In this set of essays, the authors argue for the importance of affect and emotion in literacy education, teacher education, and classroom life. In the introduction, Boldt describes the authors' shared belief in learning as happening within a landscape of relationships and emergent life in classrooms and beyond. The introduction makes clear that while the authors are writing from different intellectual traditions, they share a sense of anger about the fetishization of standardization, testing, and methods at the expense of ambiguity, improvisation, and unexpected, disruptive, and enlivening classroom relationships. In the first essay, Lewis demonstrates how emotion is regulated in a secondary English classroom and yet can never be fully regulated, giving rise to discomfort and to unexpected transformations of signs. In the second essay, Leander argues for a more emergent vision of lesson planning that begins with the body and its expression of energies and potentials in the present. In the final essay, Boldt urges that teachers be provided with opportunities to openly examine their negative emotional responses-including anxiety and, at times, aggression- to mismatches between children and what is required in a high-stakes environment. Throughout the essays, the authors enact rather than describe a Deleuzo-Guattarian perspective, laying their differences and their shared commitments side-by-side in the hope of creating for themselves and their readers new sets of relations and possibilities and, with those, the condition of potential for imagination and desire.
|Original language||English (US)|
|Number of pages||12|
|Journal||Research in the Teaching of English|
|State||Published - May 1 2015|