CALL FOR CHAPTERS: QUEER AFFECTIVE LITERACY
Queer Affective Literacy:
Fostering Critical Emotional Sensibilities in the Classroom
Editors: Justin P. Jiménez, University of Minnesota
Nicholas-Brie Guarriello, University of Minnesota
The deployment of emotions in critical ways has largely been underexplored in education and pedagogy. Generally, discussions concerning emotions and education have been taken up through psychological and social constructionist discourses that propound the regulation and management of emotions to facilitate effective learning and sustain purported normative and positive social relationships (Zembylas, 2007; Anwaruddin, 2015). Specifically, efforts to promote affective modes of engagement in educative contexts include the development of affective literacy or emotional intelligence (Amsler, 2001).As Amsler states, affective literacy refers to the somatic and emotional responses to a myriad of texts (2001); whereas, emotional intelligence centers “on self-control (delayed gratification), identifications of emotion in oneself and others, and managing other’s emotions effectively” (Boler, 1999). Taken together, these initiatives seek to elicit the more “internal,” “private” and “natural” qualities ascribed to emotions for a more overt and holistic model aimed to nurture the whole child or, in some cases, adult. While these initiatives have popularized the discussion of emotions as a site of legitimate knowledge and analysis—particularly consumed in a capitalist sense and touting scientific morality with emotional intelligence—they provide a parochial description of the potential for emotions to explain social relations. In particular, the aforesaid approaches do not seriously contextualize emotions as performative, that is, the ability for emotions to produce certain relational effects that are “enacted and embodied in the social world” (Micciche, 2007).
Megan Boler has written extensively on the ethical complexities and transformative implications within education through emotion as both a critical inquiry and call to action to witness “inscribed habits of inattention” and examine “how our modes of seeing have been shaped specifically by the dominant culture of the historical moment” (1999). Boler emphasizes the dynamic and radical process of witnessing emotions to uncover “how we view ourselves and our attachments to personal and cultural identities, and to how we view representations of difference.” Ultimately, Boler clarifies the deployment of a pedagogy of discomfort as a means to incite productive action and construct new meanings of connectivity with others. Similarly, Michalinos Zembylas has written widely on the possibilities of pedagogy to promote a critical emotional reflexivity, to complicate cultural difference and troubled knowledge, especially for education in post-conflict contexts. Moreover, the responsibility entrusted to the educator leveraging a critical affective approach to pedagogy focuses on using emotions as a heuristic to promote strategic responses that “minimize ethical violence and expanding relationality with vulnerable others (Zembylas, 2015).” In other words, emotions are foregrounded to understand how they are entangled in power and hegemony and create delineations of the Other. In this manner, emotions become a mediating space to explore orientations and disorientations that perpetuate a continual process of differentiation, in other words, an us versus them dichotomy.
This volume seeks to relate to the various literatures on affective literacy and emotional intelligence within feminist/queer pedagogies. To be clear, we are especially interested in proposals that complicate and expand the current literature by addressing the following topics:
Frameworks for Queer Affective Literacy
Discomforting Testimonies of Teacher Educators/Teacher Candidates/Teachers
Killing Joy in the Classroom
Queer (Dis)Orientations in the Classroom
Affects of White fragility/White silence/Benevolent Whiteness in the Classroom
Respectability Politics of Teacher Educators/Teacher Candidates/Teachers
Trigger Warnings or Expectations/Limits of Safe(r) spaces
Personal Narratives of Equity Fatigue or Strategic Uses of Care
Teacher/Teacher Candidates Attitudes and Strategies Towards Volatile Students
n.b. Poetry (short and long), creative writing, and artist submissions are welcomed. (In lieu of an abstract for these types of submissions, please submit your creative piece instead).
Proposals of no more than 300 words are due on November 20, 2016 and will be notified soon after. We have provided a timeline of the writing process below and suggest author(s) review this timeline prior to submitting their proposal to ensure they can commit to the volume.
300-word Proposal Due: November 20, 2016
Initial Chapter 5000-7000 Words Due: Jan 31, 2017
Revisions Sent: March 4, 2017
Final Chapter Due: June 6, 2017
Inquiries about the call or this project can be directed to the editors: Justin Phillip Jiménez (email@example.com) and Nicholas-Brie Guarriello (firstname.lastname@example.org). Please include “AFFECTIVE LITERACY” in the subject line for a prompt response.