Dianne Mulcahy
Biographic Data
| ID | 764651 |
|---|---|
| NAME | Dianne Mulcahy |
| GIVEN NAMES | Dianne |
| FAMILY NAME | Mulcahy |
| SIGNATURE | MULCAHY D |
| AFFILIATIONS | The University of Melbourne |
| ORCID | 0000-0002-1027-2152 |
| VERIFIED | Yes |
| TOTAL WORKS | 23 |
| TOTAL CITATIONS | 98 |
| AUTHOR COUNT | 23 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1986 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 6 |
Quantifying, measuring, and enacting equity: Assembling ‘who gets what’ in a federal system of education
En/countering white affect: Toward relational pedagogies of whiteness in museum and classroom education
This article explores the normative power of whiteness in education and how it can be countered. Bringing concepts from affect theory and critical studies of whiteness to bear, and working data gathered from white majority and non-white minority students in museum and classroom settings, we show how affect plays into whiteness as a structural formation. Analyses indicate that affect performs a foundational role in whiteness through arrangements w…
Beyond conventional critique in education: Embracing the affirmative
This article provides new insight into the potentialities of critique. Drawing on posthuman critical theory and the Spinozan concept of power to act, we explore the limits of critique that centrally depends on making explicit power relations that are frequently hidden. Set within the context of inequalities surrounding sexuality, gender and mental health, this exploration involves two Australian government schools and critique as practised. The i…
Working-class student-hood and ‘job-readiness’: Affective relations of class, gender and employability policy in higher education
Past decades have seen increased emphasis on graduate employability as a driver of higher education policy. In the Australian context, employability discourses in the public domain have become inflected with anti-intellectual sentiment, serving to reproduce the perception that the humanities and social sciences are of less value to graduates’ employability than are science, technology, engineering, mathematics and medicine. Against this backdrop,…
Citizenship matters: Young citizen becoming in the posthuman present
This article contributes new insights to research on citizenship and young citizen subject formation in the context of the posthuman condition. Bringing a feminist materialist sensibility to bear, we explore citizenship as materially mobilised and produced. Considering the constitutive role that embodied and affective phenomena play in this production, we attend particularly to acts of citizenship. We show by way of vignettes how human subjects a…
Affective enactments of class: Attuning to Events, Practice, Capacity
Based on empirical research with working-class students studying in Australian universities, this article frames class as a structuring relation, but also as a series of affective events, through which we emphasise capacities. Putting the concept of class in conversation with two analytics of affect, we show how class is a relational site of struggle in which subjectivities and socio-material arrangements come together to produce emergent yet pat…
Affecting advantage: Class relations in contemporary higher education
This article explores the role of affect in addressing the advantage conventionally accorded to high socio-economic status (SES) in higher education (HE) and how this advantage plays out for students from low SES backgrounds. Positioned as the ‘other’ to an assumed norm, the capacities of these students can be considered the ‘wrong’ capacities, such that privilege prevails. Drawing on interview data from a project undertaken in Australia with fem…
Animating rhizo research: The ethico-politics of a zombie apocalypse survival course
As critical posthumanist and (new) materialist scholarship become more established in educational research, a reconsideration of methodological approaches suited to a radical relational onto-epistemology is required. A popular figuration adopted by researchers to help think and do such research is the Deleuze-Guattarian “rhizome.” Coming to terms with how rhizomic styled research (rhizo research) is undertaken and what it can yield however, can b…
Enacting affirmative ethics in education: A materialist/posthumanist framing
The aim of this article is to explore the worth of a materialist/posthumanist approach to ethics, specifically affirmative ethics (Braidotti, 2018 Braidotti, R. (2018). Affirmative ethics: Posthuman subjectivity, and intimate scholarship: A conversation with Rosi Braidotti. In K. J. Strom, T. Mills, & A. Ovens (Eds.), Decentering the researcher in intimate scholarship: Critical posthuman methodological perspectives in education (Vol. 31, pp. 179–…
Ordinary affect and its powers: Assembling Pedagogies of Response-Ability
Defined as the power to increase or lessen the capacity to act, affect is purported to be pedagogy’s first lesson. In this article we explore the work of ordinary affects in relation to oppressive social norms with particular attention to race. Using feminist new materialist concepts, we trace the capacities of these affects as they play into two pedagogic encounters. We show how pedagogies of response-ability form through affective transmission …
Pedagogic affect: Assembling an Affirming Ethics
