ABSTRACT

Defined as the power to increase or lessen the capacity to act, affect is purported to be pedagogy’s first lesson. In this article we explore the work of ordinary affects in relation to oppressive social norms with particular attention to race. Using feminist new materialist concepts, we trace the capacities of these affects as they play into two pedagogic encounters. We show how pedagogies of response-ability form through affective transmission and material practice. Race presents as an affective and material event that plays out differentially through bodies. Responsible pedagogy hinges on maintaining the ability of people in association with objects to respond to the learning possibilities that pedagogic encounters provide. Responsive to the humanand the non-human, pedagogies of responsibility and the affects that attend them matter on several fronts. They engender ethical subjectivity, unsettle dominant structures of power, and loosen the grip of the ontological privilege accorded the human.

摘要

情感被定义为增加或减少行动能力的力量，据称是教育学的第一课。在本文中，我们探讨了与压迫性社会规范相关的普通情感的作用，特别关注种族。利用女权主义新唯物主义概念，我们追踪这些情感在两种教学遭遇中发挥的作用。我们展示了如何通过情感传播和物质实践来形成反应能力的教学法。种族表现为一种情感和物质事件，通过身体不同地发挥作用。负责任的教学取决于保持人与物体关联的能力，以应对教学遭遇提供的学习可能性。对人类和 非人类的责任教育学及其影响在几个方面都很重要。它们产生了伦理主体性，动摇了主导权力结构，并放松了赋予人类的本体论特权。