Affect, learning, and teacher education: Getting stuck in social justice
Publication Date
11-15-2024
Document Type
Contribution to a Book
Publication Title
Affect, Learning, and Teacher Education: Getting Stuck in Social Justice
DOI
10.4324/9781003144731
First Page
1
Last Page
126
Abstract
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 use to scholars, researchers, and students with interests in curriculum studies, affective approaches to education and SJTE.
Department
Humanities
Recommended Citation
Erica E. Colmenares and Scott Jarvie. "Affect, learning, and teacher education: Getting stuck in social justice" Affect, Learning, and Teacher Education: Getting Stuck in Social Justice (2024): 1-126. https://doi.org/10.4324/9781003144731
