Affective Enactments: The Pedagogy and Cultural Politics of Reading in an Australian Classroom

Autor/in	Purcell, Mary
Titel	Affective Enactments: The Pedagogy and Cultural Politics of Reading in an Australian Classroom
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 44 (2023) 1, S.133-146 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Purcell, Mary)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2021.1975653
Schlagwörter	Teaching Methods; Grade 11; High School Students; Student Attitudes; Group Discussion; Inclusion; Educational Experience; Foreign Countries; Literature; Novels; Females; Single Sex Schools; Cultural Differences; Acculturation; Immigrants; Self Concept; Personal Narratives; Reader Text Relationship; Ethnicity; Selective Admission; Australia; Sri Lanka + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Gruppendiskussion; Inklusion; Bildungserfahrung; Ausland; Literatur; Novel; Roman; Weibliches Geschlecht; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Kultureller Unterschied; Akkulturation; Immigrant; Immigrantin; Immigranten; Selbstkonzept; Erlebniserzählung; Ethnizität; Bildungsselektion; Australien; Ceylon
Abstract	This paper concerns the pedagogical work affect does in an Australian Year 11 literature classroom. Thinking with Ahmed's framing of affect from the viewpoint of cultural politics, I consider how affect aligns some bodies within particular social groups and situates some outside. Three key moments of affective charge are drawn from observations: students' written responses, group discussions, and interviews. Analysing these moments from the perspective of Ahmed's affective economy foregrounds the value of detecting students' orientations towards or away from the classroom space, discourses, and practices. It indicates the potential for constructing the classroom as an inclusive and relational space allowing room for the different knowledges implicit in students' experiences. It shows that students often find themselves interpellated by conflicting discourses that emphasise how they read themselves and their texts. Allowing opportunities to name, share, and process these conflicts can expand the efficacy of reading practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01