The Capaciousness of No: Affective Refusals as Literacy Practices

The authors considered the capacious feeling that emerges from saying no to literacy practices, and the affective potential of saying no as a literacy practice. The authors highlight the affective possibilities of saying no to normative understandings of literacy, thinking with a series of vignettes...

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Published inReading research quarterly Vol. 56; no. 2; pp. 223 - 236
Main Authors Truman, Sarah E., Hackett, Abigail, Pahl, Kate, McLean Davies, Larissa, Escott, Hugh
Format Journal Article
LanguageEnglish
Published Wiley 01.04.2021
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ISSN0034-0553
1936-2722
DOI10.1002/rrq.306

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Abstract The authors considered the capacious feeling that emerges from saying no to literacy practices, and the affective potential of saying no as a literacy practice. The authors highlight the affective possibilities of saying no to normative understandings of literacy, thinking with a series of vignettes in which children, young people, and teachers refused literacy practices in different ways. The authors use the term capacious to signal possibilities that are as yet unthought: a sense of broadening and opening out through enacting no. The authors examined how attention to affect ruptures humanist logics that inform normative approaches to literacy. Through attention to nonconscious, noncognitive, and transindividual bodily forces and capacities, affect deprivileges the human as the sole agent in an interaction, thus disrupting measurements of who counts as a literate subject and what counts as a literacy event. No is an affective moment. It can signal a pushback, an absence, or a silence. As a theoretical and methodological way of thinking/feeling with literacy, affect proposes problems rather than solutions, countering solution‐focused research in which the resistance is to be overcome, co‐opted, or solved. Affect operates as a crack or a chink, a tiny ripple, a barely perceivable gesture, that can persist and, in doing so, hold open the possibility for alternative futures.
AbstractList The authors considered the capacious feeling that emerges from saying no to literacy practices, and the affective potential of saying no as a literacy practice. The authors highlight the affective possibilities of saying no to normative understandings of literacy, thinking with a series of vignettes in which children, young people, and teachers refused literacy practices in different ways. The authors use the term capacious to signal possibilities that are as yet unthought: a sense of broadening and opening out through enacting no. The authors examined how attention to affect ruptures humanist logics that inform normative approaches to literacy. Through attention to nonconscious, noncognitive, and transindividual bodily forces and capacities, affect deprivileges the human as the sole agent in an interaction, thus disrupting measurements of who counts as a literate subject and what counts as a literacy event. No is an affective moment. It can signal a pushback, an absence, or a silence. As a theoretical and methodological way of thinking/feeling with literacy, affect proposes problems rather than solutions, countering solution‐focused research in which the resistance is to be overcome, co‐opted, or solved. Affect operates as a crack or a chink, a tiny ripple, a barely perceivable gesture, that can persist and, in doing so, hold open the possibility for alternative futures.
Author Pahl, Kate
Truman, Sarah E.
Escott, Hugh
Hackett, Abigail
McLean Davies, Larissa
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Snippet The authors considered the capacious feeling that emerges from saying no to literacy practices, and the affective potential of saying no as a literacy...
The authors considered the capacious feeling that emerges from saying no to literacy practices, and the affective potential of saying no "as" a literacy...
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SubjectTerms 1‐Early childhood
2‐Childhood
4‐Adolescence
6‐Adult
Affective Behavior
Art and Literacy
Conceptual Change
Critical Theory
Ethnographic
Ethnography
Feminist Methodologies
Feminist Theory / Theories
Humanism
Literacy Education
Literacy Studies
Methodological perspectives
Motivation/engagement
Nonverbal Communication
Post‐structuralism
Psychological Patterns
Qualitative Research
Resistance (Psychology)
Theoretical perspectives
Vignettes
Title The Capaciousness of No: Affective Refusals as Literacy Practices
URI https://onlinelibrary.wiley.com/doi/abs/10.1002%2Frrq.306
http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1290114
Volume 56
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