ABSTRACT

This paper concerns the pedagogical work affect does in an Australian Year 11 literature classroom. Thinking with Ahmed’s framing of affect from the viewpoint of cultural politics, I consider how affect aligns some bodies within particular social groups and situates some outside. Three key moments of affective charge are drawn from observations: students’ written responses, group discussions, and interviews. Analysing these moments from the perspective of Ahmed’s affective economy foregrounds the value of detecting students’ orientations towards or away from the classroom space, discourses, and practices. It indicates the potential for constructing the classroom as an inclusive and relational space allowing room for the different knowledges implicit in students’ experiences. It shows that students often find themselves interpellated by conflicting discourses that emphasise how they read themselves and their texts. Allowing opportunities to name, share, and process these conflicts can expand the efficacy of reading practices.

摘要

本文关注澳大利亚 11 年级文学课堂的教学工作影响。从文化政治的角度思考艾哈迈德的影响框架，我考虑了影响如何使特定社会群体内的某些身体保持一致并将某些身体置于外部。从观察中得出情感充电的三个关键时刻：学生的书面答复、小组讨论和访谈。从 Ahmed 的情感经济学的角度分析这些时刻突出了检测学生朝向或远离课堂空间、话语和实践的方向的价值。它表明将课堂构建为包容性和关系性空间的潜力，为学生体验中隐含的不同知识留出空间。它表明学生经常发现自己被强调他们如何阅读自己和课文的相互矛盾的话语所困扰。允许命名、分享和处理这些冲突的机会可以扩大阅读实践的功效。