Pedagogic affect

Assembling an Affirming Ethics

Bibliographic Data

ID8089968
AuthorsSarah Healy (0000-0003-2794-8216, The University of Melbourne, corresponding author), Dianne Mulcahy (0000-0002-1027-2152, The University of Melbourne)
Year2020
Volume29
Issue4
Pages555-572
Publication date2020-05-19
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueCurriculum Studies (JOURNAL)
Journal identifiersISSN: 0965-9757 • E-ISSN: 1747-5104
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/14681366.2020.1768581
OpenAlexW3027371657
LanguageEN
Citations received16
References cited41

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-citizenship-test assemblage and a kinetic-fungi-tower-sculpture assemblage. Pedagogic affect emerges as constitutive of ethical subjectivities in a nexus of affect, pedagogy and power. We argue that attending to affective and material-discursive relationality in all pedagogic processes affords a practice of response-able pedagogy and invites an ethics of affirmation that augments the affective capacities of learner- and teacher-bodies, enlarging their potential to engage in ethical action

Aesthetics · Affect (linguistics · Archaeology · Art · Assemblage (archaeology · Citizenship · Context (archaeology · Epistemology · Nexus (standard · Pedagogy · Political science · Politics · Power (physics · Sociology · Digital Education and Society · Engineering · Philosophy, Ethics, and Existentialism · Posthumanist Ethics and Activism · Law · Philosophy

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