Abstract

This paper draws on Ahmed’s construct of affective economies to explore the role of affect in explaining how marginalization becomes (re)produced in pre-service teachers’ encounters with an actor playing a Kurdish refugee mother in a simulated parent-teacher conference. Through an interpretive case study of four matched-pair pre-service teachers, this paper argues that affective explanations can complement an ideological perspective on marginalization. It does so by attending to the systemic production of marginalization and to the historicized selves and attunements of both pre-service teachers and the actor, and by illustrating the opportunities afforded for reproduction or resistance in particular encounters. The affective approach offers alternate entry points for teacher educators interested in the development of justice-oriented pre-service teachers.

摘要

本文借鉴了艾哈迈德的情感经济构想探究情感在解释边缘化如何在模拟教师与家长会中扮演一名扮演库尔德难民母亲的演员与职前教师的相遇中（再）产生边缘化的作用。通过对四个配对教师的解释性案例研究，本文认为情感解释可以补充关于边缘化的意识形态观点。它通过关注边缘化的系统性产生以及职前教师和演员的历史化自我和调适，并通过说明在特定遭遇中再现或抵抗所提供的机会来做到这一点。情感方法为对以正义为导向的职前教师发展感兴趣的教师教育者提供了替代的切入点。