Abstract In this manuscript, we foreground the concept of critical affective theory drawing on scholarship from within and outside of literacy education and highlight testimony and critical witness as an example of affective practice to foster students’ literacy experiences. Situated within a study of a writing methods course in an elementary teacher education program, we explore testimony and critical witness for its potential as a critical-affective practice that may support relational and justice aims within teacher education courses and school-partnerships. Drawing on video, interviews, and writing artifacts, we focus on two child/adult pairs to illustrate how affective practices were embedded in the literacy routines of work with children and how the critical-affective framework, as well as particular pedagogies and structures of the course, seemed to support teacher candidates to attune to particular moments with children in impactful ways. We also show how children responded to the intentional use of critical-affective pedagogies designed to center adult educators’ vulnerability as invitation for children to serve as witnesses and, in the cases we discuss, how the novice teachers’ modeling of risky and vulnerable writing functioned as an important invitation for students to do the same. We found that both the teacher and students contextualize their work as steeped in the affective and highlight the value of their relationship and the practice of collective risk-taking as central to their learning together. We conclude with hopes for the field’s continued inquiries into the multiple ways we might envision the important intangibles of critical-affective literacies as tangible pedagogies in K-12 and teacher education classrooms.

中文翻译：

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冒险写作的人性化潜力：追踪儿童和教师候选人的批判性情感素养实践

摘要在这份手稿中，我们从读写教育的内部和外部借鉴奖学金来评判批判性情感理论的概念，并强调证词和批判证人作为情感实践的实例，以培养学生的识字经验。我们在基础教师教育计划的写作方法课程中进行研究，我们探讨证词和批判证人的潜力，认为它可能是批判性情感练习，可以支持师范教育课程和学校合作中的关系和正义目标。利用视频，访谈和写作文物，我们重点关注两个儿童/成人对，以说明情感实践是如何嵌入在与儿童一起工作的识字例程中的，以及批判-情感框架以及特定的教学法和结构课程，似乎支持教师候选人以有影响力的方式与孩子们一起度过特定的时刻。我们还将展示儿童对有意使用的批判性教学法的反应，这些教学法旨在将成年教育者的脆弱性作为中心，邀请儿童充当证人，在我们讨论的案例中，新手教师如何建模有风险和脆弱的写作作为对学生做同样重要的邀请。我们发现，老师和学生都将他们的工作情境化为沉浸在情感中，并突出了他们的关系的价值和集体冒险的实践对他们共同学习至关重要。