Affective Intensities: Emotion, Race, Gender and the Push and Pull of Bodies

Autor/inn/en	Schmidt, Kimberly McDavid; Beucher, Rebecca
Titel	Affective Intensities: Emotion, Race, Gender and the Push and Pull of Bodies
Quelle	In: English Teaching: Practice and Critique, 19 (2020) 4, S.403-416 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-8708
DOI	10.1108/ETPC-11-2019-0147
Schlagwörter	Psychological Patterns; Race; Sex; Females; Interaction; Blacks; Intermode Differences; Learning Modalities; Cooperation; Multimedia Instruction; Human Body; Grade 5; Elementary School Students; Minority Group Students; Multiple Literacies + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Geschlecht; Geschlechtsverkehr; Weibliches Geschlecht; Interaktion; Black person; Schwarzer; Lernumgebung; Co-operation; Kooperation; Multimediales Lernen; Menschlicher Körper; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	Purpose: This study aims to investigate the ways affective intensities arise in the intra-actions within an assemblage (three Black girls, objects such as computers and hoodies, institutionalized discourse associated with race and successful participation in schools) as the girls create multimodal responses to literature. This paper shows how the intra-actions among the girls and material objects produce affective intensities or new ways of being and becoming through which youth reauthor themselves as central and peripheral participants. Design/methodology/approach: The authors present an illustrative case of the ways girls' embodied literacy identities emerge when Jillian, Isa, and Rhianna intra-act with materials in an assemblage that includes their material-discursive positionings through qualitative and multimodal interaction analysis. Findings: The analysis describes the ways the girls agentively participate through play, composing and moments of becoming (fluid subjectivities) that include emotive acts such as acts of solidarity, loving connectedness and possible frustration that inform who counts and who can be successful in the classroom. Research limitations/implications: This single case study gives a descriptive, in-depth analysis of the ways affective intensities emerge as three girls respond to literature to understand their embodied and discursive practices within the composing process. Originality/value: To fully understand agency and the students' emergent subjectivities, the authors combine embodiment and material-discursive analysis to understand affective intensities that evolve during three Black girls' composing processes and the ways the girls' subjectivities shift within the intra-actions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01