Affect, Learning, and Teacher Education
Getting Stuck in Social Justice
Seiten
2024
Routledge (Verlag)
978-0-367-70133-8 (ISBN)
Routledge (Verlag)
978-0-367-70133-8 (ISBN)
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This volume inquires into student teachers’ moments of felt crisis within the context of a university-based social justice teacher education (SJTE) program. The text reimagines SJTE in ways that will appeal to scholars and students interested in curriculum studies, affective approaches to education, and social justice teacher education.
This volume inquires into student teachers’ “stuck moments”—moments of felt crisis—as they occur within the context of a university-based social justice teacher education (SJTE) program. The book complicates the notion that these stuck moments are primarily effects of a gap between theory and practice. Instead, Colmenares and Jarvie argue for a more robust conceptualization, drawing on affect theory, posthumanism, and Deleuzian scholarship. By considering what stuck moments do, and do to, student teachers, the book reimagines SJTE in ways that are both responsive to stuckness and disruptive of discourses of learning that dominate the field. Through a critique of the affective workings of learning, the authors consider how these discourses can prove counterproductive for the work of teaching for social justice. This insightful and stimulating volume will be of interest to scholars, researchers, and students with interests in curriculum studies, affective approaches to education and social justice teacher education.
This volume inquires into student teachers’ “stuck moments”—moments of felt crisis—as they occur within the context of a university-based social justice teacher education (SJTE) program. The book complicates the notion that these stuck moments are primarily effects of a gap between theory and practice. Instead, Colmenares and Jarvie argue for a more robust conceptualization, drawing on affect theory, posthumanism, and Deleuzian scholarship. By considering what stuck moments do, and do to, student teachers, the book reimagines SJTE in ways that are both responsive to stuckness and disruptive of discourses of learning that dominate the field. Through a critique of the affective workings of learning, the authors consider how these discourses can prove counterproductive for the work of teaching for social justice. This insightful and stimulating volume will be of interest to scholars, researchers, and students with interests in curriculum studies, affective approaches to education and social justice teacher education.
Erica E. Colmenares is Assistant Professor of Humanities at San José State University, USA. Scott Jarvie is Assistant Professor of English Education at San José State University, USA.
1. Getting Stuck in Social Justice Teacher Education 2. Theorizing Stuckness 3. The Wunderkammern of Stuckness 4. Assembling Learning Discourses: Mastery and Impact 5. Assembling Learning Discourses: The Aporias of Justice Work 6. Assembling Learning Discourses: A/Effects of Stuckness 7. Another World: Stuckness in and Beyond SJTE
| Erscheinungsdatum | 14.11.2024 |
|---|---|
| Reihe/Serie | Routledge Cultural Studies in Knowledge, Curriculum, and Education |
| Zusatzinfo | 1 Tables, black and white; 18 Halftones, black and white; 18 Illustrations, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 152 x 229 mm |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Psychoanalyse / Tiefenpsychologie |
| Medizin / Pharmazie ► Medizinische Fachgebiete ► Psychiatrie / Psychotherapie | |
| Sozialwissenschaften ► Pädagogik | |
| ISBN-10 | 0-367-70133-2 / 0367701332 |
| ISBN-13 | 978-0-367-70133-8 / 9780367701338 |
| Zustand | Neuware |
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