teaching Methods; Teacher Characteristics; Secondary Education; Masculinity; Attitudes toward Disabilities; Social Justice; Whites; Sweden + Suchen Sie Ihr Suchwort? Social behaviour; Soziales Verhalten; Ausland; Feminismus; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarbereich; Männlichkeit; Soziale Gerechtigkeit; White; Weißer; Schweden
Abstract	This paper explores the teaching practice of norms and equality in an upper secondary school in Sweden focusing on affective dimensions. The teaching and the affective qualities engendered were explored empirically and theoretically with a specific focus on engagements. Inspired by feminist posthumanism, a relational ontology was used to embrace affective dimensions as generative intensities. Using a collaborative ethnography methodology the analysis traces affective qualities within the teaching practice informed by theoretical notions of tensions and choreographies. The analysis shows how the practice of teaching is moulded with affective qualities such as safety, uncertainty, distress, troubles, silences -- altogether part of enacting different modes of engagements. This foregrounds how ambiguous engagement unfolds in the teaching of norms and equality. In the concluding remarks, the messiness of affective qualities are discussed highlighting engagement in terms of collective disruptions and inviting a critical and creative sensibility. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01