This article takes as its focus the doing of pedagogic affect. We are not so much concerned with what pedagogic affect is as what it does and how it might do more. We revisit Spinozist concepts of affect, as taken up by Deleuze and Braidotti, in the context of affirmative ethics. Bringing assemblage thinking together with empirical material generated through two qualitative research projects, we map affect-ethics relations within a classroom-citi…
Pedagogic affect and its politics: Learning to Affect and Be Affected in Education
This paper examines the critical contribution that affects as bodily capacities to act, engage and connect can make to children’s learning in museums and schools. Drawing chiefly on empirical material collected over the course of visits by school children to Museums Victoria, Australia, and bringing a sociomaterial sensibility to bear, I trace the movements of these children through exhibition spaces and show pedagogic affect at work. I argue tha…
The salience of liminal spaces of learning: Assembling affects, bodies and objects at the museum
In this article, I work toward producing understandings of learning as liminal and as located in a liminal space. Framed as learning through the in-between, I engage with the concept of liminality as a way of unravelling the complexity of the practice of learning at the museum. Deploying data from video-based case studies of 40 school students' engagements with learning over the course of a visit to Museum Victoria, Australia, and utilising an an…
Re/assembling ‘innovative’ learning environments: Affective practice and its politics
In this article, we argue that the interest being taken by governments in establishing innovative learning environments (ILEs) in schools relies on a conception of space as a largely neutral arena. In consequence, relations of space and power inherent in the infrastructural shift to ILEs tend to drop from view. Adopting an assemblage approach to investigating learning environments, and exploring ILEs as they are playing out in Australian schools,…
Policy matters: De/re/territorialising spaces of learning in Victorian government schools
This article seeks to augment an emerging interest in education policy research in enactment theorising, to explicitly consider the role and contribution of materiality in this theorising. Guided by the notion of policy matters, the article takes as its empirical context a major policy initiative, the Building the Education Revolution infrastructure programme, which commenced in Australia in 2009 and saw funding distributed to schools to develop …
Re/assembling spaces of learning in Victorian government schools: Policy Enactments, Pedagogic Encounters and Micropolitics
The significant public investment that has been made over the past decade in the educational infrastructure of universities, colleges and schools has prompted increasing interest in the re-consideration of learning and the spaces in which learning takes place. Set within policy interest in Australia in how spaces can contribute to the broader policy agenda of achieving an ‘Education Revolution’, this article takes as its context the Building the …
Turning Around the Question of ‘Transfer’ in Education: Tracing the sociomaterial
In this article I reconsider the issue of 'transfer' in education. Received views of learning transfer tend to rely upon a version of representation in which the world and the learner are held apart. The focus falls on how this gap can be closed; how learning can be transferred. A sociomaterial perspective, by contrast, puts learner and world back together, making each available to the other. Bringing the materialist sensibility of actor-network …
Affective assemblages: Body matters in the pedagogic practices of contemporary school classrooms
Set within the affective turn in cultural and social theory, in this paper, I explore the significance of materiality and matter, most specifically, bodily matter, in the pedagogic practices of contemporary school classrooms. The received view in education is that affect is tantamount to emotion or feeling and that materials, such as bodily affectivity, technologies and texts, are used by teachers and learners to support and advance teaching and …
Assembling the ‘Accomplished’ Teacher: The performativity and politics of professional teaching standards
Set within the socio‐political context of standards‐based education reform, this article explores the constitutive role of teaching standards in the production of the practice and identity of the ‘accomplished’ teacher. It contrasts two idioms for thinking about and studying these standards, the representational and the performative. Utilising the material‐semiotic approach of actor‐network theory, it addresses the issue of how the representation…
Body matters in vocational education: The case of the competently trained
Over the last decade, a competency-based approach to education and training has become widely used in a broad range of education and training contexts, most particularly, vocational education and training (VET). Among other things, this approach emphasizes the importance of knowledge and skill that is portable, visible and expressible. Various products have been developed (e.g. competencies, competency standards, Training Packages) to enable acce…
(Actor-net) Working Bodies and Representations: Tales from a Training Field
This article seeks to locate the body and embodiment more centrally among the concerns of actor-network theory by exploring working bodies. Using a newly introduced national system of vocational training as an exemplary case, it explores the tension between representations of skilled human bodies-'competencies'-as given to trainers and the ways in which these representations are incorporated into their everyday practice. Vocational training has h…
