‘It’s like you don’t want to read it again’: Exploring affects, trauma and ‘willful’ literacies

Dernikos, Bessie P.

doi:10.1177/1468798418756187

Cited by 24 publications

(66 citation statements)

References 51 publications

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“…Re/turning to affect offers a means of sensing how learning to read is always a dynamic, shifting, and unstable process entangled with/in relational forces (Leander & Ehret, 2019), which are all at once promising and/or threatening (Dernikos, 2018;Dernikos & Thiel, 2019). In other words, the relational entanglements of gender, sexuality, race, and so on, not only shape what counts as literacy but also "proper" humanity (Chen, 2012), all the while making particular bodies vulnerable to processes of re/territorialization.…”

Section: Literacy and Gender As Affective Encountersmentioning

confidence: 99%

“…Ms. Rizzo, who had been teaching for 5 years, identified as Hispanic. Ms. Rizzo, in line with the school's mandated literacy curriculum, implemented a balanced approach to literacy learning based on the Core Knowledge Language Arts curriculum, the Teachers College Reading and Writing workshop model, and the Common Core State Standards for English Language Arts and Literacy (see Dernikos, 2018).…”

Section: Contextualizing the Researchmentioning

confidence: 99%

“…Many students, for instance, were surprised to hear that my parents were Greek immigrants and that I (like some of them) had entered kindergarten not speaking English. I also tried, as best I could, to give students space to share their own stories and to respond freely to situations-to cry, laugh, hug and even say "inappropriate" things (Dernikos, 2018).…”

Section: Contextualizing the Researchmentioning

confidence: 99%

“…For instance, as both Dutro (2003) and Skelton and Francis (2011) note, "successfully" literate boys who appropriated hegemonic discourses were still subjected to name-calling/teasing when around other bodies in other spaces. To date, then, there has been scant research within the field of literacy education exploring young children's affective responses to texts (see Dernikos, 2018;Leander & Boldt, 2013;Lenters, 2016) and the ways that a body-as an active agent-possesses force, i.e. the power to affect other social bodies (e.g., spaces, texts, discourses of gender) and what those bodies can do.…”

mentioning

confidence: 99%

“….because I'm a man." What I would like to open up here is the possibility that Peter's non-reading of particular texts is not simply his choice but involves complex configurations that move with Peter's body in ways that facilitate his becoming a "struggling reader" (Dernikos, 2018). As Renold (2004) argues, when focusing on the "underachieving boy" we must attend to the forces of gender and heterosexuality that flow into classroom spaces, working to influence the way young males, especially black males (Dernikos, 2018;Kirkland & Jackson, 2009), perform their gendered identities.…”

mentioning

confidence: 99%

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A Gender Gap in Literacy? Exploring the Affective Im/materiality and “Magic” of Allure with/in a First Grade Classroom

Dernikos¹

2019

RERM

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Within this article, I think with (Jackson & Mazzei, 2012) posthumanist theories of affect and assemblage (Deleuze & Guattari, 1987) to argue that literacy learning within a first grade classroom (NYC) involved allure (Thrift, 2008), or more-than-human technologies of public intimacy that were affectively contagious and seemed to take on a life of their own. By doing so, I contribute a new dimension to literacy-gender debates by exploring how the im/material practices of allure emerge to produce entanglement, bliss, and even violence. While male students’ entangled reading practices disrupted popular assumptions of “failing boys,” thereby making new gendered and literate subjectivities possible, these practices, at times, further reinforced rigid heteronormativities. Ultimately, attending to literacy learning as alluring invites more ethically response-able (Barad, 2007) considerations that take seriously how the forces of gender, sexuality, and race work to animate/contain bodies, spaces, and things, as well as shape the un/making of students as “successfully literate.”

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Section: Literacy and Gender As Affective Encountersmentioning

confidence: 99%

Section: Contextualizing the Researchmentioning

confidence: 99%

Section: Contextualizing the Researchmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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A Gender Gap in Literacy? Exploring the Affective Im/materiality and “Magic” of Allure with/in a First Grade Classroom

Dernikos¹

2019

RERM

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Encountering the Affective in Latino Immigrant Youth Narratives

Lee

Falter

Schoonover

2020

Reading Research Quarterly

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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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Displacement in Young Adult Literature: A Thematic Analysis

Vitullo

2022

Child Lit Educ

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Providing spaces for adolescents to make sense of the world around them is often the work of educators, specifically those in Language Arts classrooms. In the current historical moment, adolescents often must make sense of the ways socio-political conflict impacts their world. Displacement, often an effect of socio-political conflict, is increasingly a theme in adolescents’ lives, and therefore a prevalent theme in the ways they see the world. Providing spaces for adolescents to discuss their relationships to displacement through Young Adult (YA) texts can provide educators a possible way to support to adolescents at this critical time in their lives. Using affect theory to analyze the ways emotion moves through YA texts and reading bodies, this article examines four YA texts: When Stars Are Scattered (Jamieson et al., 2020), Between Shades of Gray (Sepetys, 2011), Kira Kira (Kadohata, 2006), and They Called Us Enemy (Takei et al., 2019). In examining these YA texts, this article seeks to understand how displacement moves through each text and impacts adolescent characters.

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‘It’s like you don’t want to read it again’: Exploring affects, trauma and ‘willful’ literacies

Cited by 24 publications

References 51 publications

A Gender Gap in Literacy? Exploring the Affective Im/materiality and “Magic” of Allure with/in a First Grade Classroom

A Gender Gap in Literacy? Exploring the Affective Im/materiality and “Magic” of Allure with/in a First Grade Classroom

Encountering the Affective in Latino Immigrant Youth Narratives

Displacement in Young Adult Literature: A Thematic Analysis

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