Abstract
The purpose of this article is to explore affective (an)archives in educational research. Unlike archives, which act more like a repository, the (an)archive is a technique for research-creation; it is a process-making engine that triggers new, creative events. The affective (an)archives studied in this paper encompass the affective intensities that arise for teacher-activists participating in public political activism, as well as the affects that animate the moments of emotional crisis (or “stuck moments”) of student teachers in a social justice-oriented teacher education program. We ruminate on the possibilities, intensities, conversations, and materialities that our (an)archives might open. Specifically, we wonder what new events can these (an)archives feed-forward and what pedagogical and emotional thresholds might the traces from our (an)archives do for both our own studies and the field of educational research.
Highlights
The purpose of this article is to explore affectivearchives in educational research
The affectivearchives1 explored in this paper encompass the affective intensities that arise for teacher-activists participating in public political activism, as well as the affects that animate the moments of emotional crisis of student teachers in a social justice-oriented teacher education (SJTE) program
We wonder, what new events can thesearchives feedforward? What pedagogical and emotional thresholds might the traces from ourarchives do for both our own studies and the field of educational research? To explore these questions, we begin by describing the kinds of archives we used in our studies, how we triggered the archives’ accompanying anarchives, and the affordances and limitations of thearchive
Summary
We discuss two different kinds of archives here: wunderkammern, or wonder cabinets (MacLure, 2013), of student teachers’ moments of emotional crises, or “stuck moments”, as well as an online affective archive, or a repository of how teacher-activists were affecting and being affected by their own activism Though these two studies seem disparate on the surface—different kinds of participants (pre- versus inservice teachers), varying milieus (a teacher education program versus teachers at diverse school sites in different states), and dissimilar subfields within education (teacher education versus teacher professional development)—they are, very much alike. Affective archives of activism) will be described in its own section by each particular researcher/author, followed by descriptions on how each archive’s anarchive was activated
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