Emotion,Social Action,and Agency: A Case Study of an Intercultural,Technical Communication Intern

This article reviews literature on emotions within communication settings and proposes that emotions serve as motivations to accomplish social action; these motivations also serve as opportunities to negotiate agency within unfamiliar workplace settings. To exemplify the way this process develops, the author presents a case study of a technical communication intern as she works full-time for a German sales and distribution company. Through reflective self-narratives, the intern describes specific emotions she experiences as she adjusts to this German workplace. These emotions connect directly to decisions the student makes that help her negotiate agency from a “powerless” position, resulting in effective workplace relationships and a competent persona.     

Conjuring optimism in dark times: Education,affect and human capital

This paper analyses how the discursive construction, valuation and subjective experience of human capital is evolving in parallel with crises of capital as a world-system. Ideology critique provides tools for analysing policy ‘fictions’ that aim to sustain investment in human capital through education. Foucauldian analytical tools enable analysis of how human capital has become a project of self-appreciation and cultivation of positive psychological traits. We argue that the work of Lauren Berlant provides an important complement to these approaches and enables us to analyse how crises of capital are being lived as the cruelling of optimism about social mobility through investment in oneself as human capital. The paper points to an educational politics and pedagogy for living through infrastructural breakdown in darkly uncertain historical times.     

Terror(ism) in the classroom: censorship,affect and uncivil bodies

This paper examines an event in a US secondary classroom where a Muslim student was disciplined for reading lesbian erotica in class. While many students read and exchanged erotica in the school, this student in particular was targeted for a disciplinary hearing. I explore this as an affective event, a moment of sensation and excess, to think about how the taken-for-granted dramas of the classroom might be manifestations of larger scale events and geopolitical forces. Here post-9/11 practices of surveilling and managing Muslim bodies and ambivalent affects around Muslim women coalesced to escalate an ‘event.’ As mainstream media increasingly report incidents of Islamophobia in schools, educational research needs pay heed to the experiences and voices of Muslim students. Here a student’s outspokenness, agency, and animated affect were positioned as insubordinate and deemed threatening to the sanctity of the school. Incivility and dissent, rather than insubordinate, are important affects to make space for in secondary schools, particularly for students of color. This paper also explores several concepts in relation to qualitative research including data as affect, affective pedagogies, and glitch methodologies.     

Pedagogic affect and its politics: learning to affect and be affected in education

ABSTRACT

This paper examines the critical contribution that affects as bodily capacities to act, engage and connect can make to children’s learning in museums and schools. Drawing chiefly on empirical material collected over the course of visits by school children to Museums Victoria, Australia, and bringing a sociomaterial sensibility to bear, I trace the movements of these children through exhibition spaces and show pedagogic affect at work. I argue that children’s learning can usefully be understood in ways that go beyond social constructivism which underwrites museum learning and school education yet tends to neglect the role of affectivity and material agency in learning, as well as relations of power. As the empirical material shows, the politics of affective practice involve the co-constitution of bodies, spaces and objects in ways that actively intervene in established relations of power. I conclude by calling for a renewed engagement with the affective in education.     

Peace Process Pedagogy: lessons from the no-vote victory in the Colombian peace referendum

ABSTRACT

Is there a need for a new field within Peace Education that looks at the complex dynamics of transitional societies in the post-truth era? What formal and informal pedagogical strategies might be best suited for transforming ‘emotional anti-peace mindsets’? Drawing on practical examples from the complex political contingencies in Colombia, this article positions the concept of Peace Process Pedagogy within discussions in Critical Peace Education and Critical Contemplative Pedagogy. It encourages critical pedagogues to develop strategies to dismantle misinformation about peace policies, to engage in open conversations about emotions, and to work with embodied action.     

Effects of Accent Strength Expectancy Violations on Language Attitudes

This study examined how violations of listeners’ expectancies of the strength of speakers’ foreign accents influence evaluations of foreign-accented speakers. Participants (N = 275) listened to a male or female speaker reading a short passage in Spanish-accented English. Compared to participants whose expectancies about the strength of speakers’ foreign accents were confirmed, listeners whose expectancies were negatively violated reported a more negative affective reaction and attributed less status to the speaker. Affect partially mediated the effect of negative expectancy violations on ratings of status. Participants whose expectancies were positively violated did not differ from those whose expectancies were confirmed on any dependent measures.     

成人教育哲学观与成人转化学习研究

成人学习者的需要、兴趣和经验不同,因此,作为成人教育者的教师要促进成人有效学习,就必须根据学习者不同的个性特征来调整相应的教育哲学观,转变思想和重新进行角色定位。同时,成人教育目的、成人教育内容、成人学习者、成人教育工作者等方面也要作相应的调整和改变,以促进成人学习者的转化学习。     

充分认识当代大学生思想道德教育的地位和作用

进入新世纪,随着我国教育改革的深入,素质教育的全面推进,思想道德教育的重要地位正日益显现。世界教育主题转变为“学会关心”,营造了重视思想道德教育的国际环境。处在重大而深刻变动之中的当今世界,综合国力竞争日趋激烈,中华民族要在竞争中完成复兴伟业,最重要的是必须要有大量担当这一伟大使命的高素质人才。人才为谁服务,是人才竞争成败的关键。这一切都使得当代大学生思想道德教育的地位和作用尤为突出。     

《呼啸山庄》话语的态度分析——“希思克里夫夜访墓地”

运用马丁评价理论中的态度子系统,对《呼啸山庄》第二十九章中的“希思克里夫夜访墓地”话语进行分析,旨在通过态度分析,挖掘出希思克里夫在凯瑟琳死后的复杂心情及对凯瑟琳的深爱与眷恋,显示评价理论对话语分析的应用性和可操作性,证明评价理论对于提高读者对文学作品的欣赏水平有着积极的帮助。     

How are we now? Real-time mood-monitoring as valuation

In a digital society, we are frequently invited to communicate our present affective state via interfaces. These include smart-phone apps which allow users to track their mood in ‘real-time’, plus touchpads in organisations and public spaces which seek rapid feedback on whether an experience is positive or negative. In contrast to the use of surveys as tools of valuation, these technologies seek to capture experience in ‘real-time’, which can then be viewed and evaluated critically at a later time. Based on study of a number of mood-monitoring technologies, this paper highlights some of the ways in which they challenge conventional accounts of (e)valuation. In particular, rather than inviting individuals to represent their feelings towards the past numerically, they invite them to make uncritical expressions of positive or negative mood in the present. The central question of value is no longer how much is something valued, but whether or not it is valued. Quantitative and calculated analysis of positive and negative emotions occurs subsequently.