Designing the User/Using the Design: The Shifting Relations of a Curriculum Technology Change
Competency-Based Training (CBT) is a newly introduced national system of vocational skills development, designed to improve the performance of Australian enterprises through upgrading workers' skills. This paper presents a modified network analysis of the development and use of CBT by the various actors - including government, industry, unions, organizations, training practitioners, trainees, training protocols and training materials - making up …
The Promotion Appeals System Administered by the Government and Related Employees Appeal Tribunal: A Public Service Right or a Costly Anachronism
This paper is based upon the experience of the New South Wales Department of Lands with the Government and Related Employees Appeal Tribunal (GREAT), a body established in New South Wales in 1981 to hear promotion appeals from employees of the public sector. Serious doubts are expressed as to the value of the promotion appeals system and questions asked about its contribution to efficiency. Statistics show not only a substantial commitment of res…
Assembling the ‘Accomplished’ Teacher: The performativity and politics of professional teaching standards
Set within the socio‐political context of standards‐based education reform, this article explores the constitutive role of teaching standards in the production of the practice and identity of the ‘accomplished’ teacher. It contrasts two idioms for thinking about and studying these standards, the representational and the performative. Utilising the material‐semiotic approach of actor‐network theory, it addresses the issue of how the representation…
Pedagogic affect: Assembling an Affirming Ethics
This article takes as its focus the doing of pedagogic affect. We are not so much concerned with what pedagogic affect is as what it does and how it might do more. We revisit Spinozist concepts of affect, as taken up by Deleuze and Braidotti, in the context of affirmative ethics. Bringing assemblage thinking together with empirical material generated through two qualitative research projects, we map affect-ethics relations within a classroom-citi…
Turning Around the Question of ‘Transfer’ in Education: Tracing the sociomaterial
In this article I reconsider the issue of 'transfer' in education. Received views of learning transfer tend to rely upon a version of representation in which the world and the learner are held apart. The focus falls on how this gap can be closed; how learning can be transferred. A sociomaterial perspective, by contrast, puts learner and world back together, making each available to the other. Bringing the materialist sensibility of actor-network …
Affecting advantage: Class relations in contemporary higher education
This article explores the role of affect in addressing the advantage conventionally accorded to high socio-economic status (SES) in higher education (HE) and how this advantage plays out for students from low SES backgrounds. Positioned as the ‘other’ to an assumed norm, the capacities of these students can be considered the ‘wrong’ capacities, such that privilege prevails. Drawing on interview data from a project undertaken in Australia with fem…
Enacting affirmative ethics in education: A materialist/posthumanist framing
The aim of this article is to explore the worth of a materialist/posthumanist approach to ethics, specifically affirmative ethics (Braidotti, 2018 Braidotti, R. (2018). Affirmative ethics: Posthuman subjectivity, and intimate scholarship: A conversation with Rosi Braidotti. In K. J. Strom, T. Mills, & A. Ovens (Eds.), Decentering the researcher in intimate scholarship: Critical posthuman methodological perspectives in education (Vol. 31, pp. 179–…
Re/assembling ‘innovative’ learning environments: Affective practice and its politics
In this article, we argue that the interest being taken by governments in establishing innovative learning environments (ILEs) in schools relies on a conception of space as a largely neutral arena. In consequence, relations of space and power inherent in the infrastructural shift to ILEs tend to drop from view. Adopting an assemblage approach to investigating learning environments, and exploring ILEs as they are playing out in Australian schools,…
Re/assembling spaces of learning in Victorian government schools: Policy Enactments, Pedagogic Encounters and Micropolitics
The significant public investment that has been made over the past decade in the educational infrastructure of universities, colleges and schools has prompted increasing interest in the re-consideration of learning and the spaces in which learning takes place. Set within policy interest in Australia in how spaces can contribute to the broader policy agenda of achieving an ‘Education Revolution’, this article takes as its context the Building the …
(Actor-net) Working Bodies and Representations: Tales from a Training Field
This article seeks to locate the body and embodiment more centrally among the concerns of actor-network theory by exploring working bodies. Using a newly introduced national system of vocational training as an exemplary case, it explores the tension between representations of skilled human bodies-'competencies'-as given to trainers and the ways in which these representations are incorporated into their everyday practice. Vocational training has h…
Ordinary affect and its powers: Assembling Pedagogies of Response-Ability
