‘They call teachers by their first names!’

Mendus, Alys; Kamen, Michael; Kamen, Adaire; Buchanan, Sarah B.; Earle, Abigail; Luna, Abigail; McLaughlin, Kelli

doi:10.4324/9781003005377-14

Cited by 1 publication

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“…Affect theoretical perspectives of artful practices of teaching and learning have enabled educators to acknowledge the lived experience of learning as always affective, and bodies and their affective registers as the flesh of pedagogy (Hickey-Moody, 2013b). This has allowed them to situate the role of affect and the body in learning and leverage the affective power of bodies learning together (Harris and Jones, 2021) to “create adventures into the unknown, with new experiences and understandings of education” (Mendus et al, 2020: p. 220) and change students’ perceptions of self and world (McLaren and Welsh, 2020). Coupled with this are the openings notions of affect create for educators to address head-on inequalities and power relations bound to race, class, ability, and gender that continue to impact students and teachers in affective circulations in classrooms and through the circular reification of dominant whiteness (Harris and Jones, 2021).…”

Section: Discussion Of Privilege and Affect In The Field Of Art Pedag...mentioning

confidence: 99%

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

Skriver,

Jensen

2023

Arts and Humanities in Higher Education

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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.

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