“I was able to write stuff about me that felt more personal”: Visceral Literacies of Marginalized Adolescents in Digital OST Programs

• In Event: Viscerality, Relationality, and Spatiality in Digital Literacies

Abstract

Digital educational spaces are often maligned as encouraging students to operate on autopilot while discouraging critical or passionate engagement. This presentation uses an affective lens to explore two cases in which adolescent writers in digital OST programs activate their critical capacities through visceral literacies and glimmers of care. We examine how digital out-of-school time (OST) classrooms can create affective networks for marginalized youth—particularly important because school spaces often reproduce dominant forces and jeopardize marginalized participants.

Authors

• Karis Jones, Empire State University - SUNY

• Gemma Cooper-Novack, Independent Scholar