Defined as the power to increase or lessen the capacity to act, affect is purported to be pedagogy’s first lesson. In this article we explore the work of ordinary affects in relation to oppressive social norms with particular attention to race. Using feminist new materialist concepts, we trace the capacities of these affects as they play into two pedagogic encounters. We show how pedagogies of response-ability form through affective transmission …
Pedagogic affect and its politics: Learning to Affect and Be Affected in Education
This paper examines the critical contribution that affects as bodily capacities to act, engage and connect can make to children’s learning in museums and schools. Drawing chiefly on empirical material collected over the course of visits by school children to Museums Victoria, Australia, and bringing a sociomaterial sensibility to bear, I trace the movements of these children through exhibition spaces and show pedagogic affect at work. I argue tha…
Policy matters: De/re/territorialising spaces of learning in Victorian government schools
This article seeks to augment an emerging interest in education policy research in enactment theorising, to explicitly consider the role and contribution of materiality in this theorising. Guided by the notion of policy matters, the article takes as its empirical context a major policy initiative, the Building the Education Revolution infrastructure programme, which commenced in Australia in 2009 and saw funding distributed to schools to develop …
Designing the User/Using the Design: The Shifting Relations of a Curriculum Technology Change
Competency-Based Training (CBT) is a newly introduced national system of vocational skills development, designed to improve the performance of Australian enterprises through upgrading workers' skills. This paper presents a modified network analysis of the development and use of CBT by the various actors - including government, industry, unions, organizations, training practitioners, trainees, training protocols and training materials - making up …
Affective enactments of class: Attuning to Events, Practice, Capacity
Based on empirical research with working-class students studying in Australian universities, this article frames class as a structuring relation, but also as a series of affective events, through which we emphasise capacities. Putting the concept of class in conversation with two analytics of affect, we show how class is a relational site of struggle in which subjectivities and socio-material arrangements come together to produce emergent yet pat…
Citizenship matters: Young citizen becoming in the posthuman present
This article contributes new insights to research on citizenship and young citizen subject formation in the context of the posthuman condition. Bringing a feminist materialist sensibility to bear, we explore citizenship as materially mobilised and produced. Considering the constitutive role that embodied and affective phenomena play in this production, we attend particularly to acts of citizenship. We show by way of vignettes how human subjects a…
Animating rhizo research: The ethico-politics of a zombie apocalypse survival course
As critical posthumanist and (new) materialist scholarship become more established in educational research, a reconsideration of methodological approaches suited to a radical relational onto-epistemology is required. A popular figuration adopted by researchers to help think and do such research is the Deleuze-Guattarian “rhizome.” Coming to terms with how rhizomic styled research (rhizo research) is undertaken and what it can yield however, can b…
Body matters in vocational education: The case of the competently trained
Over the last decade, a competency-based approach to education and training has become widely used in a broad range of education and training contexts, most particularly, vocational education and training (VET). Among other things, this approach emphasizes the importance of knowledge and skill that is portable, visible and expressible. Various products have been developed (e.g. competencies, competency standards, Training Packages) to enable acce…
The Promotion Appeals System Administered by the Government and Related Employees Appeal Tribunal: A Public Service Right or a Costly Anachronism
This paper is based upon the experience of the New South Wales Department of Lands with the Government and Related Employees Appeal Tribunal (GREAT), a body established in New South Wales in 1981 to hear promotion appeals from employees of the public sector. Serious doubts are expressed as to the value of the promotion appeals system and questions asked about its contribution to efficiency. Statistics show not only a substantial commitment of res…
The Promotion Appeals System Administered by the Government and Related Employees Appeal Tribunal: A Public Service Right or a Costly Anachronism
This paper is based upon the experience of the New South Wales Department of Lands with the Government and Related Employees Appeal Tribunal (GREAT), a body established in New South Wales in 1981 to hear promotion appeals from employees of the public sector. Serious doubts are expressed as to the value of the promotion appeals system and questions asked about its contribution to efficiency. Statistics show not only a substantial commitment of res…
Designing the User/Using the Design: The Shifting Relations of a Curriculum Technology Change
Competency-Based Training (CBT) is a newly introduced national system of vocational skills development, designed to improve the performance of Australian enterprises through upgrading workers' skills. This paper presents a modified network analysis of the development and use of CBT by the various actors - including government, industry, unions, organizations, training practitioners, trainees, training protocols and training materials - making up …
