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Affect, Learning, and Teacher Education: Getting Stuck in Social Justice (Routledge Cultural Studies in Knowledge, Curriculum, and Education) - Softcover
Synopsis
This volume inquires into student teachers’ “stuck moments”―moments of felt crisis―as they occur within the context of a university-based social justice teacher education (SJTE) program. The book complicates the notion that these stuck moments are primarily effects of a gap between theory and practice. Instead, Colmenares and Jarvie argue for a more robust conceptualization, drawing on affect theory, posthumanism, and Deleuzian scholarship. By considering what stuck moments do, and do to, student teachers, the book reimagines SJTE in ways that are both responsive to stuckness and disruptive of discourses of learning that dominate the field. Through a critique of the affective workings of learning, the authors consider how these discourses can prove counterproductive for the work of teaching for social justice. This insightful and stimulating volume will be of use to scholars, researchers, and students with interests in curriculum studies, affective approaches to education and SJTE.
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About the Author
Erica E. Colmenares is Assistant Professor of Humanities at San José State University, USA.
Scott Jarvie is Assistant Professor of English Education at San José State University, USA.
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Affect, Learning, and Teacher Education (Paperback)
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Taylor & Francis Ltd, London, 2026
ISBN 10: 0367701340
ISBN 13: 9780367701345
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Paperback. Condition: new. Paperback. This volume inquires into student teachers stuck momentsmoments of felt crisisas they occur within the context of a university-based social justice teacher education (SJTE) program. The book complicates the notion that these stuck moments are primarily effects of a gap between theory and practice. Instead, Colmenares and Jarvie argue for a more robust conceptualization, drawing on affect theory, posthumanism, and Deleuzian scholarship. By considering what stuck moments do, and do to, student teachers, the book reimagines SJTE in ways that are both responsive to stuckness and disruptive of discourses of learning that dominate the field. Through a critique of the affective workings of learning, the authors consider how these discourses can prove counterproductive for the work of teaching for social justice. This insightful and stimulating volume will be of use to scholars, researchers, and students with interests in curriculum studies, affective approaches to education and SJTE. This volume inquires into student teachers moments of felt crisis within the context of a university-based social justice teacher education (SJTE) program. The text reimagines SJTE in ways that will appeal to scholars and students interested in curriculum studies, affective approaches to education, and social justice teacher education. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. Seller Inventory # 9780367701345
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Affect, Learning, and Teacher Education : Getting Stuck in Social Justice
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Affect, Learning, and Teacher Education
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Affect, Learning, and Teacher Education
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ISBN 13: 9780367701345
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Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This volume inquires into student teachers' 'stuck moments'-moments of felt crisis-as they occur within the context of a university-based social justice teacher education (SJTE) program. The book complicates the notion that these stuck moments are primarily effects of a gap between theory and practice. Instead, Colmenares and Jarvie argue for a more robust conceptualization, drawing on affect theory, posthumanism, and Deleuzian scholarship. By considering what stuck moments do, and do to, student teachers, the book reimagines SJTE in ways that are both responsive to stuckness and disruptive of discourses of learning that dominate the field. Through a critique of the affective workings of learning, the authors consider how these discourses can prove counterproductive for the work of teaching for social justice. This insightful and stimulating volume will be of use to scholars, researchers, and students with interests in curriculum studies, affective approaches to education and SJTE. 110 pp. Englisch. Seller Inventory # 9780367701345
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Affect, Learning, and Teacher Education (Routledge Cultural Studies in Knowledge, Curriculum, and Education)
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Affect, Learning, and Teacher Education
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ISBN 10: 0367701340
ISBN 13: 9780367701345
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Paperback. Condition: New. This volume inquires into student teachers' "stuck moments"-moments of felt crisis-as they occur within the context of a university-based social justice teacher education (SJTE) program. The book complicates the notion that these stuck moments are primarily effects of a gap between theory and practice. Instead, Colmenares and Jarvie argue for a more robust conceptualization, drawing on affect theory, posthumanism, and Deleuzian scholarship. By considering what stuck moments do, and do to, student teachers, the book reimagines SJTE in ways that are both responsive to stuckness and disruptive of discourses of learning that dominate the field. Through a critique of the affective workings of learning, the authors consider how these discourses can prove counterproductive for the work of teaching for social justice. This insightful and stimulating volume will be of use to scholars, researchers, and students with interests in curriculum studies, affective approaches to education and SJTE. Seller Inventory # LU-9780367701345
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Affect, Learning, and Teacher Education: Getting Stuck in Social Justice (Routledge Cultural Studies in Knowledge, Curriculum, and Education)
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