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Grounded in Justice and Joy: Critical Empirical and Conceptual Explorations of Affect
Sun, April 14, 1:15 to 2:45pm, Philadelphia Marriott Downtown, Floor: Level 3, Room 308Session Type: Symposium
Abstract
What role does joy play for non-dominant students in learning contexts? Though researchers in education have considered various facets of emotions (or affects), affordances and constraints on the co-construction of affect and its power implications for non-dominant learners has yet to be explored. Drawing from a variety of research contexts, the authors in this session frame affect as a public, social process by which power relations are learned, negotiated, and resisted. They make visible the educational possibilities available when justice-oriented educators and researchers attune to the convergence of joy and justice. By investigating instantiations of power and opportunities for joy at varying points during the learning process, this session offers new insights into the relationship between power, affect, and justice.
Sub Unit
Chairs
Ashley Zhou, University of California - Berkeley
Isabella C. Brown, University of California - Berkeley
Discussant
Papers
Situating Affect in Cultural Historical Context: Implications for Inquiries Into Power - Ashley Zhou, University of California - Berkeley; Collette Roberto, University of California - Berkeley; Jorge Eduardo Garcia, Stanford University
The Community-Joy-Justice Matrix: Creating Spaces of Belonging for Racially Minoritized and Former Foster Youth Students - Astha Agarwal, University of California - Berkeley; Rosalie Zdzienicka Fanshel, University of California - Berkeley
Co-Designing Justice-Centered, Action-Oriented K–12 Science Education: Emergent Principles and Practices for Work With K–12 Teachers - Kelly R. Billings, University of California - Berkeley; Jacob Barton, University of California - Berkeley
They, Too, Deserve Justice and Joy: Learning Through Affective Economies in Justice-Centered Classrooms - Aukeem A. Ballard, University of California - Berkeley; Jorge Eduardo Garcia, Stanford University; Meg Elena Escudé, University of California - Berkeley