Consequential Affect and Emotional Landscapes: Urban Experience as Curriculum

• In Event: 47.024 - Curriculum Protests, Uprisings, and Revivals

Abstract

Emotions are related to power and create boundaries; thus resulting in an ongoing “battle” over whose affective responses are privileged or disenfranchised. It is emotions that result in what one chooses (or not) to do, hear, and say. Using critical theories and a post-structuralist narrative inquiry, this study presents three case narratives of Baltimore educators initial 2015 Baltimore uprising experiences. These stories lead to a richer understanding of the emotional complexities of curriculum as lived in urban contexts. Rather than as simple, uncomplicated, and predictable responses, attending to emotions as messages of moral and political importance lead to a richer understanding of the complexities of educating. Conceptualizing emotions as messages of complicated political importance has implications for praxis in curriculum.

Authors

• Tanetha Jamay Grosland, University of South Florida

• Cheryl E. Matias, University of Colorado - Denver