Health, fitness, and affects in an urban after-school program

Abstract

ABSTRACTThis paper draws on data generated within and resulting from a pedagogical encounter between four Black and Latinx youth, two fitness professionals, and myself – the researcher – in an urban after-school setting. I draw on Tinning’s (2010) concept of pedagogy and affect theory (Hickey-Moody, 2013; Seigworth & Gregg, 2010) to explore how health and fitness knowledge(s) were exchanged in/through a pedagogical encounter and the potential affects of such an encounter. Using MacLure’s (2013a) notion of wonder and glows, the paper turns its focus to a specific encounter within a larger 18-month visual ethnography to follow affective capacities that may open up and/or limit further affects and change. Through data generation and inquiry, two affective moments are produced and discussed. These affective moments come to represent possibilities for exploring the role of pedagogy outside formal schooling milieus, among different cultural players, and the potential in producing affective resides that linger beyond the encounter itself.