Affect, Learning, and Teacher Education : Getting Stuck in Social Justice
Language: English
Published by Taylor & Francis Mai 2026, 2026
- Softcover
- New
Seller: AHA-BUCH GmbH, Einbeck, GermanyAHA-BUCH GmbH
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Condition: New
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Add to basketItem description from seller
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.…
Seller Inventory # 9780367701345
- Title
- Affect, Learning, and Teacher Education : Getting Stuck in Social Justice
- Author
- Scott Jarvie
- Publisher
- Taylor & Francis Mai 2026
- Publication year
- 2026
- Condition
- Neu
- Binding
- Taschenbuch
- Language
- English
- ISBN 10
- 0367701340
- ISBN 13
- 9780367701345
- Item weight
- 177 grams
- Dimensions
- 229x152x7 mm
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.
"Synopsis" may belong to another edition of this title.
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.
"About the title" may belong to another edition of this title.
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