Mechanisms of inclusion and exclusion: Illuminating the dynamics of affect in practices of artful teaching and learning in social education in Denmark

Abstract

This article maps affective operations in artful teaching practices in Social Education at a University College in Denmark to make visible the ways affect shapes experience, behavior, and forms of social connection. The article contributes to the fields of playful learning and aesthetic learning in higher education through its application of a relational and situated approach to affectivity as a new line of inquiry illuminating the dynamics of affect in artful educational practices. We argue that bringing considerations of affectivity to the study of artful educational practices utilized as a catalyst for playful learning in Social Education has: (1) important implications for how we might leverage the affective power of bodies learning together (Harris, Jones, 2021) for designing and developing inclusive playful learning encounters; (2) important implications for how we might better understand the exclusive dynamics and micropolitical dimensions of aesthetic practices in order to better respond to the inherent power structures and nuanced nature of privilege.

Crafting Inclusive Playful Learning Environments: Exploring Affective Strategies and Atmospheres

“…Zembylas (2016, p. 543) further points out that for those individuals facing systematic injustices, feelings of trust and safety are not prerequisites for participation but privileges stemming from existing power structures. Recent explorations into the affective and embodied BUKS #68/2024 92 dynamics of playful learning by Skriver & Jensen (2023) have revealed how marginalized individuals may not perceive play spaces as genuinely safe, potentially inhibiting their full engagement. Power imbalances and past discrimination can contribute to skepticism regarding the magic circle's safety assurances (ibid.).…”

“…Power imbalances and past discrimination can contribute to skepticism regarding the magic circle's safety assurances (ibid.). This skepticism to engage fully within the boundary of the magic circle emerges from an acute awareness of the complex dynamics that underlie emotions within certain spaces (Ahmed, 2014;2004;2007;Skriver & Jensen, 2023). While playfulness can foster a sense of communal connection and involvement, it may also inadvertently obscure underlying disparities and inequalities (Skriver, 2023), including the ongoing privilege associated with whiteness (Ahmed, 2007).…”

Advancing Inclusive Playful Learning Practices: Critical Examination of Affective and Embodied Dynamics in Artful Educational Practices as Catalysts for Playful Learning

“…Amidst these trends, a critical reevaluation of dominant educational practices has emerged. Policymakers, researchers, and practitioners are increasingly exploring alternatives to the prevailing neoliberal educational model (Skriver & Jensen, 2023). In this context, researchers and educators are recognizing the value of integrating playful (see e.g., Boysen et al, 2022;Oreskov & Sønnichsen, 2023;Schrøder et al, 2022;Skovbjerg & Jørgensen, 2021); and artful, aesthetic teaching methods (see e.g., Chemi, 2012;Chemi, 2013;Chemi & Jensen, 2015;Iversen et al, 2013;Jensen & Chemi, 2013;Jensen, 2017;Jensen, 2018) .…”

“…Learning experiences (Skriver & Jensen, 2023). Only a few voices in recent scholarly literature raise the question of whether play is a privileged and exclusive practice in higher education (Whitton, 2018;Whitton & Moseley, 2019;Whitton, 2022).…”

“…Illuminating the Dynamics of Affect in Practices of Artful Teaching and Learning in Social Education in Denmark" (Skriver & Jensen, 2023) delves deeply into the affective and embodied dynamics within artful educational practices. The study goes beyond the surface of traditional educational paradigms to uncover the often-hidden currents of emotions, sensations, and interactions, thereby shedding light on the power relations that these dynamics index and addressing a substantial gap in current research.…”