Literaturnachweis - Detailanzeige
| Autor/in | Anwaruddin, Sardar M. |
|---|---|
| Titel | Why Critical Literacy Should Turn to "The Affective Turn": Making a Case for Critical Affective Literacy |
| Quelle | In: Discourse: Studies in the Cultural Politics of Education, 37 (2016) 3, S.381-396 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0159-6306 |
| DOI | 10.1080/01596306.2015.1042429 |
| Schlagwörter | Critical Literacy; Ethics; Affective Behavior; Guidelines; Educational Principles; Teaching Methods; Violence; Emotional Response; Politics; Social Justice |
| Abstract | The central argument of this essay is that critical literacy with a rationalistic bent may not enable us to cope with ethical dilemmas in our responsiveness to human sufferings. I argue that critical literacy education would benefit from turning to the recent scholarship on affect/emotion studies. I draw upon the works of Sara Ahmed--one of the leading contributors to critical affect studies--to shed light on what is called a "regulatory power" that creates a schism in our responsiveness to violence and suffering. The key contribution of this essay is to present an actionable framework of what I describe as critical affective literacy. To delineate this framework, I present four pedagogical principles, along with examples of instructional activities. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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