Critical literacies, imagination and the affective turn : postgraduate students' redesigns of race and gender in South African higher education
Mendelowitz, Belinda and Govender, Navan (2024) Critical literacies, imagination and the affective turn : postgraduate students' redesigns of race and gender in South African higher education. Linguistics and Education, 80. 101285. ISSN 0898-5898 (https://doi.org/10.1016/j.linged.2024.101285)
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Abstract
In this paper, we build on critical literacy scholarship and the affective turn, focusing particularly on the redesign process. A close and critical textual analysis of student responses to two assignments in the postgraduate education module Language and Literacy, Theories and Practices, enables us to trace the critical-creative-affective moves that students made when required to analyse and redesign university student recruitment advertisements. Students’ analyses and redesigns illustrate 1) how identification/disidentification with issues of power across gender, race, and (de)coloniality enable them to enter ‘relations of affective solidarity’ as a complex form of empathy, 2) the nuanced negotiations of affect in doing critical literacies across reading and redesign and 3) the ways in which affect surfaces differently for each student across contrasting genres and ‘revealed spaces’ (Boler, 1999).
ORCID iDs
Mendelowitz, Belinda and Govender, Navan ORCID: https://orcid.org/0000-0001-6764-1169;-
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Item type: Article ID code: 88678 Dates: DateEvent3 April 2024Published3 April 2024Published Online24 February 2024AcceptedSubjects: Education > Education (General)
Language and Literature > Philology. LinguisticsDepartment: Faculty of Humanities and Social Sciences (HaSS) > Strathclyde Institute of Education Depositing user: Pure Administrator Date deposited: 12 Apr 2024 12:18 Last modified: 21 Dec 2024 19:53 Related URLs: URI: https://strathprints.strath.ac.uk/id/eprint/88678