The Interplay of Ideological Stance and Epistemic Affect in Disciplinary Learning

• In Event: Exploring How Identity and Epistemic Engagement Shape Learning

Abstract

This paper examines the role of epistemic affect in mediating the co-development of disciplinary learning and ideological positioning. We analyze interactions of a group of undergraduate students studying historical migrations using United States census data maps. We demonstrate how their representational practices with data are mediated by affective responses to the inquiry. Consequently, arguments that play out as a negotiation of affective positioning ensue, bringing conflicting ideological stances into contact. A student’s subsequent interactions suggest that the interplay of epistemic affect and disciplinary inquiry created the potential for ideological expansion. Our findings challenge the notion that affect and identification hinder critical consideration of evidence. Thus, this paper extends our understanding of the interplay of affect, ideology and disciplinary sensemaking.

Authors

• Josh L. Radinsky, University of Illinois at Chicago

• Iris Tabak, Ben-Gurion University of the Negev