(Actor-net) Working Bodies and Representations: Tales from a Training Field
This article seeks to locate the body and embodiment more centrally among the concerns of actor-network theory by exploring working bodies. Using a newly introduced national system of vocational training as an exemplary case, it explores the tension between representations of skilled human bodies-'competencies'-as given to trainers and the ways in which these representations are incorporated into their everyday practice. Vocational training has h…
Body matters in vocational education: The case of the competently trained
Over the last decade, a competency-based approach to education and training has become widely used in a broad range of education and training contexts, most particularly, vocational education and training (VET). Among other things, this approach emphasizes the importance of knowledge and skill that is portable, visible and expressible. Various products have been developed (e.g. competencies, competency standards, Training Packages) to enable acce…
Assembling the ‘Accomplished’ Teacher: The performativity and politics of professional teaching standards
Set within the socio‐political context of standards‐based education reform, this article explores the constitutive role of teaching standards in the production of the practice and identity of the ‘accomplished’ teacher. It contrasts two idioms for thinking about and studying these standards, the representational and the performative. Utilising the material‐semiotic approach of actor‐network theory, it addresses the issue of how the representation…
Affective assemblages: Body matters in the pedagogic practices of contemporary school classrooms
Set within the affective turn in cultural and social theory, in this paper, I explore the significance of materiality and matter, most specifically, bodily matter, in the pedagogic practices of contemporary school classrooms. The received view in education is that affect is tantamount to emotion or feeling and that materials, such as bodily affectivity, technologies and texts, are used by teachers and learners to support and advance teaching and …
Turning Around the Question of ‘Transfer’ in Education: Tracing the sociomaterial
In this article I reconsider the issue of 'transfer' in education. Received views of learning transfer tend to rely upon a version of representation in which the world and the learner are held apart. The focus falls on how this gap can be closed; how learning can be transferred. A sociomaterial perspective, by contrast, puts learner and world back together, making each available to the other. Bringing the materialist sensibility of actor-network …
Re/assembling spaces of learning in Victorian government schools: Policy Enactments, Pedagogic Encounters and Micropolitics
The significant public investment that has been made over the past decade in the educational infrastructure of universities, colleges and schools has prompted increasing interest in the re-consideration of learning and the spaces in which learning takes place. Set within policy interest in Australia in how spaces can contribute to the broader policy agenda of achieving an ‘Education Revolution’, this article takes as its context the Building the …
Policy matters: De/re/territorialising spaces of learning in Victorian government schools
This article seeks to augment an emerging interest in education policy research in enactment theorising, to explicitly consider the role and contribution of materiality in this theorising. Guided by the notion of policy matters, the article takes as its empirical context a major policy initiative, the Building the Education Revolution infrastructure programme, which commenced in Australia in 2009 and saw funding distributed to schools to develop …
The salience of liminal spaces of learning: Assembling affects, bodies and objects at the museum
In this article, I work toward producing understandings of learning as liminal and as located in a liminal space. Framed as learning through the in-between, I engage with the concept of liminality as a way of unravelling the complexity of the practice of learning at the museum. Deploying data from video-based case studies of 40 school students' engagements with learning over the course of a visit to Museum Victoria, Australia, and utilising an an…
Re/assembling ‘innovative’ learning environments: Affective practice and its politics
In this article, we argue that the interest being taken by governments in establishing innovative learning environments (ILEs) in schools relies on a conception of space as a largely neutral arena. In consequence, relations of space and power inherent in the infrastructural shift to ILEs tend to drop from view. Adopting an assemblage approach to investigating learning environments, and exploring ILEs as they are playing out in Australian schools,…
Pedagogic affect and its politics: Learning to Affect and Be Affected in Education
This paper examines the critical contribution that affects as bodily capacities to act, engage and connect can make to children’s learning in museums and schools. Drawing chiefly on empirical material collected over the course of visits by school children to Museums Victoria, Australia, and bringing a sociomaterial sensibility to bear, I trace the movements of these children through exhibition spaces and show pedagogic affect at work. I argue tha…
