TY - JOUR
T1 - Affect as future-making pedagogy: A post-qualitative inquiry in Brazilian primary schools
AU - Albuquerque, Paula
AU - Pischetola, Magda
PY - 2022
Y1 - 2022
N2 - Educational research shows a growing interest in ‘affect as peda- gogy’, a concept grounded in feminist studies. This article positions its inquiry at the crossroads of feminist scholarship and the Deleuzian-Guattarian concept of affect. It presents a post-qualita- tive inquiry that ”experiments with'' an agentic assemblage of 76 public schools in Brazil, 78 qualitative survey responses, 12 teachers' interviews, and fieldwork observations. The result is a collective narrative organized as a Voice without Organ (VwO), which shows interlocking elements of challenging educational scenarios and a teaching practice traversed by affect. The VwO answers the ques- tion of how affect becomes pedagogy, describing events that can be characterized as embodied history, affective labor, and the capacity to be affected. This pedagogy shows the capacity to affect, by creating affirmative desires that materialize in alternative narra- tives for the students’ futures. Affect as future-making pedagogy then, becomes a means of working against exclusion and social injustice.
AB - Educational research shows a growing interest in ‘affect as peda- gogy’, a concept grounded in feminist studies. This article positions its inquiry at the crossroads of feminist scholarship and the Deleuzian-Guattarian concept of affect. It presents a post-qualita- tive inquiry that ”experiments with'' an agentic assemblage of 76 public schools in Brazil, 78 qualitative survey responses, 12 teachers' interviews, and fieldwork observations. The result is a collective narrative organized as a Voice without Organ (VwO), which shows interlocking elements of challenging educational scenarios and a teaching practice traversed by affect. The VwO answers the ques- tion of how affect becomes pedagogy, describing events that can be characterized as embodied history, affective labor, and the capacity to be affected. This pedagogy shows the capacity to affect, by creating affirmative desires that materialize in alternative narra- tives for the students’ futures. Affect as future-making pedagogy then, becomes a means of working against exclusion and social injustice.
KW - Affect as pedagogy
KW - Deleuze-Guattari
KW - Feminist theory
KW - post-qualitative inquiry
KW - Brazil
U2 - https://doi.org/10.1080/14681366.2022.2046142
DO - https://doi.org/10.1080/14681366.2022.2046142
M3 - Journal article
JO - Pedagogy, Culture & Society
JF - Pedagogy, Culture & Society
ER -