Radical Sites of Disruption: Toward a Theory of Critical Affective Pedagogy

• In Event: Black Men? Hispanic Girls? Emancipatory Pedagogies in Teacher Education

Abstract

This paper is a theoretical exploration of racial melancholia and how emotions impact dialogues on race for the purpose of reimagining teacher preparation and professional development. We believe that situating our pedagogy in these conceptual frameworks would lead to more authentic and valuable strategies to actualize racial justice. Our thinking is guided by two primary questions: How does racial melancholia relate to the world of education? How might critical pedagogy be reimagined to support an understanding of melancholia and deep emotions? It significantly contributes to the scholarship by offering ways in which teacher educators and teachers could begin to think differently about how to effectively approach issues of race in our classrooms.

Authors

• Alissa Case, University of Minnesota - Twin Cities

• Justin Grinage, University of Minnesota - Twin Cities