Pedagogic affect: Assembling an Affirming Ethics
This article takes as its focus the doing of pedagogic affect. We are not so much concerned with what pedagogic affect is as what it does and how it might do more. We revisit Spinozist concepts of affect, as taken up by Deleuze and Braidotti, in the context of affirmative ethics. Bringing assemblage thinking together with empirical material generated through two qualitative research projects, we map affect-ethics relations within a classroom-citi…
Animating rhizo research: The ethico-politics of a zombie apocalypse survival course
As critical posthumanist and (new) materialist scholarship become more established in educational research, a reconsideration of methodological approaches suited to a radical relational onto-epistemology is required. A popular figuration adopted by researchers to help think and do such research is the Deleuze-Guattarian “rhizome.” Coming to terms with how rhizomic styled research (rhizo research) is undertaken and what it can yield however, can b…
Enacting affirmative ethics in education: A materialist/posthumanist framing
The aim of this article is to explore the worth of a materialist/posthumanist approach to ethics, specifically affirmative ethics (Braidotti, 2018 Braidotti, R. (2018). Affirmative ethics: Posthuman subjectivity, and intimate scholarship: A conversation with Rosi Braidotti. In K. J. Strom, T. Mills, & A. Ovens (Eds.), Decentering the researcher in intimate scholarship: Critical posthuman methodological perspectives in education (Vol. 31, pp. 179–…
Ordinary affect and its powers: Assembling Pedagogies of Response-Ability
Defined as the power to increase or lessen the capacity to act, affect is purported to be pedagogy’s first lesson. In this article we explore the work of ordinary affects in relation to oppressive social norms with particular attention to race. Using feminist new materialist concepts, we trace the capacities of these affects as they play into two pedagogic encounters. We show how pedagogies of response-ability form through affective transmission …
Affecting advantage: Class relations in contemporary higher education
This article explores the role of affect in addressing the advantage conventionally accorded to high socio-economic status (SES) in higher education (HE) and how this advantage plays out for students from low SES backgrounds. Positioned as the ‘other’ to an assumed norm, the capacities of these students can be considered the ‘wrong’ capacities, such that privilege prevails. Drawing on interview data from a project undertaken in Australia with fem…
Citizenship matters: Young citizen becoming in the posthuman present
This article contributes new insights to research on citizenship and young citizen subject formation in the context of the posthuman condition. Bringing a feminist materialist sensibility to bear, we explore citizenship as materially mobilised and produced. Considering the constitutive role that embodied and affective phenomena play in this production, we attend particularly to acts of citizenship. We show by way of vignettes how human subjects a…
Affective enactments of class: Attuning to Events, Practice, Capacity
Based on empirical research with working-class students studying in Australian universities, this article frames class as a structuring relation, but also as a series of affective events, through which we emphasise capacities. Putting the concept of class in conversation with two analytics of affect, we show how class is a relational site of struggle in which subjectivities and socio-material arrangements come together to produce emergent yet pat…
Beyond conventional critique in education: Embracing the affirmative
This article provides new insight into the potentialities of critique. Drawing on posthuman critical theory and the Spinozan concept of power to act, we explore the limits of critique that centrally depends on making explicit power relations that are frequently hidden. Set within the context of inequalities surrounding sexuality, gender and mental health, this exploration involves two Australian government schools and critique as practised. The i…
Working-class student-hood and ‘job-readiness’: Affective relations of class, gender and employability policy in higher education
Past decades have seen increased emphasis on graduate employability as a driver of higher education policy. In the Australian context, employability discourses in the public domain have become inflected with anti-intellectual sentiment, serving to reproduce the perception that the humanities and social sciences are of less value to graduates’ employability than are science, technology, engineering, mathematics and medicine. Against this backdrop,…
Quantifying, measuring, and enacting equity: Assembling ‘who gets what’ in a federal system of education
En/countering white affect: Toward relational pedagogies of whiteness in museum and classroom education
This article explores the normative power of whiteness in education and how it can be countered. Bringing concepts from affect theory and critical studies of whiteness to bear, and working data gathered from white majority and non-white minority students in museum and classroom settings, we show how affect plays into whiteness as a structural formation. Analyses indicate that affect performs a foundational role in whiteness through arrangements w…
Sociology (20 works) · Political science (18 works) · Epistemology (14 works) · Pedagogy (13 works) · Politics (12 works) · Law (11 works) · Aesthetics (9 works) · Psychology (9 works) · Law (8 works) · Computer Science (7 works)