Mo(ve)ments of Affect: Towards an Embodied Pedagogy for Anti-racism Education

Chapter
Part of the Explorations of Educational Purpose book series (EXEP, volume 27)

Abstract

In this chapter, I write to theorize the role(s) of affect in educational sites oriented by way of antiracism education. I simultaneously consider “what does affect do in education and, also, what do/can we do with affect in education?” To come into this articulation, I think and write through two particular moments that moved me—two lived experiences, one as a teaching assistant for a graduate course called “The Principles of Anti-Racism Education” and the other as the lead facilitator of a student voice initiative in a community organization. A key part of antiracism education is the simultaneous learning and unlearning of ideological underpinnings that organize dominant social relations, making explicit and unmasking the hegemonic ways of knowing as perpetuated through conventional schooling and education. I engage how affect is a particular force in antiracism as these moments of learning and unlearning can be particularly disruptive, challenging one to (re)view how she comes to knowledge. By writing through my experiences, I consider how affect is always already present in educational sites, particularly those framed by antiracism politics, and I urge antiracism educators to engage affect as a central part of their praxis; I encourage a (re)consideration of pedagogic responsibility for those who wish to engage antiracism education, a responsibility grounded in embodiment.

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Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.Ontario Institute for Studies in Education (OISE)University of TorontoTorontoCanada

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