Theorizing ‘affective infrastructure’ in education policy: articulating new political imaginaries for a more equitable future

Zembylas, Michalinos

doi:10.1080/02680939.2022.2157048

Cited by 6 publications

(1 citation statement)

References 37 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The sociocultural turn in the learning sciences has expanded our understanding of how people know and learn beyond defining cognition as the mental processes of individual learners (Esmonde & Booker, 2017;Nasir et al, 2021). Scholars increasingly recognize that learning is embodied (Solomon et al, 2022;Vossoughi et al, 2015;Wagner & Shahjahan, 2015), affective (Craig et al, 2004;Linnenbrink, 2006;Zembylas, 2022), social (Lave, 1991;Lave & Packer, 2011), cultural (Nasir et al, 2021), and political (McKinney de Royston & Sengupta-Irving, 2019). Acknowledging that these factors are integral to learning has been the centerpiece of arguments driving pedagogy that is socially just and instructional design that encourages epistemic diversity (Ladson-Billings, 2009;Paris & Alim, 2017).…”

Section: The Arts and Learningmentioning

confidence: 99%

What We Learn About Learning From Out-of-School Time Arts Education

Halverson,

Saplan,

Mejias

et al. 2023

Review of Research in Education

View full text Add to dashboard Cite

This review focuses on a subset of literature on the arts and arts education that explores how learning is conceptualized and enacted in the context of out-of-school time (OST) arts education environments that primarily engage Black, Indigenous, and young People of Color in the United States. The review is grounded in principles of critical qualitative inquiry and sets forth four propositions, which represent key practices from OST arts education with a focus on equity and diversity in education: creating representations, exploring identity and narrative, practicing creativity, and collaborating as an outcome. The discussion offers an alternative from deficit perspectives on youth and toward asset-focused, culturally sustaining perspectives that value the artistic strengths young people bring to a learning environment.

show abstract

Section: The Arts and Learningmentioning

confidence: 99%

What We Learn About Learning From Out-of-School Time Arts Education

Halverson,

Saplan,

Mejias

et al. 2023

Review of Research in Education

View full text Add to dashboard Cite

show abstract

‘Attitude Problems’: Racializing Hierarchies of Affect in Post‐Brown U.S. Science Education

Kirchgasler

2024

Science Education

View full text Add to dashboard Cite

Attending to the affect of minoritized students now appears crucial to promoting just and dignity‐affirming science education. Yet, elevating affect as an objective of science learning has a history that predates equity reforms. This study explores the politics of scientific uptakes of affect that have long served to mark hierarchical differences between students. As part of the special issue Centering Affect and Emotion Toward Justice and Dignity in Science Education, this paper investigates how U.S. science classrooms became sites of affective intervention, especially aimed at Black, Mexican American, Puerto Rican, and Indigenous students. As a history of the present, the study examines research journals and curricular reform materials between the 1954 Brown desegregation ruling and a 1989 equity report. The analysis suggests that shifts in post‐Brown U.S. science education made it possible to order students along affective hierarchies that: (1) established differential emotional regimes for those classified as ‘culturally deprived’ versus ‘gifted’; (2) equated human dignity with developing a depoliticized scientific self; and (3) evaded questions of racism and cultural imposition, while enforcing onto‐epistemic hierarchies. The study explores implications for current science education scholarship by considering how three extant concerns—deficit discourses, the dichotomization of science from political activism, and assimilationist models of scientist‐like affect—stem in part from the field's own responses to racial desegregation and civil rights demands. The purpose of historicizing affect in science education is to unsettle the racializing premises, normalizing constructs, and depoliticizing effects of social science techniques inherited from our not‐so‐distant past.

show abstract