Affective Assemblages: Body Matters in the Pedagogic Practices of Contemporary School Classrooms

Autor/in	Mulcahy, Dianne
Titel	Affective Assemblages: Body Matters in the Pedagogic Practices of Contemporary School Classrooms
Quelle	In: Pedagogy, Culture and Society, 20 (2012) 1, S.9-27 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2012.649413
Schlagwörter	Video Technology; Social Theories; Human Body; Teaching Methods; Classroom Techniques; Affective Behavior; Emotional Response; Geography; Foreign Countries; Grade 8; Grade 9; Private Schools; Public Schools; Nonverbal Communication; Australia + Suchen Sie Ihr Suchwort? Gesellschaftstheorie; Menschlicher Körper; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Affective disturbance; Active behaviour; Affektive Störung; Emotionales Verhalten; Geografie; Ausland; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Private school; Privatschule; Public school; Öffentliche Schule; Non-verbal communication; Nonverbale Kommunikation; Australien
Abstract	Set within the affective turn in cultural and social theory, in this paper, I explore the significance of materiality and matter, most specifically, bodily matter, in the pedagogic practices of contemporary school classrooms. The received view in education is that affect is tantamount to emotion or feeling and that materials, such as bodily affectivity, technologies and texts, are "used" by teachers and learners to support and advance teaching and learning. Telling a sociomaterial story, I account for how materials "participate" in pedagogic practice and for what is performed through this participation (e.g. corporeal capacity, changed power relations regarding the subjectivities of teacher and learner and teaching and learning). Drawing on video case data collected as part of a national study, and utilising an analytic of assemblage, I trace affective relations in action towards making an argument about the centrality of affects, as socio-material practices, to teaching-learning events in school classrooms and beyond. Registering bodily as intensity, affect effects change in pedagogical relationships, impelling acknowledgement of its substantive nature and its political import. Altogether, bodily matter matters. Implications of this mattering for education policy and practice are drawn out. (Contains 8 notes and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10