In this article we introduce tension as a means for qualitative data analysis based on Mikhail Bakhtin's dialogical theory. We first explain the foundations of Bakhtin's theory and show the inevitability of tension in our lives and qualitative data analysis. We then offer a review of how Bakhtin's notion of tension has manifested itself in qualitative research, which prompts us to establish a tensional approach to qualitative data analysis. Finally, we outline our framework for a tensional approach to data analysis and illustrate examples of putting this approach into practice in our own study. Our tensional approach (1) explores key moments of tension; (2) seeks out unease and discomfort; (3) involves researcher and research participants in ongoing dialogue; (4) and embraces multiple perspectives on a range of tensions during the data analysis process. It encourages uncertainties and questions instead of pursuing certainty of meaning and fixed conclusions.

The authors argue that attending to the affective dimensions of everyday life for Latino immigrant youth offers a disorientation away from the circulation of fear around immigration in the United States, and a new orientation that links together the intimate affective images and narratives of the everyday that are less oppressive and rooted in and branch out to hope and solidarity. To demonstrate the importance of the affective, the authors conducted a post-qualitative research inquiry interested in animating lifeworlds of seven Latino immigrant youth living in the context of North Carolina. The authors used process and nonrepresentational affect theories to analyze the data, tracing the rogue intensities and surface tensions of ordinary affects across and through the different students and their writing to highlight the students' fragments of experience as Latino youth in America today. Specifically, the authors drew on Ahmed's affect theory of sticky objects and sweaty concepts as they analyzed students' words against the discourse of fear and hate. In tracing the affects that circulate around three sticky objects-immigration, families, and America-the authors witnessed and experienced the moments of tension in students' affective lives. Doing this work with narratives of first-generation immigrants exposes the effect that embodied memories have on present-day experiences. The authors maintain that attunement to the affective realm produces a humanizing practice of literacy research and provides counteraffects of hope, gratitude, and life that speak to the more-thanrepresentational written narratives. Ordinary affects are public feelings that begin and end in broad circulation, but they're also the stuff that seemingly intimate lives are made of. (Stewart, 2007, p. 2) S ince the 2016 U.S. presidential election, hatred and fear have circulated and moved through the United States, treating immigration as an object of ordinary affect (Stewart, 2007) in that it has become ingrained in the everyday lives of U.S. citizens. In a quick internet search of immigration, borders, politics, and fear, hundreds of multimodal messages on Twitter, Instagram, Facebook, and news websites demonstrate a perceived threat and a residue of fear through terms such as invasion, safety, danger, and illegal aliens. This threat is echoed in messages of how immigrants might "hurt, " "burden, " "undermine, " and "strain" a nation. Often, the immigrants targeted by these public statements are silenced and hidden from view. The rhetoric makes their existence feel unwanted; thus, they are continually searching for a place in which they can belong. This rhetoric was echoed by

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Purpose The purpose of this paper is twofold: to explore how preservice teachers in a young adult literature course critically conceptualize discussions in school spaces about race and police/community relations; and to understand the constraints and affordances of using the young adult (YA) novel, All American Boys, as a critical literacy tool for discussing race and police/community relations. Design/methodology/approach This qualitative exploratory case study (Stake, 1995) investigated 24 pre-service teachers in two university YA literature courses as they read and discussed All American Boys. Thematic analysis consisted of open coding through the theoretical lenses of critical literacy and critical race theory. Findings Pre-service English language arts teachers largely thought that while race and police relations was important and the YA book was powerful, it was too political. Their fears about what might happen lead to privileging the role of neutrality as the desired goal for teachers when tackling difficult conversations about racial injustice in America. Although students made some shifts in terms of moving from neutral to more critical stances, three sub-themes of neutrality were predominant: a need for both sides of the story, the view that all beliefs are valid and the belief that we are all humans therefore all lives matter equally. Originality/value A search at the time of this study yielded few research tackling racial injustice and community/police relations through YA literature in the classroom. This study is important as stories of police brutality and racism are all too common and adolescents are too often the victims.

A couple of months ago, I was on tour in Australia. One day, my girlfriend and I were strolling around the "The Rocks"-the nineteenth century quarter of Sydney. As we walked through the granite lanes, we heard violin music. We turned the corner, and were confronted by two miniature buskers-a boy of perhaps fourteen and a girl of twelve, both sawing away at violins, both dressed as Victorian ragamuffins. The girl's smock was dirty and torn, the boy's swallow-tail coat was patched, and both their faces were artistically smudged with dirt for maximum waif.