Supporting Critical-Affective Practices and Pedagogies

• In Event: Dreams, Possibilities, and Necessity of Equity: Exploring the Transformative Potential of Assessment

Abstract

1. Objective or purpose
Despite the large body of research exploring essential qualities of teacher education (Darling-Hammond, 2006; Grossman & McDonald, 2008; Lampert et. al, 2010), affect and emotion continue to be key components marginalized in these conversations. This paper bridges these areas of research by exploring the implementation of a semester-long project called the “Affective Archive Project” (AAP) within a practicum-linked writing methods teacher education course for undergraduates. The AAP supported teacher candidates (TCs) by assessing the emotional and affective dimensions of teaching and learning––bolstering the relationship between equity and assessment––beyond traditional and reductive assessments (Suskie, 2009).

2. Perspective(s) or theoretical framework
The AAP was inspired by Cvetkovich’s (2003) work on archiving and draws on critical emotion research on testimony and witness of teachers and children’s experiences in literacy classrooms (Dutro 2011, 2013; author, 2014). By drawing on the critical and poststructuralist theories of the course and emotional dimensions of students’ lives and literacy teaching and learning (Blackburn, 2011; Johnson & Vasudevan, 2012; Jones, 2013), candidates took up what they felt as teachers and how it related to what they did and valued. In these ways, affect guided a more expansive approach to assessment.

3. Methods
This paper draws on data from a qualitative assessment of a one-semester writing methods course in an undergraduate teacher education program that was taught onsite at a Title 1 elementary school. The AAP adopted traditional aspects of an archive in that it required each TC to purposefully select “artifacts” that they felt were worthy of documentation in an effort to capture their journey throughout the semester. TC’s met weekly in their Affective Archive groups to discuss experiences that they felt were “sticking” with them, both personally and professionally. All discussions were audio taped and two groups were videotaped each week.

4. Data sources, evidence, objects, or materials
Qualitative data include AAP group videos, audio transcripts, field notes, course materials, TC’s reflections, memos, and AAP artifacts. Data analysis consisted of both thematic coding and critical discourse analysis. Using qualitative software, data sources were coded, examining and interpreting preservice teachers’ stories, life experiences and representative texts.

5. Results and/or substantiated conclusion or warrants for arguments/points of view
Findings indicate that the AAP is a unique platform that facilitates a deep assessment of affective dimensions of teaching and critical perspectives and pedagogies. Findings suggest that AAP served as a rich, context-based assessment for the teacher educators of the course, providing valuable insights into candidates’ learning and developing perspectives.

6. Scientific or scholarly significance
This research sheds light on the importance of incorporating critical-affective assessments into discussions of teaching and learning and archiving affect and emotion positions visceral literacies (Dutro, 2013) as worthy of assessment. This paper argues in support of an essential shift in educational assessment, rhetoric and practice, as it demands an entirely new vision of organizing and honoring how knowledge and lived experience is assessed and interpreted in classrooms.

Author

• Ashley Cartun, University of Colorado - Boulder